Inquiry Project Reflection

Completing my inquiry project was a long and tedious process. I honestly exerted a great deal of effort on this project from start to finish. It took several weeks and hours of work to complete. First, I had a lot of difficulty deciding on a topic and finding sources. My first question turned out to be too broad, so I had to come up with another one. Once I finally settled on GarageBand, I was excited to see the different possibilities for incorporating the program into my classroom in meaningful ways; yet actually finding decent resources took a great deal of time. There were not many formal resources available, so I had to search several different places and various terms. That required some creative thinking. Once I found my sources, the project was much more manageable. However, the screencast was also challenging for me. Figuring out how to use Jing was very simple, but I kept messing up my speech. I had to re-do it several times and finally realized it was not going to be perfect. I hope I did not have too many mess-ups. It was a great learning experience.

Completing this task was very valuable to me because I learned so many ways in which I can incorporate GarageBand into my classroom. Besides that, I learned how to use Jing, and believe I would use it in the future or have my students use it if they are unable to present live or feel more comfortable using Jing. This could help those who are extremely shy or home sick and unable to present live. I also learned how important it is as an educator to inquire about the uses of tools and technology. There is no possible way that one teacher could know all of the best practices without consulting sources or other educators. The internet is such a valuable tool for this. Having that mindset will surely lead to a better, more meaningful education for my students. Also, the screencast process made me realize that I need to practice my public speaking. This is something I believe will get better in time.

This project affects my future teaching because I will surely incorporate what I learned. I believe that I will use the 5 best practices that I found in my future classroom, especially because it can be used at any grade level. I believe this will benefit my students, because I am now more likely to search the web for best practices for using any other tool that I come across that I want to use. After all, before doing the research, I had only considered using GarageBand for podcast creation. Now I see that there are a number of other possibilities and benefits that come from using this wonderful program!

Week 16 Exit Slip

This semester has drastically altered my view on technology's role in teaching and learning. At the beginning of the semester, I knew that technology would make learning more interactive and exciting, but I did not really know about many of the most effective ways to use it. I was unsure as to how to incorporate it into my classroom in ways that would enhance my student's education and also make learning more meaningful and self-directed. Overall, I learned that technology is definitely a resource -- in fact, it is an endless number of resources. First of all, technology can be incorporated into any subject in the classroom, whether being used for concept mapping in science class, playing a math simulation, making a podcast for history, or creating a digital booktalk for language arts. I have also realized the importance of teachers sharing resources with each other, and how technology and social bookmarking makes this possible on a worldly scale. Specifically, delicious has been a wonderful tool that I will use to keep track of the wonderful technologies that I have come across this semester. I have also been amazed at how technology is truly infiltrating education in other aspects besides academics. For example, stop motion animation could be used to teach students classroom rules or safety rules, Skype could be used for virtual field trips, communicating with sick children or parents who can not come into the classroom, or even for students to study together; blog sites could be used for students to post journal entries; etc. Each week I became even more amazed at the endless possibilities for infiltrating my classroom with technology. Being exposed to these has enabled me to consider how I will incorporate them in the future. I have also learned that technology is constantly changing, and some may not be available even in just a few years when I begin teaching. I now believe that as educators, we need to constantly research and share new technologies, as well as inquire about possible advantages and uses of these in order to develop professionally. We also need to be open-minded and willing to try out our new ideas. This will be most beneficial to our students.

Week 14 Exit Slip

Today I learned about the different ways to visualize with technology. I feel that using visuals are extremely important in the classroom because of the many great ways in which this can be done. I had not really considered the ways to use digital cameras or other tools normally used for recreation in an educational context. Making a classroom ABC book with pictures of items that begin with each letter of the alphabet sounds like a fantastic way to integrate technology into the primary grades, such as Kindergarten. I can't believe how many resources there are on the web regarding using visualization in various subjects, so I think that as a teacher, it is important to search for may new and exciting ways to do so. I also learned about the importance of videotaping myself teaching so that I could reflect on what I did well and what I need to work on in order to become a better teacher. I feel that it would be more helpful than just getting peer feedback. Additionally, I think that I would enjoy using Google moon, ocean, and earth in the classroom as well as for personal use. I have not really used them before.

Next, I learned how Dweeber, GoogleLitTrips, and Glogster can be used in the classroom context. I feel like I would use Google Lit Trips because it makes literature, history, and geography more meaningful and interactive for students! Older students would be able to create a lit trip as a project. Younger students could view one and learn basic geography.

I am also really concerned about the sexting issue. I hope this is not something that would happen with my students, but you never know. Similarly, the idea of cell phones and radiation to your brain is an issue that should be considered. It seems that many things "cause" cancer these days. I think it is important to be aware of these things, but the fact is, there is no conclusive evidence.

Last, I learned more about how to create a stop-motion animation using iMovie. This project is something I had never done before, so it was very interesting and a bit challenging.

Chapter 10 Reflection

This reading helped me to realize that technology can be incorporated into every aspect of teaching and learning, including assessment. I specifically like the idea of using technology for a performance assessment. I feel that completing many of the projects that we have learned about such as a podcast, iMovie, et cetera, could be used as an assignment as well as an alternative assessment for students. Technology could of course be used for students to take a multiple choice test, but I now realize that it would likely be better to use for assessment in an authentic, alternative way that allows students to show what they have learned in meaningful contexts. (These meaningful contexts would be in the many ways we have learned about in this course that I have discussed in previous posts.) I did not realize that using technology for the purpose of assessment had the advantage of making the data easier to collect and analyze, nor the fact that it could be done more often, allowing the teacher to better monitor progress. I have learned about the importance of formative assessment, but had not realize the role that technology could plan in that. I had also not previously considered the idea of electronic portfolios. We have learned how important they are in many of our education classes, so I had planned on using them in my classroom. I now see that e-portfolios would be beneficial in that they are easier to modify, easier to transport (i.e. they are not sitting in the classroom taking up space) and that they can be developed over time easily. I also figure that it would be harder to lose a portfolio if it is stored online. Last, I see the advantages of clickers in the classroom as a way to engage learners and increase student confidence when other students may also be incorrect. The only issue I see here is if a teacher was to display the results with only one student who had answered a question incorrectly. That student would know it, and may lose self-confidence rather than gain self-confidence. If given a traditional paper and pencil question that the teacher collected, this is less obvious.

In my classroom, I am now considering the idea of electronic portfolios instead of folders in the classroom. I think it would be a great way for students to safely and efficiently collect samples of work to show progression and achievement through the year. Parents and students could also access them more easily. I also would have my students reflect on their work in order to become more critical thinkers and make changes in the future. I will now also consider assessment criteria more thoroughly before my students begin the task, as the book emphasizes how important this is. I believe that I would be likely to explicitly explain criteria, as well as make an example portfolio for students to see what I expect. Many times teachers forget this, and students can become frustrated. Also, as a future teacher, I may use online rubric banks. I am not sure if they would be easier or more complicated, based on the fact that they are likely not going to exactly match my objectives, but I believe they would give me ideas just as other online sources give me ideas for planning lessons. I would also like to check out Rubric Processor or other rubric generators because I have never heard of these. I may use these if I find them to be helpful. I would also love to use clickers in my classroom because they would allow me to point out student misconceptions quickly, as well as engage students. I believe that my students and I would benefit from this method of assessment. Last, I will create online surveys for parents and/or students in order to be able to assess feelings and opinions.

Chapter 9 Reflection

Before reading this chapter, I had not considered the idea that the only output humans have for visual representation of ideas is mental images and dreams, and how this can be hard to share. Many of us are not skilled artists, like myself, so I like the idea of using digital cameras, phones, video production and video modeling with feedback. I had also never heard of interpretive and expressive tools. Interpretive seems to be great for explaining math concepts in a concrete fashion, whereas expressive visualization helps learners show their talents. As usual, I am realizing that technology can play a role in teaching and learning in even more ways. Technology can even be a form of allowing us to learn about ourselves, such as our strengths and weaknesses. For example, when I watch videos of myself in a dance performance, I can assess what I need to work on and get feedback from others. It is the best way to realize my weaknesses and strengths because I can actually see them. I am now convinced that virtually any type of technology can be incorporated into education.

As a future teacher, I am now open to having my students work with visualization programs more often. I could use geographic information systems to have them work on problem solving through real-life applications. I thought it was a great point that teachers “must be willing to let their students go” and that students need to understand there is not always one correct answer (p. 195). I have always struggled with tasks in which there are numerous ways to solve a problem because I was concerned that I was wrong. Therefore, I believe that using programs such as this could teach my students otherwise. This is something that would have likely helped me. I also believe that solving model real-world problems is extremely important. Related to this, I now think that I would use programs like Google Earth in the classroom in combination with SketchUp. I will definitely use other programs as well, such as TableTop. In MAE we read about the importance of students being able to collect, visually represent, and analyze data. Visualization is critical because it can really help learners (especially visual!) by allowing them to see abstract concepts in a concrete fashion. TableTop seems great because it allows students to predict and infer as well, and in SCE this semester, we learned that these are important skills for science. Also, I would have my older elementary students make digital documentaries and stories. I believe it is important for them to examine various issues in their worlds, as well as learn to cooperate and give feedback to others. Personal documentaries would be an enjoyable and engaging project as well because students would enjoy sharing with their classmates. I would like to do this at the beginning of the year to help the students become acquainted. If I teach primary grades, however, I am not sure how possible this would be. I do believe that they could create short movies, but it would require a lot of parents and teacher help. I would be interesting in doing some research on how to create videos and iMovies with young children.

Week 13 Exit Slip

Today I learned more about the different ways for students to design. I enjoyed learning about SketchUp and Musical Sketch Pad. Students would enjoy using these tools because they are hands-on and different. I also realized that each of us will likely use different technologies in our classroom due to personal preferences. I personally would like to incorporate design into my classroom, so now I am more aware of some programs used. I also learned about the many uses of Skype, TalkShoe, and Live Mocha. I would love to use Skype to take my students on a virtual field trip if we can't actually go somewhere or do not have the funds. Also, I could conference with parents or catch a sick child up with work if he or she cannot make it to class. TalkShoe also seems really great, and I could have my students collaborate with other students through videoconferencing to create podcasts, as well as use it to assist my ELLs. Last, I would love to use LiveMocha if I taught older students to expose them to new cultures/languages.

I also began to think about desktops versus laptops. My personal preference is a laptop due to its small, portable nature. However, I see that desktops may be less prone to damage or theft (plus they are cheaper) and therefore better in the classroom. However, a teacher may want a laptop so that she does not have to email herself work that she completed at work that needs to be finished at home. I do feel that desktops will become outdated soon because new technologies seem to be becoming smaller and more compact. I had also not realized about the financial concerns that stem from online dating. Someone tried to scam me on Facebook Marketplace before by saying that he would pay me $100 extra for a textbook. This was blatantly obvious, but unfortunately, many users may not realize this. I think older students should be aware of this.

Chapter 8 Reflection

I have not used technology to do much designing, except for starting my Scratch project this past week. Before reading this chapter, I had not considered designing with technologies are something that I would really use in my classroom. I think that is because I do not consider this to be something that I enjoy, but maybe it is because when I was a student, I was not exposed to designing with technology. It requires a lot of creativity and deep thinking in a way that I don’t believe is one of my better skills. However, the reading showed me that technology can and should be used for design. I think that it can be motivational for students because it would allow them to work hands-on in many subjects, such as music, math, and science. If students are designing their own things on topics they are interested in, they will be more invested in their work. I had also never thought about how designing is similar to problem solving. Now that I think about it, I think that the main difference is that in problem solving, the problem is already there, as well as many possible solutions. We usually just have to think of solutions and consider which are best. In designing, we in effect have to create a need/opportunity – the “problem” – and then create a whole new solution of our own, that may not work. I think this is the aspect of designing that makes it something that some people love and others find very challenging. This would be a great learning opportunity for real life as well as allow teachers to teach in a constructivist nature.

As a teacher, I think that I would have my students use Scratch to create their own games. I would only use it with older children though, because it seems too challenging for younger kids. Students could demonstrate creativity and expression as they selected topics and determined what would occur in the game. I could also have them use programs like Pro-Desktop to make sketches and drawings, as well as get feedback that I may not be able to provide (since I don’t consider myself to be an expert in this arena). I believe that programs like SketchUp would be for students to design a floorplan and 3-D model. I had to do this in the 6^th grade, but back then we had to hand-write our blueprints on graph paper and physically build our models. I also like the idea of using simulators to test ideas. Often, students will plan and build something, only to have it not work. Simulators could prevent this type of problem. I also made an animation in elementary school using technology that caused it to be very jumpy (I am not sure what we used). I remember it being a fun experience though, and so I would love to have my students use iStopMotion or similar software to create animations of their own that would be of higher quality. Last, GarageBand would be a great tool to use with my students. The other day we read an article for MAE 4310 about learning fractions through reading music. I think that composing music could also work to assist students in being creative and learning math concepts. I would like to learn more about the most recent design programs available for my classroom, especially ones for younger students.