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.

Week 12 Exit Slip

Today I learned how students see learning as changing. Students wanted it to be social-based, which I believe will be beneficial because I enjoy incorporating social networking into my education. I realized the meaning of un-tethered learning – how we can learn everywhere and all the time – because we have so much technological access. Learning is also digitally rich because of this. I have realized how technology is shaping education more and more each week, but hadn’t thought about how kids viewed it.

I cannot believe how communicating with technologies has grown so rapidly! The video we watched in class surprised me with how big this is becoming. I am also now thinking more about how I am going to establish rules and guidelines for internet chat safety with my students. I would likely use EPals so that my students can have a great way to message each other and have discussions. I believe that these would be great to encourage shy students to socialize and respond more than they normally would. I also did not realize 6 people could speak at once on Skype. This would be great for my students who had internet access at home in order to complete projects when they are unable to meet physically. I also had never thought about using AIM as a game. I think it was enjoyable and students would like it. I also realized that using a fast-paced video keeps people engaged. Also, I have never thought about how podcasts have advantages because the user can stop/start it, etc. I think that this would make lectures more effective for students. However, students would not be able to ask questions. A discussion board could be added to help this problem.

I think that students need to learn about how to use technology, but not to the detriment of their health. I did not realize that virtual school enrollment was increasing so much. I feel that this could be negative because it makes school less personal, yet it could be positive because it does not have a set pace and can be focused on the individual student rather than the class. Last, I am shocked to hear about how video games control some people’s lives. I will encourage other things besides video games such as playing sports. Students need to know this is not reality.

As far as cool tools go, Woome.com is a site that I hope my students do not know about. It could be dangerous! It is another reason why they need to learn about internet safety. However, I think Ning.com would be fun for students to discuss their interests! We always talk about how kids will enjoy school more if they are interested, so I think they could benefit from this site. Additionally, DrawAnywhere.com seems great because it is online and free!

Chapter 7 Reflection

I realized even more so as I read this chapter how technology is such an integral part of students’ lives in and out of school. Teaching and learning and technology really do go hand-in-hand – socially and academically. The book said that kids were exposed to technology about 8.5 hours a day, and I think that number is probably increasing all the time. It amazes me how much students know about things like text messaging, iPods, etc. Many of my dance students, who are 7 and 8 years old, have their own cell phones and other gadgets. Today, one of my 5-year-old students even told me how she liked to play Wii bowling! Back when I was a kid, we would have just gone to the bowling alley or talked on our house phones. It amazes me how things have changed. This chapter basically served to explain to me even more ways that teachers can incorporate students’ use of technology into their education. The book states that, “technologies of various kinds can serve as bridges between school and students’ outside experiences if they are used in the right way within a supportive context” (p. 153). I wholeheartedly agree with this statement. It is our job to teach students how to make better use of the internet especially so that it becomes as asset rather than a distraction.

I think as a teacher, it is absolutely necessary to explain to students about the dangers of chat rooms and other online communication tools. Many young students are not aware of the fact that these types of technology can be dangerous. I think that students often do not realize how technology can take away from face-to-face interaction as well, so I think that we as teachers should model this. For example, texting during class when we should be talking with students would not be the best idea. However, things like computer conferencing over Skype would be a great way to communicate with parents if they cannot meet face to face. Also, we have used tools like threads and discussion boards for our education classes, and I find that they lead to more in-depth discussion. This is something I may use in my classroom to help those students who are shy or non-native speakers and also to make my students think on a deeper level because they have a chance to think about their response more before they make them. As the teacher, I could serve as a discussion moderator and hopefully lead students to develop more critical thinking skills. Additionally, the book said that this helps with the time constraints in schools, and I certainly agree. I also think that students should be encouraged to use cell phones, Skype, or Facebook chat-type programs to discuss homework or other assignments (depending on their age). I have found this to be so helpful to my own education. The only drawback is that it would require students to have internet and video capability, which they may not. Last, I think that I would love to incorporate videoconferencing into the classroom. Students would be able to have guest speakers without them having to make the trip that in the past would have prevented them from coming. I would even have students create and listen to podcasts.

Week 11 Exit Slip

Today I learned about the potential uses of Poll Everywhere, Flickr, and Slide Rocket. I think that any of these can be used in the classroom. I could poll students or parents about a variety of topics, organize, label, and share pictures, and create presentations for lessons or have students share presentations. I am continuously realizing how most technologies can be adapted for classroom use. I also had not considered before that job loss could be related to technology. This is definitely an issue that could affect my students and their families. I feel that students need to be aware of the fact that they need to work hard in school so that they will develop skills and be able to go to college. Our job is to do our best in teaching our students. I had also not really thought before about how easy technology makes it to cheat. I think that as a teacher, I need to be aware of student attempts to cheat and also encourage students to use technology in a positive and fun way. If students do not have a desire to learn something, they may choose to cheat. I feel that students would not want to cheat if they really enjoyed what they were learning.

Next, I learned that typical animation has 30 frames per second. I did not realize it was this high! The three phases of animation are pre-production (planning and organizing), production (filming - capturing images), and post-production (editing and sharing). I realized that animations can be used to share opinions and information, whereas before I had only thought of them as Disney movies, etc. I had crated an animation a long time ago, but the technology was very different. Animation would be something that I think students would enjoy, and I think I will also have fun doing this project with my group based on my past experiences. I learned that FrameThief can be used on Macs to make a stop-motion animation. This program offers a lot of unique features that make it simpler to see the changes between each shot. After this, iMovie allows you to put the pictures in and create a final product. This is definitely completely different than what I used in 4th grade and I'm sure it will continue to evolve.

Last, I learned about the many uses of Scratch, such as models, tutorials, simulations, games, or animations. I am starting to think about how I can make my project really engaging and interactive. I am going to explore topics and examples this week, and am thinking about what would be a good topic. I feel that almost any topic could be addressed.

Week 9 Exit Slip

Today I developed some new thinking in regards to students developing their own models, simulations, and concept maps. I feel that using mind tools would truly help them become engaged on a deeper cognitive level as compared to previous technologies we have learned about. I also realized that parents and teachers can use blogs to interact if they are not able to talk face-to-face. Blogs would also be helpful if students are absent or did not finish work in class. Teachers could even have students use blogs as a modern form of the traditional journal. It would be much more convenient and eliminate teachers having to carry around 25 journals to read and respond to. I also am continuing to see how many resources are available for teachers online.

I think that using the cool tools such as DropBox to backup files would be useful and convenient, as I have only used jump drives, email, and CDs before. I am also realizing that body image is something I will have to deal with in the classroom, even in the primary grades, so I need to make sure that I am paying attention to what images children believe to be real - and then explain/show them that they are not. Violence is also something that is even a part of children's educational games, so I will have to be aware that students may believe that violence is acceptable. Social networking is becoming popular with kids as well, and has possible dangers and social issues that can result. Therefore, it is crucial that we keep in contact with parents about these issues and talk with students ourselves.

Chapter 6 Reflection

I had never before considered using technology to build my classroom community before reading this chapter. We have used wikis and online discussion groups in college classes, but I had never thought about having elementary students take part in these. I think having online discussions and blogs would really help those students who are quiet during class to be more comfortable, because I know that in my classes for example, not everyone enjoys answering aloud. I am also realizing that students will enjoy school more if they can share what they know using technology/the internet, rather than what they don’t (i.e. traditional tests). I also like how the technologies and sites discussed in the chapter are social in nature, which I believe will encourage positive relationships between students. Something that was not new to me was the idea of teachers sharing helpful hints and information over the internet. I have read many teacher forums/blogs before to get information. What was new however, was TappedIn. I began to think how amazing and beneficial it is that the internet has enabled teachers from different countries to collaborate! That was unheard of several years ago. Therefore, I plan on investigating TappedIn and TeacherTalk at some point. Overall, I realized that technology has the potential to play a meaningful role in the classroom, but it all depends on the teacher’s decisions about types and uses and dedication to making sure that it is always meaningful for the students.

As a future teacher, something that caught my attention in this chapter was when it stated that classrooms are not typically communities because students are competing with each other and are disconnected. It said that cliques were also an issue and that students need common interests in order to become a classroom community. I understand what the authors are saying, and hope that my classroom will become a community where everyone feels accepted. I think that several of the ideas suggested in this chapter would support my goal of developing a strong, supportive community. First of all, I love the idea of having students reading expedition blogs as ‘virtual field trips’. This would certainly make for meaningful learning because the students can interact with the writer and learn social studies in an active manner. I also think that if I had older students, I would have them participate in online book discussions with students from around the world. I am also interested in having my students take part in Learning Circles in order to foster community-building beyond the classroom. Additionally, by communicating with students from various countries/cultures, students would be able to gain cross-cultural understanding in an enjoyable way, because they would all be working towards the goal of completing a project together. Similarly, participating in KidLink to talk with students who speak other languages would be great to practice a second language. I doubt that I would be teaching another language, but if I had an ESOL student, it would be great for him to be able to communicate with students from his native country in his native language. He could even share his experiences learning English. As a teacher, I would also love to use a blog of some sort to communicate with parents. The possibilities for using blogs and discussions seem endless, so I will constantly think about how I can use community-building in my classroom!

Chapter 5 Reflection

I am beginning to see more and more (as I read these chapters) the fact that technology can be incorporated into every aspect of learning -- and these ways are always changing. Prior to reading this chapter, I had not considered the idea of my future students externally constructing their internal models of concepts using computer programs. This seems like a great way for teachers to see what students know, as well as for them to organize their thoughts and ideas. We had previously discussed (in our science class) how models were a great way for students to learn about phenomena, with the drawback being that they may develop a misconception from the model. I think that having students create their own models can eliminate this problem; however, I wondered: What if they portray a misconception in the model? How would the teacher intervene without taking away from the constructivist nature of this activity? I discovered this answer near the end of the chapter, when it suggested using databases to share stories and read stories written by others. I think this would be a great way to gain information that can lead students to conceptual change on their own, but I feel like the students would need to be in the upper elementary grades for this to be successful.

As a teacher, I would have students create models that represent their thinking, because I agree that it would allow them to develop metacognition, or thinking about thinking. This is a vital skill that students need for success. Reflection is also necessary for them to be able to solve similar problems and examples better, and using mindtools like the ones suggested in the chapter would certainly assist them with this skill. I think that linking ideas together in a concept map would be a great way for students to visually see the relationships and connections between topics. I also have never used a spreadsheet myself, so I definitely did not realize the benefits for students, such as analyzing data, learning math, and simulating problems that students are working on. Therefore, I would like to try this with my students. I also liked the idea of expert systems and how they allow the student to become the expert. I agree that it would lead to them to think on a deeper level. (Ex: I had to do this myself when learning Chapter 3 for my presentation). I would have my students take part in this as well.

I would also design matrices using technology, rather than on a poster board. I think that it would be a fun project for students to create these on a given topic as well as share them with the class. I would also have students share ideas through a database in order for them to analyze other peoples’ knowledge and compare it with their own. If I taught younger grades, I would probably adapt some of these ideas by assisting students more.

This chapter was slightly confusing in that most of the tools were for middle to high school students, so I am not sure what would be good in the primary grades. Overall, I think that using mind tools to model thinking processes would be a valuable experience for both students and teachers.

Exit Slip - Week 8

Today I began to really imagine how I would integrate technology with my writing curriculum. I plan to teach younger grades, and when I read the chapter, I was not sure how the technologies suggested would work with young children. Alex and Katie provided some wonderful examples, such as Kidspiration, Gliffy, and Scholastic that certainly would be appropriate and enjoyable for my students. I also loved Global School net and would love to get my students involved in a collaborative project with students in other states. I think that this would help to get them motivated to learn. I had also never thought about using polls through text messaging with students. If I teach young students, this probably wouldn't work, but parents and guardians could possibly respond to important questions, provided they have texting. I also learned how to help students navigate websites using the smart board. I tend to get lost when clicking through sites, so I am sure this will be helpful with my class.

I am also continuing to be exposed to new sites/tools that I can incorporate into the classroom. Specifically, I learned about Parentella, which I think would be a great way for parents to be aware of what is going on in the classroom. Go Animate is also a site that many students would enjoy using, considering they can make designs and message students all around the world. The only drawback to learning about all of these new tools is that I am becoming overwhelmed! I want to use technology to enhance my students' learning, but not to the point that it takes all of my time to discover and learn how to use it. Hopefully I will discover several technologies that are multi-functional rather than several that can only be used for one task.

Last, learning about contemporary issues today was eye-opening. First, I am concerned about the possibility of society becoming addicted to the internet. However, I believe that it is something that we truly rely on because of its usefulness, relevancy, and prominence in society. Second, I think that each child having a computer would be great, but not as much for younger kids. I think that too much reliance on computers could lead to a diminished reliance on teachers and other students/social interactions. I want my classroom to be very social, and I don't think that technology needs to be in the classroom 100% of the time, especially with young children. They need personal interactions for social development. TV can also enhance learning, but too much can lead to children being deprived of real social interactions. Additionally, cyber bullying is something that I need to discuss with children and parents in order to try and avoid it in my classroom.

Chapter 4 Reflection

This chapter made me consider how technology can be used for writing in several new and exciting ways that many current teachers and teachers-in-training may not know about. We are all familiar with Microsoft Word and PowerPoint for example, but many of the other writing programs it discussed were new. Specifically, I had never considered using technology to design a concept map. I never liked to use these when planning writing because I felt they were not helpful for me. I think that I would have liked concept maps better if I could have made nodes on a program and then clicked on them for more detail. It seems great how one can manipulate and move the nodes around, which cannot be done using paper and pencil. This would have allowed more thorough planning, making these more useful. I also began to think about the drawbacks of PowerPoint based on the ones noted here. I have traditionally chosen PowerPoint for presentations, but I feel that students in our future classrooms would now be more likely to use Slide Rocket or Prezi because they are newer, and many of the drawbacks could be eliminated. We took an entire class on teaching writing, yet I had never really thought about having students publish their work online. This is a great way for them to share it with family and friends who may not get to see a hard copy. Overall, using technologies such as the ones in the chapter would allow students to gain a more meaningful and fun writing experience. (We all know that many of us and many of our students dislike(d) writing!)

As far as what I will do differently, I will definitely follow the suggestion in the chapter of having student analyze power points online etc. to see what makes a better presentation. On our chapter presentations for example, Jeff reminded us that too much text is overwhelming for the brain. This is something we need to show our students using examples. Also, I think I will have my students try editing each other’s work or use an online program such as SWoRD (however the book said it was really only used in higher education). My hope is that very soon, these types of programs will be more appropriate for elementary students. I loved the idea of collaborating in projects online through the Global School House Network. Back when I was younger, we participated in pen pals, but this seems to be a more modern and advantageous program. Students would learn more from sharing knowledge and experiences rather than reading a textbook or doing research. Additionally, I think my students would really enjoy it, so I would like to implement a project like this in my class. I also think I would have my students publish their work both in hard copy format and online, because it would allow them to get feedback from people outside of the classroom. This would be a unique experience that would make them feel more accomplished as writers. I am definitely going to check out the sites suggested in the book more.

Week 7 Exit Slip

Today I learned how difficult it truly is to present on technology that I am not an expert on. However, I found that presenting was a wonderful way for me to discover new technologies that I would want to use in my classroom. I learned what went well in our presentation and things we should work on, such as a conclusion. I also learned that a simulation is an umbrella term that includes microworlds, games, and virtual worlds. I wish the book had explained these terms in this manner because it makes so much more sense. Lauren and I were a little confused as to the difference between the four because they appeared to overlap as far as definitions and uses. Additionally, I learned about the benefits (keeping in touch) and disadvantages (character limit) of Twitter. I am actually not not a Twitter user though because I feel that Facebook serves the same general purpose, and is even broader. I also learned that Twitter can be used in the classroom and I never would have considered that. Wordle is another cool tool to use to make word clusters, poems, short stories, etc. and also print it out to put on T-shirts or business cards. Symbaloo is an awesome tool to customize your homepage! I also learned about some important issues in technology, such as online schooling, internet safety, and gaming. Overall, I am now realizing that almost any technology can be used for education, yet can also cause issues. Technology is constantly changing, so educators must continue to research and learn new technology.

Podcast Reflection

This project took a good deal of effort because at the start, I had no idea how to actually create a podcast; however, I knew what a podcast was because I have watched/listened to sermons and other programs online. I had been interested in learning GarageBand because I heard it was a wonderful program, and I already had it on my Mac – which made deciding on a tool very easy. The topic for my podcast was actually hard to narrow down, but I ended up choosing to incorporate a handout that I created on a famous artist. Once I attempted to use GarageBand, I struggled at first. I usually like to figure out programs on my own, but I quickly became frustrated. I then found a really easy tutorial online and was able to insert music, voice, and sound effects really easily. It took me a long time to listen to the sound options and music, as well as to move around the different parts so that they sounded good together. I liked how easy the program was once I got the hang of it. Another thing that I needed to know was how to save it as an mp3, and I was proud to have figured out to import the file in into my iTunes library, which converted it. It took me a total of 2-3 hours to complete from the beginning to final product. Next time, I think it would take probably half the time or less because I now know how to use the program. I also learned that taking the time to listen to a brief tutorial really is faster and makes things a whole lot simpler. I think from now on I will just do this from the beginning. I felt a great sense of accomplishment as I listened to my final podcast!

This was a really valuable project because podcasting is something that is becoming more and more common. It is a great way to share opinions, speeches, and information, and I like how podcasts can be so easily downloaded and listened to. In addition to using the podcasting feature of GarageBand, I can also now use GarageBand for personal projects such as editing music for my dance classes because I feel more comfortable with the program. If I had not done this project, I don’t know when I would have learned this program, and I would have likely wasted a valuable resource.

The podcast-making process impacts me as a future teacher because yet again, I am able to add a technology to my wealth of resources to use in the classroom. I know that my students and I would love to make these and be able to use them frequently. I could have weekly news updates available for my parents and students online, as well as have students listen to podcasts during class or for homework. I believe that the GarageBand program is not to hard for upper elementary students to use, and that they would love using it to make music and other projects as well. I am becoming more and more willing to discover new technologies as an educator, and am more open to bringing more types into my classroom. I would never have thought to use GarageBand for educational purposes.

Week 5 Exit Slip

I gained a lot of new thinking in class today. First of all, I now understand the difference between directories and search engines, as well as what a Webquest is. I also learned about the various topics that my classmates and I will be investigating for our inquiry projects. I had not even considered many of the creative ideas that they had come up with, so it will be interesting to see everyone's findings. The information that they find can help me in my teaching career. I learned about several new sites, such as Survey Monkey and Zoomerang to create and administer surveys. I had never thought about using these to check students' prior understanding in order to determine what topics need more intense instruction and which do not. I was also amazed to learn that non-credible websites show up at the top of the google search page. This is very frightening and students most definitely need to practice triangulation to verify accuracy of information that they have found through a search engine or directory. Just because it was found through google or Yahoo for example, does not mean that it is a credible source. Additionally, I was glad to be introduced to the NetSmartz website. I think this will be a valuable resource for learning how to select safe sites on the web, for both children and adults. Last, I learned about the Cool Tools presentations coming up and began considering how each tool will likely be useful to me in my classroom or personally. I additionally am beginning to consider the possibilities for my Podcast and think this will be a fun project because we can choose any topic that interests us, yet relates to education. I think I may discuss the importance of dance lessons for young children.

Digital Booktalk

I exerted a good deal of effort in creating my digital booktalk. Initially, I spent a few days deciding what book I wanted to do. I ended up changing my book choice because I read this book with the little boy that I babysit and thought it had beautiful illustrations. I also loved the poetry format and felt that many children would love to read this book. The other book was a chapter book, so there were no pictures to share. I then decided to use iMovie, which I had never used before. First, I took pictures from the book and imported them into iMovie. Then, I had to re-read the book and write down a brief synopsis for each image. I then used the microphone on my computer to record these as voiceovers to go with each illustration. I had also never tried this before, and I had to adjust some settings to make it sound clear. It took me the longest time to do this part. Once I did a few, however, it was not too difficult. Last, I added music from iTunes, and it took awhile to find a song that was a good length and also matched my book. I had to adjust the length of some images in order for the song to not get cut off at the end, but it was simple to do. Overall, I was surprised to learn that iMovie is fairly easy to navigate. I enjoyed the process of creating my book, even thought I spent several hours on this assignment in order to complete it. I think it will be much faster in the future because I am not familiar with the tools it offers.

I thought that this was valuable because it allowed me to learn how to use a new program, iMovie. I am a new Mac user, so it is great that I could complete an assignment and learn more about the programs on my computer. Further, I was proud of myself for conquering a new program without any help. This assignment helped to increase my level of confidence in using (and comfort with) technology. Last, this is a great resource for my future classroom. I will definitely use this program again for other projects besides booktalks. Of course, I could also use this program to create other digital booktalks in order to get students excited about books that they will be reading.

This assignment impacts my future teaching because again, it has introduced me to another resource that I could utilize in the classroom. I shared my completed project with my roommates, and they were very engaged as they viewed it. I believe that my students would be too. Having a book presented in this format, with music, voice, and images, rather than me simply talking about a book, makes the book seem more enticing and exciting to read! Additionally, I would definitely let students use iMovie in order to create their own booktalks or other projects in my classroom. It is hands-on and fun, so it allows students to have a meaningful learning opportunity with technology. After each subsequent assignment, I am becoming more and more excited about incorporating technology into my classroom.

Site Credibility

Students often do not understand what distinguishes a credible website from a non-credible website. I remember that I often had difficulty with this in school, because my teachers did not have us practice nor gave us any guidelines as to what made a site credible. They just assumed that we would realize if one was not. Unfortunately, that is not the case. That being said, having us review several sites allowed me to think about what we should truly look for when selecting a site. On the sites, I found that they lacked references, had contradicting statements, tried to market a certain viewpoint, sell things, and more. My students need to know that before attempting to gather research, one must determine credibility. I will use sites such as these, as well as credible websites, and explore them with students. I will let them do some exploration on their own and then discuss the process of site verification with students. To do that, I feel that they need a list of a few simple questions that they can easily remember to ask themselves while reviewing a site. These include:

1. Is there a reference page? Can these sources be checked?

2. Is the author credible? (Where does it show that he or she has the authority to publish this information? Is there any contact information? Is the author associated with an organization that has authority?)

3. Is there a copyright date listed? Is it recent?

4. Does the content sound like fact or opinion? (Does it seem biased? Are they trying to sell something to you?)

5. Does is appear professional? (Do they use proper spelling and grammar? Do they write in a formal manner, or do they make jokes or have silly/strange comments?)

6. What is the extension: .edu, .com, .org, etc? What can this tell us about the site? (Students need to know what each of those mean and what they may entail.)

This can be remembered by the acronyms ACE CAR.

A (appearance)

C (content)

E (extension)

C (copyright)

A (author)

R (references)

By using this approach, each of the example sites given to us in class would have be determined to be not credible due to at least one of the 6 reasons.