Friday, July 23, 2010
Final Reflective Blog
I learned a lot from this course. Technology is necessary for successful instruction. After completing the Digital Storytelling project, I now know the logistics behind creating an educational presentation using Windows Moviemaker. Our constant updates on our blogs were "a preview of coming attractions." What I mean by this is that thanks to technology, our students will communicate with us via blogs and other means of communication. Giving students the opportunity to communicate with their teachers has the potential to dramatically improve academic achievement for future students. In the past, students would have to depend on a telephone call to contact their instructor. Now, thanks to technology, they can even send emails with attachments of their assignments for their teachers to critique. I fully intend to earn a reputation for constant feedback with my students because of the opportunities technology provides. When we completed the Copyright and Internet Safety assignments, I learned that integrating instructional technology is a privilege. We as teachers have certain rights and responsibilites when it comes to what we include in our lessons and how we include them. For example, if a video clip is longer than a certain length, we may be violating copyright laws and jeopardizing our careers. In conclusion, the integration of instructional technology will allow me to be more professional in my instruction. If I simply write on the chalkboard every day and ignore the advice of my fellow colleagues about how to integrate technology into the clasroom, then I am not taking advantage of the opportunities that make the content beign taught to my students more meaningful.
Thursday, July 22, 2010
Portfolio
Standard 1 Technology Information Access, Evaluation, Processing and Application
The bookmarking activity that I completed using the Delicious software gave me a good idea
of what resources are out there for the content area of Spanish. In the process, I was able to develop my skill of evaluating technological information. This is important since I will be doing this for a good 30 years or more as a certified Spanish teacher. Processing means that the teacher makes practical and educational activities for his or her students. Ultimately, students and the teacher will apply what they learn; the students to their lives and the teachers to methods in which they can modify their future lessons.
Standard 2 Communication
The blog postings that we completed as a class allowed us as students to evaluate our attitudes concerning technology by reading comments from other students. For example, when we were asked to complete our Technobiography, Ashley Hurst liked what I said about Spanish teachers being able to speed up the time it takes to complete oral exams. Thanks to technology, every student can wear headphones and speak into a microphone. After 15 minutes, every student is accounted for. Traditionally, the teachers had to spend 1 to 2 entire class periods talking to students individually at their desk. Blogs have truly facilitated communication.
Standard 3 Legal, Social and Ethical Issues
The Cyberethics assignment was an excellent way to learn about the legal, social and ethical issues. I chose Firewalls because I saw a movie a few years ago with Harrison Ford that dealt with a wealthy computer engineer having to hack into his system in order to prevent the hackers from invading his personal life. Also, the Copyright reading we completed gave very detailed information about how to protect copyright laws under every situation possible. For exmaple, if a certain video is over a certain length in time, then it is not acceptable to use music that is protected by copyright laws.
Standard 4 Assessment For Administration and Instruction
The various technologies we used for our projects allowed us to determine which technologies work well under various instructional situations. The Glogster technology was very useful for the Learning Theory assignment because it combined text with images, and also included video applications.
Standard 5 Integrating Technology into the Curriculum and Instruction
Our Practical Teaching Experience highlights what integrating technology into the currciulum and instrcution is all about. Additionally, the Bookmarks I created using the Delicious software reminded me of what we are doing in my Curriculum and Assessment class. In that class, we are creating a Unit Plan. We determine what the appropriate objectives are, and then have our lessons reflect them. This can be accomplished with the integration of technology. For my content area of Spanish, the ideal example of integrating technology into the curriculum and instruction is creating a virtual tour of a famous city in a Spanish speaking country.
Standard 6 Assistive Technologies
Vocaroo, the technology that allows people to record their voice, was very helpful for the Universal Design for Learning Assignment. Although I did not use Wordle, I have in the past and I am fully aware of how it can help teachers. It can help teachers by creating concept maps in a social studies class or teaching a phrase that can help students master their grammar concepts in a foreign language class.
Standard 7 Professional Growth
The comments we posted on the blogs of other students served the purpose of professional growth. Also, I now have a better understanding in my mind of when to use what technologies: Worlde, Vocaroo, Glogster, to name a few. One of the easiest ways to grow professionally is to keep up with the technology. This allows teachers to be more diverse in their teaching methods.
The bookmarking activity that I completed using the Delicious software gave me a good idea
of what resources are out there for the content area of Spanish. In the process, I was able to develop my skill of evaluating technological information. This is important since I will be doing this for a good 30 years or more as a certified Spanish teacher. Processing means that the teacher makes practical and educational activities for his or her students. Ultimately, students and the teacher will apply what they learn; the students to their lives and the teachers to methods in which they can modify their future lessons.
Standard 2 Communication
The blog postings that we completed as a class allowed us as students to evaluate our attitudes concerning technology by reading comments from other students. For example, when we were asked to complete our Technobiography, Ashley Hurst liked what I said about Spanish teachers being able to speed up the time it takes to complete oral exams. Thanks to technology, every student can wear headphones and speak into a microphone. After 15 minutes, every student is accounted for. Traditionally, the teachers had to spend 1 to 2 entire class periods talking to students individually at their desk. Blogs have truly facilitated communication.
Standard 3 Legal, Social and Ethical Issues
The Cyberethics assignment was an excellent way to learn about the legal, social and ethical issues. I chose Firewalls because I saw a movie a few years ago with Harrison Ford that dealt with a wealthy computer engineer having to hack into his system in order to prevent the hackers from invading his personal life. Also, the Copyright reading we completed gave very detailed information about how to protect copyright laws under every situation possible. For exmaple, if a certain video is over a certain length in time, then it is not acceptable to use music that is protected by copyright laws.
Standard 4 Assessment For Administration and Instruction
The various technologies we used for our projects allowed us to determine which technologies work well under various instructional situations. The Glogster technology was very useful for the Learning Theory assignment because it combined text with images, and also included video applications.
Standard 5 Integrating Technology into the Curriculum and Instruction
Our Practical Teaching Experience highlights what integrating technology into the currciulum and instrcution is all about. Additionally, the Bookmarks I created using the Delicious software reminded me of what we are doing in my Curriculum and Assessment class. In that class, we are creating a Unit Plan. We determine what the appropriate objectives are, and then have our lessons reflect them. This can be accomplished with the integration of technology. For my content area of Spanish, the ideal example of integrating technology into the curriculum and instruction is creating a virtual tour of a famous city in a Spanish speaking country.
Standard 6 Assistive Technologies
Vocaroo, the technology that allows people to record their voice, was very helpful for the Universal Design for Learning Assignment. Although I did not use Wordle, I have in the past and I am fully aware of how it can help teachers. It can help teachers by creating concept maps in a social studies class or teaching a phrase that can help students master their grammar concepts in a foreign language class.
Standard 7 Professional Growth
The comments we posted on the blogs of other students served the purpose of professional growth. Also, I now have a better understanding in my mind of when to use what technologies: Worlde, Vocaroo, Glogster, to name a few. One of the easiest ways to grow professionally is to keep up with the technology. This allows teachers to be more diverse in their teaching methods.
Acabar de
This is my bubbl.us for Acabar de:
http://bubbl.us/view.php?sid=698376&pw=yaU.Q85sn8J4EMzZLR3JJeWJLR05kMg
http://bubbl.us/view.php?sid=698376&pw=yaU.Q85sn8J4EMzZLR3JJeWJLR05kMg
My Portfolio
Standard 1: Technology Information, Access, Evaluation Processing and Application
I feel that the video you presented to us on "The Machine is Us" gave us good insights into the available access technology offers us as future educators.
Standard 2: Communication
The Digital Storytelling Project gave me an excellent idea of how to put emotional appeal into a video presentation.
Standard 3: Legal, Social and Ethical Issues
The Cyberethics assignment, in which I focused on Firewalls, gave myself a reality check in terms of the legal, social and ethical issues that we as teachers need to be aware of.
Standard 4: Assessment for Administration and Instruction
The Practical Teaching Experience gave me an excellent idea about what the integration of instructional technology is all about.
Standard 5: Integrating Technology into the Curriculum and Instruction
The assignment that I completed on Jean Piaget allowed me to learn how to use bubblus. and the other technologies that you posted.
Standard 6: Assistive Technologies
These accounted for differentiation; to allow every student to benefit from his or her educational experience.
Standard 7: Professional Growth
I now feel that I am ready to seek the advice of other professionals who understand who to integrate instrcutional technology into the classroom.
I feel that the video you presented to us on "The Machine is Us" gave us good insights into the available access technology offers us as future educators.
Standard 2: Communication
The Digital Storytelling Project gave me an excellent idea of how to put emotional appeal into a video presentation.
Standard 3: Legal, Social and Ethical Issues
The Cyberethics assignment, in which I focused on Firewalls, gave myself a reality check in terms of the legal, social and ethical issues that we as teachers need to be aware of.
Standard 4: Assessment for Administration and Instruction
The Practical Teaching Experience gave me an excellent idea about what the integration of instructional technology is all about.
Standard 5: Integrating Technology into the Curriculum and Instruction
The assignment that I completed on Jean Piaget allowed me to learn how to use bubblus. and the other technologies that you posted.
Standard 6: Assistive Technologies
These accounted for differentiation; to allow every student to benefit from his or her educational experience.
Standard 7: Professional Growth
I now feel that I am ready to seek the advice of other professionals who understand who to integrate instrcutional technology into the classroom.
Tuesday, July 20, 2010
Monday, July 19, 2010
Saturday, July 17, 2010
Friday, July 16, 2010
Blog 4
Reading these sources was like a reality check for me.
2 Issues I was not familiar with
1. I was not familiar with attribution; which means that you should always give credit to the person who created the work .
2. Just because a page doesn't have the copyright symbol does not mean it is not copyrighted.
2 Issues I was familiar with
1. Copyright is a legal device that allows the creator the right to control how the work is used.
2. Originality includes a novel or a student's e-mail message to a professor. Both are considered examples of original expression.
2 Issues I was not familiar with
1. I was not familiar with attribution; which means that you should always give credit to the person who created the work .
2. Just because a page doesn't have the copyright symbol does not mean it is not copyrighted.
2 Issues I was familiar with
1. Copyright is a legal device that allows the creator the right to control how the work is used.
2. Originality includes a novel or a student's e-mail message to a professor. Both are considered examples of original expression.
Thursday, July 15, 2010
Information about Jean Piaget
Swiss biologist and psychologist Jean Piaget (1896-1980) constructed an important model of child development and learning. He believed that the developing child builds cognitive structures or mental maps/schemes; networked concepts for understanding and responding to physical experiences within his or her environment. He further believed that a child's cognitive structure increases in sophistication with development, progressing from mere reflexes such as crying and sucking to highly complex mental activities.
1. Sensorimotor stage= Birth-2 years old
The child, through physical interaction with his or her environment, builds a set of concepts about reality and how it works. This is the stage where the child does not know that physical objects remain in existence even when out of sight. This is object permanence.
2. Preoperational stage (ages 2-7)
The child is not yet able to conceptualize abstractly and needs concrete physical situations.
3. Concrete operations (ages 7-11)
As physical experience accumulates, the child starts to explain his or her physical experiences. Abstarct problem solving is also possible at this stage.
4. Formal operations (Ages 11-15)
By this point, the child's cognitive structures are like those of an adult and include conceptual reaosning.
1. Sensorimotor stage= Birth-2 years old
The child, through physical interaction with his or her environment, builds a set of concepts about reality and how it works. This is the stage where the child does not know that physical objects remain in existence even when out of sight. This is object permanence.
2. Preoperational stage (ages 2-7)
The child is not yet able to conceptualize abstractly and needs concrete physical situations.
3. Concrete operations (ages 7-11)
As physical experience accumulates, the child starts to explain his or her physical experiences. Abstarct problem solving is also possible at this stage.
4. Formal operations (Ages 11-15)
By this point, the child's cognitive structures are like those of an adult and include conceptual reaosning.
CH4 Word Document
Michael Herdoiza
Chapter 4
The chapter focuses on:
The key to helping all students achieve is identifying and removing barriers from our teaching methods and curriculum materials. Drawing from brain research and using new media, the Universal Design For Learning framework proposes that educators strive for three kinds of flexibility:
1. To present information in multiple formats and media
2. To provide multiple pathways’ for students’ action and expression
3. To provide multiple ways to engage students’ interest and motivation
The three UDL principles, implemented with new media, can help us improve how we set goals, individualize instruction, and assess students’ progress.
3 Principles
1. To support recognition learning, provide multiple, flexible methods of presentation.
2. To support strategic learning, provide multiple methods of expression and apprenticeship.
3. To support affective learning.
I think that my blind students would be able to benefit from UDL because “like universal design in architecture, with its stairs, ramps, and elevators, these alternatives reduce barriers for individuals with disabilities but also enhance opportunities for every student.”
For example, Mr. Costa is teaching a civics unit on national elections and wants to convey the fundamental value of voter participation. He chooses to use a chart as an ideal means of representation for some kinds of information and for some students, but a medium that presents learning barriers for other students. Obviously, a child who is blind cannot learn from a visual chart, nor can students who have difficulty discerning colors, interpreting keys and symbols or deciphering the significance of spatial relationships between elements. For these students, charts actually present a barrier.
In this case, both his teaching goal and the barriers in the medium he has chosen (images) relate to recognition, the learning networks addressed by UDL principle 1. It recommends that the teacher provide multiple representations of the same information. A verbal description of the chart, a tactile graphic representation, or an e-version text read by the computer would all make the key concepts accessible to students who are blind or otherwise visually impaired. The verbal description would have the additional advantage of helping other students in the class by providing complementary information not contained within the chart and offering a different context and emphasis. This option would also help students who have difficulty interpreting graphically displayed data.
Chapter 4
The chapter focuses on:
The key to helping all students achieve is identifying and removing barriers from our teaching methods and curriculum materials. Drawing from brain research and using new media, the Universal Design For Learning framework proposes that educators strive for three kinds of flexibility:
1. To present information in multiple formats and media
2. To provide multiple pathways’ for students’ action and expression
3. To provide multiple ways to engage students’ interest and motivation
The three UDL principles, implemented with new media, can help us improve how we set goals, individualize instruction, and assess students’ progress.
3 Principles
1. To support recognition learning, provide multiple, flexible methods of presentation.
2. To support strategic learning, provide multiple methods of expression and apprenticeship.
3. To support affective learning.
I think that my blind students would be able to benefit from UDL because “like universal design in architecture, with its stairs, ramps, and elevators, these alternatives reduce barriers for individuals with disabilities but also enhance opportunities for every student.”
For example, Mr. Costa is teaching a civics unit on national elections and wants to convey the fundamental value of voter participation. He chooses to use a chart as an ideal means of representation for some kinds of information and for some students, but a medium that presents learning barriers for other students. Obviously, a child who is blind cannot learn from a visual chart, nor can students who have difficulty discerning colors, interpreting keys and symbols or deciphering the significance of spatial relationships between elements. For these students, charts actually present a barrier.
In this case, both his teaching goal and the barriers in the medium he has chosen (images) relate to recognition, the learning networks addressed by UDL principle 1. It recommends that the teacher provide multiple representations of the same information. A verbal description of the chart, a tactile graphic representation, or an e-version text read by the computer would all make the key concepts accessible to students who are blind or otherwise visually impaired. The verbal description would have the additional advantage of helping other students in the class by providing complementary information not contained within the chart and offering a different context and emphasis. This option would also help students who have difficulty interpreting graphically displayed data.
Wednesday, July 14, 2010
Tuesday, July 13, 2010
Blog 3
I liked "Twiducate." It essentially makes kids use technology for educational purposes. It will be interesting to see what instructional technology is like in the near future. Would it be harmful to society if books were completely replaced by advanced technology? Honestly, I think that we will always depend on books. The last thing we want to do is increase the illiteracy rates on a national level!
Blog 2
I am going to start off by saying that I am having trouble remembering a specific incident in the classroom that utilized technology, but I'll remember in a minute. I am trying to remember something that dazzled me, and thinking about Powerpoint does not dazzle me. However, I remember in ISTC 301 a girl made an educational music video with the song "No Air" by Jordin Sparks and Chris Brown. The music tied in well with the overarching theme of the presentation: It had to do with some sort of abuse, I think child abuse if I am not mistaken. The combination of the music, lyrics and statistics made me feel a little guilty. The specific type of technology was Moviemaker.
Monday, July 12, 2010
Richard Clark Quote
I completely agree with the Richard Clark quote because both the grocery truck and media need a purpose behind the delivery of their contents.
Technobiography
I went to a high school that was very advanced in technology. As a matter of fact, its signature program was called "Information Technology in a Global Society." I am familiar with PowerPoint Presentations, Microsoft Word, the Internet, as well as the various forms of digital technology. This course will allow me to see how instructional technology is integrated for both teaching in general as well as in my content area of Spanish. I have been told that for my content area, there are methods for taking a total time of 15 minutes for oral exams instead of spending 1-2 entire class sessions talking to students one by one at your desk. This is what I would like to be enlightened on the most during this course.
Definition of Instructional Technology
To me, "Instructional Technology" is a discipline that facilitates our ability as teachers to enhance how we present ourselves to our students. By doing so, we as teachers gain confidence in our ability to present ourselves as professional educators. It has the potential to make lessons entertaining yet educational. It modifies itself over time as technology enhances and as teachers develop new pedagogical methods. Thus instructional technology has been around as long as education has existed. By this I mean that the application and proper use of the abacus for Chinese mathematicians draws parallels with the use of Movie maker in order to teach a lesson on the bombing of Pearl Harbor on December 7th, 1941. Instructional technology only improves if the students indicate to both their teachers and technology specialists their specific needs. This is how I would define "Instructional Technology."
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