Learning Connections Telling Stories with Video

Carl Young and Sara Kajder, the authors of the article Learning Connections Telling Stories with Video want you to consider how technology can be applied to English language arts classrooms. They imply hat language arts classes are not always up to par with utilizing technology, and this is unfortunate because there are many tools that have the potential of creating meaningful learning opportunities to take the lessons beyond printed text.

The goal for any teacher is to find ways to engage students, in and outside of the classroom, so a tool that allows students to video-chat or blog about language arts topics could make a big difference for students and teachers. I am observing English/language arts courses for a full day tomorrow at a high school and I will be paying close attention to the use of technology in the classroom and in the assignments. I will report back what I find!

Until then, stay tuned and on-line! 

COWs in the Classroom

Does you classroom have COWs? 

If you are a student at the Floydada Independent School District (FISD), the answer would be yes. COWs (computers on wheels) are one component of the Texas Technology Immersion Pilot (TIP) and it is proving successful, as it has been meeting the goal of fully immersing students, teachers, and administrators in technology. Not to mention that standardized test scores are increasing...an imperative benefit.

As a student and worker in the digital age, I complete 80% of my work on a computer; it is the most convenient and efficient option - and it is expected of my from my teachers and supervisors. It is safe to surmise that the same (and more) will be expected of every student graduating high school from here on and this school is doing its part in preparing the next generation to succeed in the digital age.

Listen up future teachers.

As expectations of schools to be progressive and immersed in technology, so will the expectations increase for teacher candidates to be well versed and proficient with technology.  And I believe principals of schools will not only hire teachers that can use the tools available right here and now; I surmise that the ideal teaching candidate will go beyond understanding and using the current technology; to have the advantage in getting a job, teachers will need to express a PASSION for the technology and prove that they can lead the way in making the use of technology stronger and more purposeful with each school year.  Teachers need to not only understand a few select resources and use them in the classroom - teachers will need to constantly explore new tools, new methods, new technology.

So I say to my peers, let's be the class that sets the example in incorporating technology through our work, be it school-based, or in your out-of-class professional life. Your teachers and co-workers will thank you.

Tech.KNOW.logy survey

Please take 5-7 minutes to take the Tech.KNOW.logy survey.

LISTEN TO MY VOICE

Bill Ferriter is not afraid of technology.

He understands that he can make technology work for him. 

And for his classroom. 

Mr. Ferriter is a sixth-grade language arts and social studies teacher and his goal is to engage all the students in the course content. He understands that more and more students are spending a considerable amount of time online so he has discovered a tool that will allow him to connect with his students at  their usual "hang-out" spot (Weir, 2008).

Mr. Farriter is one of the many teachers that utilize the Voice Thread Technology to further engage a broader group of students and to extend learning and collaboration opportunities outside of the classroom.  

So what exactly is Voice Thread? 

Watch this video (created through Voice Thread):

Benefits of utilizing Voice Thread:

Did you think I would give you the answers? 

I want to know what YOU think the benefits are.  How would YOU use this tool?

 

Now that you have formulated your thoughts, I here are a few more ideas (Weir, 2008):

• Voice Thread boosts participation, allowing students a safe environment in which they can contribute ideas
• Students who are timid or introverted in class may be more comfortable expressing themselves in the virtual classroom
• The learning opportunities do not stop when the end-of-the-day school bell rings 
• And for the reluctant teachers, Voice Thread is created to be easy-to-use and teacher/student-friendly
• Best of all: the opportunities available through Voice Thread are only limited by the teacher's imagination - there is SO much you can you with this resource!

So, can you hear me now?


References:

VoiceThread. (2007-2010). Retrieved October 10, 2010, from http://voicethread.com/# 

Weir, L. (2008). VoiceThread Extends the Classroom with Interactive Multimedia Albums. Encourage student participation with accessible and engaging digital discussions. Retrieved from: http://www.edutopia.org/voicethread-interactive-multimedia-albums

GOT SPREADSHEETS? ...for math

Technology is being integrated in all subjects taught in K-12 schools and math is no exception. According to Niess (2005), the National Council of Teachers of Mathematics (NCTM) would like for teachers to continue seeking out the most current technology for teaching mathematics and to allow meaningful opportunities for students to use the technology when learning math, and thus the ISTE NETS for students would be met at the same time (imagine achieving two objectives with one effort!) 

Challenge.

Before teachers can integrate the technology into the classroom, they must not only plan for how the technology can increase the effectiveness of the lesson, but more importantly plan time to teach students the fundamentals of the technology that they will be asked to use, a task that may very well require teachers to re-structure their curriculum (Niess, 2005).  

Let's talk spreadsheets.

The tool of choice discussed by Niess (2005) is the spreadsheet. Niess proceeds to give examples of how spreadsheets may be used to scaffold student learning and gives several examples of specific math problems that can be more effective through the use of spreadsheets. Unless you are planning on replicating these lessons, it may not be necessary for you to actually read each math problem and see how a spreadsheet can further the lesson. Just know that it can. 

Challenge be gone.

That's right, we are going to address the challenge mentioned above, once and for all.

By know we all know that before a student can integrate technology into their learning process they will have to be taught how to use the technology. This is where careful lesson planning by the teacher comes into play: each of the math problems will build on each other in regards to the technology that needs to be learned, just like the content gets progressively more advanced as the lessons continue. Therefore the first set of problems will be most basic in difficulty and in the technology required to complete and comprehend the assignment (Niess, 2005). 

Need a brain-break? 

We are all working so hard to accumulate the skill sets and knowledge to be the best teachers of our generation. But remember that we need to have fun and enjoy the process. So relax, watch this video, and hopefully it will make you smile and remind you how far we have all come since "day 1" of learning math.





References:

Niess, M. (2005). Scaffolding Math Learning with Spreadsheet. Learning & Leading with Technology, 32, (5). Retrieved from http://docs.google.com/viewer?a=v&q=cache:S1FPJi_aO_4J:eusesconsortium.org/docs/scaffolding_spreadsheet_math.pdf+Scaffolding+Math+Learning+with+Spreadsheet&hl=en&gl=us&pid=bl&srcid=ADGEESil8UoU-mlU6hd7URy-dA-yyaYDA132e9_pekihS76BajhOBJZGp51zH9r-DTjU0pZYf6h5jQ2qM73-_XIDHn-3459FEEs6_7RvmYvmvzlivNk8qBiYQ618W8RfgtMSD8mAytHg&sig=AHIEtbQ1uT3OOvdc4eNU9iXTGvz-ngvReQ  

Sesame Street. 2006. Light Bulb Math. Retrieved October 5, 2010, from http://www.youtube.com/watch?v=WfsSX1u8MUU&p=5F1CD550759CF03D&playnext=1&index=41