Saturday, April 30, 2011
February 2011 Monthly Reflection Internship Activities
This was a fun month for my internship. Many activities were available in which to participate.
First, I was able to discuss technology use in the district with the Human Resources Director. I was able to create some Facebook tips for teachers and submit them to the district technology blog. The Campus Instructional Technologist emails these to all the elementary teachers. I also was able to interview the superintendent concerning his experiences with teachers – wisdom learned over the years and experiences that have influenced him. I met with the sixth grade science teacher and determined that I would research Internet sites for her to use on a space lesson she had coming up. I shared simulation sites for rockets with her and a great Brain-Pop video.
I was able to meet with all the Campus Instructional Technologists and discuss the upcoming bond election and the wish list that they were developing. I also spent time developing a PowerPoint presentation that I would give to groups of sixth graders about cyber safety, cyber bullying, creating a positive online presence, manners and using social networking sites.
VI.A., VI.B., VI.C., VI.D.,VI.B., VII.A., VII.B., VII.C.,VIII.B., VIII.D.
VI.A., VI.B., VI.C., VI.D.,
First, I was able to discuss technology use in the district with the Human Resources Director. I was able to create some Facebook tips for teachers and submit them to the district technology blog. The Campus Instructional Technologist emails these to all the elementary teachers. I also was able to interview the superintendent concerning his experiences with teachers – wisdom learned over the years and experiences that have influenced him. I met with the sixth grade science teacher and determined that I would research Internet sites for her to use on a space lesson she had coming up. I shared simulation sites for rockets with her and a great Brain-Pop video.
I was able to meet with all the Campus Instructional Technologists and discuss the upcoming bond election and the wish list that they were developing. I also spent time developing a PowerPoint presentation that I would give to groups of sixth graders about cyber safety, cyber bullying, creating a positive online presence, manners and using social networking sites.
VI.A., VI.B., VI.C., VI.D.,VI.B., VII.A., VII.B., VII.C.,VIII.B., VIII.D.
VI.A., VI.B., VI.C., VI.D.,
Wednesday, April 27, 2011
Wednesday, April 20, 2011
The Influence of the Internet on Teaching Practices
The field of teaching has experienced many changes over the last two decades. Much of these changes have occurred because of our newfound knowledge on brain-based research and the influx of technology and the internet into schools. Combining what we now know about learning and the employment of technology in the classroom helps us to better prepare students for their future careers (Bransford, Brown, & Cocking, 2000).
When interviewing Max Stumberg, a veteran teacher who is now a full-time mentor, she recalled even the first telephones installed in every classroom. When teachers received computers for their use, they first used them for communication with their peers. As the internet became easier to navigate, Max used the internet for research to enrich her classroom lessons (M. Stumberg, personal communication, April 15, 2011). In another interview with veteran teacher and counselor, Kathy Alvarez, she stated her earliest Internet experiences in the mid-1990s were with “tenet” through the University of Texas Dana System. Kathy says, “Back then it was so new that there was not much out there and email was not as readily available as it is now. I used it mostly to search for information” (K. Alvarez, personal communication, April 16, 2011).
Kathy states today “there are some teachers who utilize the Internet for all kinds of research, virtual tours, skyping, blogs, homework drop boxes, communication and the list goes on. However, the majority uses it for some research and communication via email” (K. Alvarez, personal communication, April 16, 2011).
Max’s favorite part of all the internet has to offer is the vast quantity of videos and pictures available to download. Before the internet, Max says a lesson would be a “talk” about a topic with a few pictures found in books or magazine. This type of teaching was good for auditory learners, but not as well received by the visual learners. “For example if you were studying whales. You have pictures in your textbook and maybe a few you found in magazines to pass around. Now you can show the class videos off the Internet about everything to do with whales” (M. Stumberg, personal communication, April 15, 2011). Max believes that video accommodates visual learners. The concept of UDL or the Universal Design for Learning supports this idea. UDL supports differentiated instruction where students’ learning styles are met through a variety of instructional presentations (Rose & Meyer, 2002).
Kathy believes the Internet has changed teaching by “allowing the world to come to my rural community. My students and I have access to information in seconds. They can communicate with people on the other side of the earth. They can get a tour of the Smithsonian without ever leaving Texas” (K. Alvarez, personal communication, April 16, 2011). This pairing of communication software with websites that make possible user –created content and information sharing bring students into the 21st century. This sharing of ideas “facilitates powerful collaboration at any time of day and from any geographical location” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Max also believes students “are so comfortable with the internet that the research they can do is wide open” to them (M. Stumberg, personal communication, April 15, 2011). This is an important point as the world for future high school graduates is changing. On international markets, competition is changing as are the skills needed for employment. The wide-open Internet makes it possible for students to meet content mastery in areas such as global awareness and financial literacy – both of which will be needed skills in the 21st Century (Solomon & Schrum, 2007, p. 18).
References
Alvarez, K. (2011, April 16). School Counselor. (J. Kelly, Interviewer)
Bransford, J. D., Brown, A. L., & Cocking, R. (2000). How people learn: Brain, mind, experience, and school (Expanded edition). Washington, D.C.: National Academy Press.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved February 28, 2011, from CAST: http://www.cast.org/teaching everystudent/ideas/tes/
Solomon, G., & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, OR: International Society for Technology in Education.
Stumberg, M. (2011, April 14). Lead Mentor Teacher. (J. Kelly, Interviewer)
When interviewing Max Stumberg, a veteran teacher who is now a full-time mentor, she recalled even the first telephones installed in every classroom. When teachers received computers for their use, they first used them for communication with their peers. As the internet became easier to navigate, Max used the internet for research to enrich her classroom lessons (M. Stumberg, personal communication, April 15, 2011). In another interview with veteran teacher and counselor, Kathy Alvarez, she stated her earliest Internet experiences in the mid-1990s were with “tenet” through the University of Texas Dana System. Kathy says, “Back then it was so new that there was not much out there and email was not as readily available as it is now. I used it mostly to search for information” (K. Alvarez, personal communication, April 16, 2011).
Kathy states today “there are some teachers who utilize the Internet for all kinds of research, virtual tours, skyping, blogs, homework drop boxes, communication and the list goes on. However, the majority uses it for some research and communication via email” (K. Alvarez, personal communication, April 16, 2011).
Max’s favorite part of all the internet has to offer is the vast quantity of videos and pictures available to download. Before the internet, Max says a lesson would be a “talk” about a topic with a few pictures found in books or magazine. This type of teaching was good for auditory learners, but not as well received by the visual learners. “For example if you were studying whales. You have pictures in your textbook and maybe a few you found in magazines to pass around. Now you can show the class videos off the Internet about everything to do with whales” (M. Stumberg, personal communication, April 15, 2011). Max believes that video accommodates visual learners. The concept of UDL or the Universal Design for Learning supports this idea. UDL supports differentiated instruction where students’ learning styles are met through a variety of instructional presentations (Rose & Meyer, 2002).
Kathy believes the Internet has changed teaching by “allowing the world to come to my rural community. My students and I have access to information in seconds. They can communicate with people on the other side of the earth. They can get a tour of the Smithsonian without ever leaving Texas” (K. Alvarez, personal communication, April 16, 2011). This pairing of communication software with websites that make possible user –created content and information sharing bring students into the 21st century. This sharing of ideas “facilitates powerful collaboration at any time of day and from any geographical location” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Max also believes students “are so comfortable with the internet that the research they can do is wide open” to them (M. Stumberg, personal communication, April 15, 2011). This is an important point as the world for future high school graduates is changing. On international markets, competition is changing as are the skills needed for employment. The wide-open Internet makes it possible for students to meet content mastery in areas such as global awareness and financial literacy – both of which will be needed skills in the 21st Century (Solomon & Schrum, 2007, p. 18).
References
Alvarez, K. (2011, April 16). School Counselor. (J. Kelly, Interviewer)
Bransford, J. D., Brown, A. L., & Cocking, R. (2000). How people learn: Brain, mind, experience, and school (Expanded edition). Washington, D.C.: National Academy Press.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved February 28, 2011, from CAST: http://www.cast.org/teaching everystudent/ideas/tes/
Solomon, G., & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, OR: International Society for Technology in Education.
Stumberg, M. (2011, April 14). Lead Mentor Teacher. (J. Kelly, Interviewer)
Friday, April 1, 2011
March 2011 Field Based Report
This month I had the pleasure of presenting a lesson on both cyber safety and netiquette to over fifty sixth graders. I first spoke to them about the necessity of realizing that whenever they are online, they are in public, even if they are alone in the bedroom. The students learned how to make sure they were using websites inside secure settings and how to seek proactively to make their settings private in all situations.
The talk also included manners for posting online. Posting past tense statements about activities, refraining from criticizing others and not using Facebook as a diary were all emphasized with the students. The students learned about how to avoid being hacked, and all the exposures they would have if they used the apps. We discussed the wisdom students needed when choosing or accepting friends. Students were encouraged to use social media in positive ways knowing that this internet history would follow them for a lifetime. I also talked to them about ways social media can help them achieve their academic goals such forming study groups online. The students were very attentive and each received a “Posting Online Takeaway Card” to keep by their computer to remind them of basic netiquette rules.
NETS Standards
I.A., I.B., II.B., III.A., IV.C.,V.A.,V.B., V.D.,VI.A.,VI.B., VI.C., VI.D., & VIII.A
The talk also included manners for posting online. Posting past tense statements about activities, refraining from criticizing others and not using Facebook as a diary were all emphasized with the students. The students learned about how to avoid being hacked, and all the exposures they would have if they used the apps. We discussed the wisdom students needed when choosing or accepting friends. Students were encouraged to use social media in positive ways knowing that this internet history would follow them for a lifetime. I also talked to them about ways social media can help them achieve their academic goals such forming study groups online. The students were very attentive and each received a “Posting Online Takeaway Card” to keep by their computer to remind them of basic netiquette rules.
NETS Standards
I.A., I.B., II.B., III.A., IV.C.,V.A.,V.B., V.D.,VI.A.,VI.B., VI.C., VI.D., & VIII.A
Subscribe to:
Posts (Atom)
