What do you see yourself using in the next year? What will be most helpful in your professional situation? How can the information you learned over the past 8 weeks be used in the rest of your school and/or corporation?
I see myself getting more and more involved in integrating technology. I love to see how far I can take it with myself and with my classes. It is overwhelming at times; there is SO much prep work to do to make sure it works. So many things can go wrong and there is always a need for a backup. BUT, it is SO worth it. If I can see kids wanting to work, asking to get to their projects, looking forward to what else we could possibly do, life is good.
I hope to integrate more of Google within our classroom. We use docs and presentation all time time, and spreadsheet a little. I know of and have used forms, but not enough! There are more to explore.
I wish I had my classes for another year! They have come so far, and I have to start over next year with a new group. Just imagine if my current kiddos were to move to the next level with me at their helm (since I know what they are so capable of!!). Unfortunately, that is not to be. Our district went 1:1 in the high school level, and 5/6 got them in E/LA, but there is a void for 7/8. It is distressing to even think about it. I have been championing for them, and hopefully the kids will add fuel to the fire when they get there and insist!! :)
To luck, the current 5th graders have some exposure to Google as their English Language Arts rooms also garnered Chromebooks last fall. So we shall see.
I hope to use some of the web tools/apps that I have learned about via this course and other sources. I don't necessarily have to use them all myself, but I'd like to explore them so I can give my students more choices of how they'd like to present their projects. Choice is important.
Professionally, I am a classroom teacher who loves technology and shares when I can. I share with my students; I share with co-workers who ask, and, quite often, with those who don't. I send emails and texts about things that may interest. Most are grateful. I am creating mini "How to" documents and videos to share some things that I am most often asked about. I really enjoy that and it helps my students as well as staff! My students love learning new things and then showing others how to do certain things.
The information that I have learned from these past 8 weeks (THAT went fast!) will carry over forever--the content as well as the camaraderie. I have bookmarked much and am grateful the modules are kept open for us, as I have gone back in to retrieve or reread things from my prior class, as it becomes more relevant. I have shared many things from our lessons, with other teachers, and my principal. All have been well-received.
I am looking forward to our next class!
Monday, February 3, 2014
Sunday, December 1, 2013
Day 5: Classroom Management
What is one particular classroom management issue you have observed in an environment where multiple students are using devices? How was this issue addressed, or how could it have been addressed?
Some background first: this past year we went 1:1 with Chromebooks for English/Language Arts. As a result, each student has access to "their" device during this block. The year before each classroom received 6 iPads (1 "teacher" and 5 "student").
We are a new school, opening in the fall of 2006, so everything was "new" and we added as much technology as we could: each classroom has a projector and document camera, 4 desktop PCs, VCR/DVD, digital cameras, access to the library with eight PCsc, access to two 30 laptop carts (and then another a couple of years later), access to one 30 station computer lab (and then a 2nd one when our student population dropped down just enough that we had an extra room and "extra" room PCs to create another 30 computer lab). So, yes, extremely lucky.
With that, we have had policies in place about computer usage and what the results would be for inappropriate usage. Our principal has always been on the Safety Committee so has always been on top of things as he attended many conferences throughout the year and technology issues were always brought up at these conferences. With my online coursework and library background regarding relevant and appropriate searches, I added to the mix. So, we literally put the fear of God into them, sometimes stretching the truth just a little. They thought and still do think that if a picture of something inappropriate pops up, even as an ad, that that will "show up" on a report with their name! I tell them that I will email the tech team so they are aware of the content and everything should work out fine. :). We do run reports daily, and those that search for anything inappropriate lose their privileges, usually 2 weeks or longer. If they use a personal device inappropriately or if there is inappropriate content on it, it is confiscated and a parent has to pick it up from school. It is hard for them doing work traditionally when all of their classmates get to do their work using the technology. That usually does the trick for the rest of the students and the rest of the year. We also have had Crisis Connection come in each year in the fall twice to talk about Internet Safety. They come to our Parent Open House (wonderful having parents on board from the beginning) and then follow that with talking to each classroom. We stress safety and appropriateness constantly.
However, when the devices first arrived this fall, it was like Christmas! This was different as now they each had their own and there wasn't sharing within the room for the Chromebooks, as with the iPads and even when they brought their own. (I have noticed that we don't have nearly as many bring their own devices since we have the 1:1. They don't need to.) I had ideas on what I should do, what "we" should do as a school. I reiterated the rules on inappropriate searches and such, what would happen if they were caught doing something they weren't supposed to, etc. We also installed "Teacher Dashboard" to keep track of what they are doing while on their Chromebooks. That is nice :). They know I can shut down their website in a second and they'll lose their computer. (In the labs and library we have "ABTutor" which shows what each student and their computer are up to.)
For the most part it is up to me to keep them engaged and on task. I need to make sure that their projects or lessons keep them on task. That is quite an undertaking, as I have quick finishers, and those that take their time or are just learning, but it is what it is. If a student doesn't have anything relevant to do, he will wonder what else he can do, and will do it! I will admit, I do the same, so why would they be any different?
I have caught students off-task and searching for new backgrounds, searching for information not relevant to the assignment, looking for game apps/extensions, taking pictures, etc. I then realize that I need to create things that require more work on their part or perhaps more things on their "to do once they are finished" list. I asked our tech people to take away the option of setting their backgrounds after a few weeks. I gave the kids a warning and told them that after two weeks they should have picked a personal background already :), and they can't any longer. I always keep unfinished writing in Google Docs, or rather projects with longer deadlines. They can ALWAYS edit and work on these. We start our days with things to do on My Big Campus and move on. I know how long it should take them to complete some online tasks so I closed their computers as I walk around or give them the "inquiring eye" as to why theirs may still be open. I also am lucky to have a "Challenge" period on Friday afternoons and on occasion we "get to" try out and look for new things on the Chromebooks and iPads that would be relevant for the class to use. The kids like searching for educational things also! So far, these things have worked. They love working on their computers, typing things for me, creating presentations, etc. so they really don't want to lose that. Of course, since I love technology, they never know what I'll be having them do or work on next. Surprise is sometimes fun!
One thing I can't wait to try is "A Google A Day", a resource suggested in this module. Kids love to naturally find tidbits of information, and they love doing it quickly. I think this will be something fun to add to our day, something else to keep them from getting too distracted on things that aren't educational.
Some background first: this past year we went 1:1 with Chromebooks for English/Language Arts. As a result, each student has access to "their" device during this block. The year before each classroom received 6 iPads (1 "teacher" and 5 "student").
We are a new school, opening in the fall of 2006, so everything was "new" and we added as much technology as we could: each classroom has a projector and document camera, 4 desktop PCs, VCR/DVD, digital cameras, access to the library with eight PCsc, access to two 30 laptop carts (and then another a couple of years later), access to one 30 station computer lab (and then a 2nd one when our student population dropped down just enough that we had an extra room and "extra" room PCs to create another 30 computer lab). So, yes, extremely lucky.
With that, we have had policies in place about computer usage and what the results would be for inappropriate usage. Our principal has always been on the Safety Committee so has always been on top of things as he attended many conferences throughout the year and technology issues were always brought up at these conferences. With my online coursework and library background regarding relevant and appropriate searches, I added to the mix. So, we literally put the fear of God into them, sometimes stretching the truth just a little. They thought and still do think that if a picture of something inappropriate pops up, even as an ad, that that will "show up" on a report with their name! I tell them that I will email the tech team so they are aware of the content and everything should work out fine. :). We do run reports daily, and those that search for anything inappropriate lose their privileges, usually 2 weeks or longer. If they use a personal device inappropriately or if there is inappropriate content on it, it is confiscated and a parent has to pick it up from school. It is hard for them doing work traditionally when all of their classmates get to do their work using the technology. That usually does the trick for the rest of the students and the rest of the year. We also have had Crisis Connection come in each year in the fall twice to talk about Internet Safety. They come to our Parent Open House (wonderful having parents on board from the beginning) and then follow that with talking to each classroom. We stress safety and appropriateness constantly.
However, when the devices first arrived this fall, it was like Christmas! This was different as now they each had their own and there wasn't sharing within the room for the Chromebooks, as with the iPads and even when they brought their own. (I have noticed that we don't have nearly as many bring their own devices since we have the 1:1. They don't need to.) I had ideas on what I should do, what "we" should do as a school. I reiterated the rules on inappropriate searches and such, what would happen if they were caught doing something they weren't supposed to, etc. We also installed "Teacher Dashboard" to keep track of what they are doing while on their Chromebooks. That is nice :). They know I can shut down their website in a second and they'll lose their computer. (In the labs and library we have "ABTutor" which shows what each student and their computer are up to.)
For the most part it is up to me to keep them engaged and on task. I need to make sure that their projects or lessons keep them on task. That is quite an undertaking, as I have quick finishers, and those that take their time or are just learning, but it is what it is. If a student doesn't have anything relevant to do, he will wonder what else he can do, and will do it! I will admit, I do the same, so why would they be any different?
I have caught students off-task and searching for new backgrounds, searching for information not relevant to the assignment, looking for game apps/extensions, taking pictures, etc. I then realize that I need to create things that require more work on their part or perhaps more things on their "to do once they are finished" list. I asked our tech people to take away the option of setting their backgrounds after a few weeks. I gave the kids a warning and told them that after two weeks they should have picked a personal background already :), and they can't any longer. I always keep unfinished writing in Google Docs, or rather projects with longer deadlines. They can ALWAYS edit and work on these. We start our days with things to do on My Big Campus and move on. I know how long it should take them to complete some online tasks so I closed their computers as I walk around or give them the "inquiring eye" as to why theirs may still be open. I also am lucky to have a "Challenge" period on Friday afternoons and on occasion we "get to" try out and look for new things on the Chromebooks and iPads that would be relevant for the class to use. The kids like searching for educational things also! So far, these things have worked. They love working on their computers, typing things for me, creating presentations, etc. so they really don't want to lose that. Of course, since I love technology, they never know what I'll be having them do or work on next. Surprise is sometimes fun!
One thing I can't wait to try is "A Google A Day", a resource suggested in this module. Kids love to naturally find tidbits of information, and they love doing it quickly. I think this will be something fun to add to our day, something else to keep them from getting too distracted on things that aren't educational.
Monday, November 18, 2013
Day 4: Top Three Things for Stakeholder Buy-In
What are the top three things to communicate when introducing the concept of technology integration to stakeholders? OR what three things must your audience understand in order to be fully supportive of the school's mission to integrate technology?
First and foremost, we need to communicate that by integrating technology, our students will be better prepared for THEIR futures. Sometimes I think people forget this--THEIR futures, NOT ours. The world is changing and evolving faster and faster. Not much changed from when I was in grade school, then high school, and finally college (the first time I went). I could plunk myself down and work, regardless of the years that had passed. Nothing new and exciting to report for sure!
Then I went to college the second time some 20 years later, and, BOOM, it was hard to keep up with the new ways to do things. You don't actually have go to class, but you upload your assignments and chat with classmates thousands of miles away. You can create projects with diverse tools to better represent personal ideologies. What marvelous ideas are shared! We are now GLOBAL. You create and work and everything at a much faster pace. Change is happening exponentially! Writing reports, researching, reaching targeted audiences, presenting ideas, gathering data. It used to take forever and now it can be literally instantaneous. Instant gratification. Instant knowledge!! Instant ideas. Instant tutorials! Learning and adding on to a topic that is fresh and relevant in the moment. That is the new world and if we teach "old school" these kids will not be prepared for the fast-paced world awaiting them.
Second, that when we are truly integrating technological tools in our instruction, the students really are learning. Those watching us need to realize that what they see happening may not be what it looks like. It is not "games" for the fun of games. Sometimes integrating technology doesn't look like it is educational at all! It can be quite "messy" but if it is observed carefully enough, you will hear the kids talking the talk and understanding those concepts we've been teaching in "real ways." They are discussing different ways to present; they are summarizing, synthesizing, and more. I love the collaboration that takes place, the compromises (usually, and ultimately). They want to unleash their creativity and be judged on their own merits. They really "want" to work.
Finally, it needs to be relayed that integration is a process, and we may not have all the answers up front. Due to the dynamic nature of technology, things may evolve into something we hadn't expected. We may have new questions or concerns and have to find answers to things a variety of things that pop up. It is a learning curve because of the constant changes, and everyone needs to be open-minded and patient, and realize the final goal is to better prepare our kids for their futures (I know I said that before, but that is the most important thing!). We may need to learn deep-breathing techniques for when it may not work out exactly as we planned, or practice our cartwheels for when it works out exactly as we'd hoped, or even exceeded our expectations. We need to be fluid and flexible and we need to remind our stakeholders of the importance of their being fluid and flexible as well.
First and foremost, we need to communicate that by integrating technology, our students will be better prepared for THEIR futures. Sometimes I think people forget this--THEIR futures, NOT ours. The world is changing and evolving faster and faster. Not much changed from when I was in grade school, then high school, and finally college (the first time I went). I could plunk myself down and work, regardless of the years that had passed. Nothing new and exciting to report for sure!
Then I went to college the second time some 20 years later, and, BOOM, it was hard to keep up with the new ways to do things. You don't actually have go to class, but you upload your assignments and chat with classmates thousands of miles away. You can create projects with diverse tools to better represent personal ideologies. What marvelous ideas are shared! We are now GLOBAL. You create and work and everything at a much faster pace. Change is happening exponentially! Writing reports, researching, reaching targeted audiences, presenting ideas, gathering data. It used to take forever and now it can be literally instantaneous. Instant gratification. Instant knowledge!! Instant ideas. Instant tutorials! Learning and adding on to a topic that is fresh and relevant in the moment. That is the new world and if we teach "old school" these kids will not be prepared for the fast-paced world awaiting them.
Second, that when we are truly integrating technological tools in our instruction, the students really are learning. Those watching us need to realize that what they see happening may not be what it looks like. It is not "games" for the fun of games. Sometimes integrating technology doesn't look like it is educational at all! It can be quite "messy" but if it is observed carefully enough, you will hear the kids talking the talk and understanding those concepts we've been teaching in "real ways." They are discussing different ways to present; they are summarizing, synthesizing, and more. I love the collaboration that takes place, the compromises (usually, and ultimately). They want to unleash their creativity and be judged on their own merits. They really "want" to work.
Finally, it needs to be relayed that integration is a process, and we may not have all the answers up front. Due to the dynamic nature of technology, things may evolve into something we hadn't expected. We may have new questions or concerns and have to find answers to things a variety of things that pop up. It is a learning curve because of the constant changes, and everyone needs to be open-minded and patient, and realize the final goal is to better prepare our kids for their futures (I know I said that before, but that is the most important thing!). We may need to learn deep-breathing techniques for when it may not work out exactly as we planned, or practice our cartwheels for when it works out exactly as we'd hoped, or even exceeded our expectations. We need to be fluid and flexible and we need to remind our stakeholders of the importance of their being fluid and flexible as well.
Sunday, November 3, 2013
Day 3: Technology in my life
Technology in my life
What role does technology currently play in my personal life?
I LOVE technology. I have always loved just the simple amazing things a computer could do, even just word processing. What a time saver, since my penmanship leaves a lot to be desired. I LOVED access to the Internet, even dial-up at the time! (Now it is never fast enough--rural living!) Don't get me wrong; I LOVE books, enough that I spent countless hours and money becoming a school librarian, but that escalated to the love of all knowledge available and the quickness of access. I could find the answer to any question and help myself or any student or staff member find what they needed and ultimately help them to find it themselves! I remember taking those library classes, having to do more than I was used to, completely online and wondering what the heck I was doing. I cried, and yelled, and screamed, and shuddered whenever something would not upload, or download, or save, or connect, or whatever. But I just then took a deep breath, figured it out, and moved on. Screaming and crying did not get my homework done or chats accomplished. Lots of life lessons learned over that two years!
I remember trying to convince my husband that I needed a cell phone. He had one for work, but I didn't have one. I was a stay-at-home mom at that time so I was home, theoretically. We had just moved and I convinced him that if something would happen to either of our children, God forbid, they'd have to get hold of me somehow. I was out frequently and we didn't have family close by any longer. I got a cellphone, with limited capabilities. My next phone, when that one finally, thankfully, died, was capable of texting so I could keep in contact with my older son in college and my "exchange son" in Italy, and the next year, my youngest son in college. AND I had limited Internet access while I was "out". Fast forward to when it was time to upgrade our phones again: I had to hard sell my husband on an iPhone, but he has admitted, publicly even!, that he doesn't know how he'd manage without it. His line of work often requires immediacy in action and the smartness of the new technology fits his work style perfectly.
I can spend hours figuring out how apps and web tools work and how I could use them, either professionally or personally, and I can do this from anywhere! We don't own a TV, but if I HAVE to watch something recommended, I can do that anywhere as well. I can read any number of books, and have them with me, wherever I am. I can connect with any family member from anywhere. I can work or play.
How has it impacted your professional life?
It just carried over. Once you have crossed that line, it is just part of who you are. I don't know how long I would last if I wasn't allowed to use my tools. Really. I would have to have them line my room with rubber walls. If I know I can do something quicker on a computer or another device or web tool, I know that my students will also. It gets them excited and wanting to work. They are usually right up there with me and, quite often, already ahead!! So we learn more together.
I am always the first to volunteer to try things, or the first that is asked since I don't mind that. I don't know everything by a long shot, but I am not afraid to ask, and not afraid to "Google", and not afraid to figure it out. People I know know that so I can sometimes work out the bugs beforehand, if that makes sense. Once you are exposed to various technologies and tools, you have a more natural way of figuring things out. Things may look just a little differently, but it works out. Directions from someone or the Internet make more sense. I scour for more information that I may find helpful, in the classroom and professionally, and even personally. Classes, like these, and workshops and seminars and Twitter and other sources are wonderful as they give me ideas of other ways to use what I have, or other tools I just have to try. And I can carry anything directly to school.
What adjustments would I make or have made?
A big adjustment is time. I have always explored technology personally, and now I explore for work as well. It is a natural fit, but sometimes I feel that 24 hours isn't enough time to explore different options fully. Sometimes many tools I find can be utilized in both settings and that works out fantastic, but some can't. I find myself searching more for work-related things and my personal searches don't have priority. I will be so involved in looking for something in particular that really want to implement and I will look at the clock and a lot of time has passed. Yikes. It is a good thing my children are grown ups and my husband knows I love my job.
Time. Then we have to take the tools we have found and integrate them into what we have planned and actually make it work. Educators just never have enough time, and changing curriculum to involve more technology takes time.
Another adjustment, for me, is having the devices handy and enough of them. Last year five iPads was enough since I was lucky and had 18 students. And the computer lab was right next door, and I knew how to schedule it, so I was in there much more than my allotted "tech" time. This year five isn't enough with 25 students. It works okay, but it isn't the best ratio. So I borrow a LOT from other teachers. Some teaches don't use theirs as often as I do (sad for them, great for me!).
We also added 1:1 Chromebooks in Language Arts this fall, so I have that diversity. We switch between the iPads and the Books depending on what our goals are. I am trying to get more iPads since smaller groups work better, but I understand the financial constraints of our district. We are extremely blessed and lucky to have what we have, and I know I am lucky. So I try not to complain too much.
A bigger adjustment is convincing other teachers that these tools can be used in their realm as well, and technology is NOT scary. I came into the game late, and so technology has always been part of it. It is a natural extension of me. Most of my cohorts have been teaching quite a bit longer and are more fearful of change. What they do already is remarkable, so changing is big. I had already tried and failed and tried again and failed repeatedly while taking my online classes, so doing it in a classroom with students wasn't that big of a deal. I just take deep breaths and move on.
Convincing the powers that be and my fellow teachers that these tools can be used educationally, and that the "chaos" is really students learning is what we have to do. Group work is working; using tech tools is working.
It is so natural for me, it is hard sometimes to understand why it isn't for others. I feel progress is being made. Some teachers have jumped right in and we can share some remarkable things; some stuck their toes in the water to start and now have come in to their waists! I see deeper water by years' end! It takes some convincing that they have come so far already and it is safe to go out deeper. We'll be there for them. Some still watch from the shore, but at least they are watching; they haven't gotten up and gone home. There are always a few that get up and go home, but that is okay. For now.
Sunday, October 20, 2013
Day 2: Philosophy of Education + Technology
How does technology fit with my philosophy of education?
I did as Amanda did, and I am sure others did as well, and hunted up my "original" philosophy of education. I felt it was a good way to start, and I sincerely hoped it was still relevant to my views today.
After careful reflection, I have decided to keep my philosophy nearly intact. I have kept my original wording, and only added minor changes. I feel my wording of 10 years ago (!) flows into the realm of technology integration without actually stating it as such. I feel it is still relevant on what I hope I am accomplishing in my classroom.
Technology integration will help my students, and me, achieve these goals. With students offered a choice of tools to use, with students given projects that will be based on real-life and authentic experiences, I will help prepare my students for their futures.
I will make a difference.
I did as Amanda did, and I am sure others did as well, and hunted up my "original" philosophy of education. I felt it was a good way to start, and I sincerely hoped it was still relevant to my views today.
After careful reflection, I have decided to keep my philosophy nearly intact. I have kept my original wording, and only added minor changes. I feel my wording of 10 years ago (!) flows into the realm of technology integration without actually stating it as such. I feel it is still relevant on what I hope I am accomplishing in my classroom.
Cheryl Verkamp
Philosophy of Education
May 2003/2013
I am a
teacher, a teacher of library skills, research skills, information literacy,
and more. I am a teacher, a teacher of MANY skills, a teacher ready to help my charges prepare for their futures (not mine, but theirs!). Their futures will involve technology. That is not a "maybe" any longer.
Why does anyone become a
teacher? I want to be a teacher. It isn’t something I have known about since I
was young, a life-long dream. I only
discovered it a few years ago after spending time in my sons’ classrooms. I felt “home” when I was in school. I felt a special bond with those students
that I was assigned to help. I felt I
was really making a difference in their lives.
I want to make a difference in the lives of those around me. It doesn’t have to be a profound,
life-altering, earth-shattering difference.
I just want to make a difference.
In looking back at the teachers I
have had, many names come to mind. I
have no vivid memories of those that were mediocre. I have negative memories of those that were
bad and ineffective. Those that made an
impact on my life were truly wonderful teachers. They had high expectations of me; and they
were there for me if I didn't quite make it, reassuring me the whole way. They gave me breaks when I needed them, and
didn't when I should have known better.
They helped me learn it is okay to admit faults and mistakes, as they
were unafraid to admit their own shortcomings.
They taught me that learning is a life-long adventure that should be a
never-ending and enjoyable process. They
respected me; in return I respected them, and still do.
I
believe that all children, and adults, can learn if they are in the right learning
environment. I want to inspire
individual creativity and choice, and open their minds to the idea of endless
possibilities. I hope to prepare
students to take responsibilities for their own actions, and empower them to
make their own informed decisions, just as I was taught. I hope that those under my instruction will
achieve their fullest potential. I hope
to instill in them the notion that education never ends, that they are on a
journey of a lifetime. I hope to
recognize my limitations and get the help that I need to achieve certain goals
or perhaps the help certain students may need to maximize their potential. I will evolve as I need to, to be effective
in my role as educator, role model, and mentor.
I will be open-minded and sensitive to new ideas, practical and flexible
in my actions and thinking. I will make
a difference. Technology integration will help my students, and me, achieve these goals. With students offered a choice of tools to use, with students given projects that will be based on real-life and authentic experiences, I will help prepare my students for their futures.
I will make a difference.
Tuesday, October 1, 2013
Day 1
I am excited to be starting this course. I love technology and look forward to trying new tools and/or tools I am already familiar with in new ways. My class is also excited; they really are good sports and LOVE being guinea pigs for new things that I am willing to try. I also love interacting with other professionals in the fields of technology and education. We can all learn so much from one another.
I am not sure if I qualify as a "leader" as most classmates in this section thus far (I have noticed) are technology teachers or technology integration specialists whereas I am a classroom teacher that LOVES technology and uses it as often as she can get away with. Perhaps that will be my strength? I use what I can, learn from it, share it. I am not afraid to share it, with anyone who will listen. I am looking forward to learning from those that are specialists in all areas of technology and seeing how I can adapt it for my use in my grade level and my content areas.
I am not sure if I qualify as a "leader" as most classmates in this section thus far (I have noticed) are technology teachers or technology integration specialists whereas I am a classroom teacher that LOVES technology and uses it as often as she can get away with. Perhaps that will be my strength? I use what I can, learn from it, share it. I am not afraid to share it, with anyone who will listen. I am looking forward to learning from those that are specialists in all areas of technology and seeing how I can adapt it for my use in my grade level and my content areas.
Subscribe to:
Comments (Atom)