Using Podcast in the Classroom

One way in which I plan to use podcasts in my classroom is to provide students with additional time with a lesson. For example, I can record my lesson on a podcast and then provide my students with a link to that podcast for additional studying and review. It can also be beneficial for students who are absent. This way, students do not have to miss out on lessons and they do not have to try and teach the material to themselves.

I can also use podcasts in my classrooms to provide my students with a different source to find information. For example, if we are learning a lesson on economics, I can show an episode of the well-known podcast, Freakonomics. Overall, podcasts are a great resource for any type of teacher to utilize in their classrooms.

ICT & Cognitive Development and Play (Weekly Reading Reflections Week 6)

Sandra L. Calvert, Bonnie Strong, and Lizann Gallagher, authors of Control as an Engagement Feature for Young Children’s Attention to and Learning of Computer Content, conduct an experiment in which they determine how adult-directed control or student-directed control effects the learning and behaviors of students. They also looked at how the study effected males differently than it effected females. First, this article was very interesting to read. However, the results were not surprising. When students have control over learning, of course they are going to be more motivated and engaged. However, I do find it interesting how the boys were more aggressive when their control was taken away. After reading this, I noticed that in many situations in my own teaching. For example, as a guided reading teacher, if there is extra time, I sometimes let my students choose if they would like to do a fun activity (favorite part, new ending, put yourself in the story, etc.). I’ve noticed, when they get to choose, I get paragraphs of responses. However, when I assign one, I get a couple of sentences at most. Because of this, I see some validity in this experiment.

N. Yelland, author of New technologies, playful experiences, and multimodal learning, offers information regarding the concept that young children learn best through play. I have mixed feelings about this controversial issue. On one hand, I agree with it. Playing allow students to hit those developmental milestones that are needed before learning actual curriculum. It’s like that saying, you need to learn how to walk before you run. However, I do think that play is not the only source of “learning” that young children should receive. I think it is important to incorporate some academics into the days of 1-4 year olds. I also think that once a student hits kindergarten, the focus should be more on academics and less on play, only because of the high expectations put on students in later grades.

Steinkuehler, Constance Squire, Kurt Barab, Sasha, authors of Games, Learning, and Society, suggests that the implementation of Augmented Reality games into the classroom can result in a more meaningful learning experience. I could not agree more with this article. AR games allow teachers to integrate technology into the curriculum in a meaningful way. It reminds me of the craze Pokemon Go. This game can be considered an AR game because players use real-life location to “catch pokemon.” If such a simple game can get people motivated to go outside and walk around, maybe AR games can motivate students to learn.

 

 

Video Editing and Showcasing

I chose to create an Animoto about when I studied abroad in 2013. I am actually quite familiar with video editing and showcasing. In fact, I used Animoto quite frequently when I was in undergrad for projects and assignments. I use iMovie for most projects. When I was younger, I was obsessed with recording and editing my own “movies.” My parents were convinced I was going to grow up to become a film editor. But alas, the teaching profession called my name instead.

As for communication with my group member, I informed Samantha that I am well-versed in Animoto and if she has any questions, to send them on over! As for showcasing on my blog, I wish there was an easier way to embed my Animoto to my WordPress blog. The embed coding does not work. Other than that, I love the application. It is easy to use and, most importantly, fun!

Assistive Technology Within the Classroom (Weekly Reading Reflection Week 5)

Assistive technology can be defined as any object or system that increases or maintains the capabilities of people with disabilities. The guide Assistive Technology for Children with Learning Difficulties, by Marshall Raskind and the YouTube video, Assistive Technology: Powerful Solutions for Success Preview, describes what AT is and some examples of AT we can find in classrooms.  Most importantly, AT helps students become more independent. Student who may not have gone to school before, can now go and participate with everyday life with the use of AT. For example, a student who has mobility impairments can still go to school with the use of a specialized wheelchair.

As a special education teacher, I’ve seen AT used up close and I’ve seen the tremendous benefits it beings to both the student, the teacher, and peers. For example, I have many students who are non-verbal and use AAC devices (augmented and alternative communication) to communicate. These students, who before could not communicate, can now interact with their peers and teachers. AT also be as simple as a slant board or a pencil grip. With that being said, AT devices are not just for students with disabilities. Many students, whether they have disabilities or not, can be more successful when AT is implemented.

The Digital Divide (Weekly Reading Reflection Week 5)

Jenny Xie, author of Technology in Schools Still Subject to Digital, Income Divides,  presents data from a survey conducted by Pew Research Center Internet and American Life. In this survey, teachers of all different levels of socio-economic standings were asking about the digital divide in their classrooms. Simply put, the Digital Divide is looking at how technology is being used differently between different groups of people. After reading the article, I thought back to when I was in high school. Back in 2008-2011, the use of a cellphone other than a flip phone was just becoming popular. Cell phones were banned completely in school. In fact, we used to have signal blockers so we couldn’t use them even if we tried. Its surprising, and reassuring, to know that thinking has changed. I think it is great that secondary educators are using their students’ mobile devices to aide in learning. To me, it just makes sense. Why not take advantage of the technology that we have at our fingertips. I also agree that there are many discrepancies amongst new and veteran educators about using technology within the classroom. I believe that with proper PD and motivation, anyone can learn to use technology effectively.

Web 2.0 Learning Experience – So Far

My Web 2.o learning tool is Wikispaces. I have a little experience with Wikis for school, but I never made one myself. I’ve used them for something as simple as a sign up page for when I did observations in undergrad. I also used them for a whole semester last fall. The professor posted all classwork and assignments on his Wiki. As for creating a Wiki myself, I had to do some research. I learn best by seeing and doing. Because of this, I looked up “how to create a Wiki on youtube.” This helped me visualize what I am suppose to do and where are the options are on the website. I also learn by doing. So, I played around on the Wikispaces site until I understood how to do it. I’m excited to share my findings and work with my partner to create a cohesive presentation.

Media Ecology (Weekly Reading Reflection Week 4)

Heather A. Horst, Becky Herr-Stephenson, and Laura Robinson, authors of Media Ecologies, suggest that a child’s media ecology plays a detrimental part in their lives. Media ecology can be described as, “the study of media environments, the idea that technology and techniques, modes of information and codes of communication play a leading role in human affairs.” After reading this article, I was interested in learning more about media ecology. It is a tough term to understand. I found video that really helped me grasp what the term media ecology means. In the video, Neil Postman states,

A medium is a technology within which a culture grows; that is to say it gives form to a culture’s politics, social organization, and habitual ways of thinking.

In other words, technology helps make us who we are as a society. I think the chapter, Media Ecologies, echoes that sentiment.

Young Children’s Technology Experiences in Multiple Contexts (Weekly Reading Reflection Week 4)

Christine Wang, Ilene R. Berson, Candace Jaruszewicz, Lynn Hartle, and Dina Rosen, authors of Young Children’s Technology Experiences in Multiple Contexts, aim to compare the similarities between Bronfenbrenner’s Ecological Theory to current Information and Communication Technology (ICT) principles. They believe that doing this will help us make sense of children’s ever-growing practices with technology.

I liked how these authors presented their findings with a real world scenario, “Jessica’s World.”This helped me visualize the concepts more, which in turn created a deeper understanding.

I do think it makes sense, that technology has changed the word of young children today. As educators, we must:

• provide developmentally appropriate ICT strategies
• determine which skills are needed, for both us and our students
• provide support and guidance in multiple contexts

 

 

Media in the Lives of 8-18 Year Olds (Weekly Reading Reflection Week 4)

The Kaiser Family Foundation conducted the study in which they surveyed more than 2000 participants, ages 8-18, on their media use. The foundations defines media as TV content, music/audio, computers, video games, text, or movies. The foundation conducted this survey to collect data. They hope that the analysis of this data will aid: policymakers when creating national media policies, parents who want to maintain their child’s media habits, educators and advocates who are concerned with the impact of media on youth, and those who want to determine the educational and informational potential of media in young people’s lives.

I think that this was an interesting and necessary study to conduct. It is important for us to have a basic understanding of a topic before creating policies, laws, or restrictions on it. For example, maybe the survey results would show that now, children 8-10 spent most of their day watching TV. It also could show that children ages 8-10 have lower test grades than they did in 1999. It can be assumed that those two events are correlated. Therefore, policymakers may take that into account when making media policies.

It is also important for use to be knowledgeable on a topic before investing time and energy into it. For example, if the results of the survey showed that many of our youth use mobile devices for 20% of their day, maybe educators would want to determine the potential of using mobile devices for educational use.

 

Technology in the classroom; Yay or Nay? (Weekly Reading Reflection Week 3)

I’ve always been a firm advocate for integrating technology into the classrooms of any grade. There are numerous advantages for having technology and interactive media integrated into curriculum. It presents the information in new and engaging ways. In this day and age, it is silly to say that our students are not using technology at home. Why not bring that knowledge and skill into the classroom?

Douglas H. Clements’ and Julie Sarama, authors of “Strip Mining for Gold: Research and Policy in Educational Technology—A Response to “Fool’s Gold,” explain the misconceptions of a research report called “Fool’s Gold.” In this report, the results deem to be misleading and half-true. Clements and Sarama explain how using the results to “Fool’s Gold” to frame how we use technology in education can be dangerous and unfair. I agree with them in that while there were valid concerns included in the report, the conclusions made from those concerns do not represent what is it really like to have technology within the classroom.

Unlike “Fool’s Gold”, “Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8,” lays out some valid concerns for using technology within the classroom. However, the author explains that the research done on this subject it divided and conflicting. He or she also admits that there is more research needed in the long-term effects of using technology in the classroom. I agree with the author of this article. I do think that we still have a lot to learn about the long term effects. However, I also believe that the use of technology in every day life is going to be unavoidable. To not bring this skill-set and source of information into our classrooms would be doing our students a disservice.