I chose to read a different blog for this assignment. The blog that caught my attention is called "Always Learning" by Kim Cofino. What captured my attention is that she has been teaching overseas at international schools for her entire professional career. In her "About Me" section, she explains that Web 2.0 tools allowed her to overcome some of the isolation that many international school teachers feel. Kim used the Web 2.0 tools to communicate, collaborate, and connect with others to expand her personal learning network. She shares several suggestions for other teachers who may be interested in expanding their own personal learning network. These suggestions include: joining a social network with a focus, attending free online conferences, and blogging.
The site also has a "Projects" page where Kim provides short descriptions of projects she helped implement. Some of the projects include digital storytelling, podcasts, blogs, and wiki sites. I was initially excited because I noticed that Kim had provided links to student samples. However, many of the links are not currently functioning. The most recent posted projects were from the 2009-2010 school year, so the links probably need to be updated. This brings me to one of the other things that struck me about the website, and that is how old some of the articles are. As we've learned about digital storytelling and podcasts and blogging in the classroom, I thought these are tools that have only recently been introduced into the academic environment. It does seem like teachers are still learning how to integrate them. So to see that some schools began implementing these kinds of tools seven years ago was definitely a surprise to me. However, I also found it interesting that the majority of Kim's post were made between 2006 and 2010. It looks like she's only made five posts in 2015. So it seems like much of the information and tools that she talked about way back in 2008 are still being used today, which is somewhat comforting to me!
Sunday, December 6, 2015
Tuesday, November 3, 2015
ED 554 Reflections
I think this course has been full of useful information about the use of technology inside and outside of the classroom. Before I took this class, I hadn't been exposed to any of Google's features, such as Google Drive. Now I've already been able to use Google Drive to communicate with my field experience teacher, and with my classmates in other courses. I think it is a great way to facilitate collaboration, sharing, and feedback.
The biggest challenge for me for this course (and in my other courses) is trying to limit the amount of time that I spend in front of a computer, notebook, textbook, etc... I enjoy exercising and being outside, so I'm trying to work a little more efficiently to allow myself time to do those things, while still being able to complete all of my assignments. Although I've spent a lot more time than I probably should have working on some of the assignments, I've had fun experimenting with the different tools and software programs. The Photoshop, podcast, and digital storyline tasks have also required me to be a little more creative with the presentation of content than I probably would have been before taking this course. They have also given me the opportunity to really consider the different learning styles while developing an assignment or lesson.
One tool that I would like to see covered in the course would be Blackboard. It seems to be frequently used for academic purposes. I'm comfortable using it as a student, but I'm wondering if there are any differences that I should be aware of in order to be able to use it efficiently as a teacher.
The biggest challenge for me for this course (and in my other courses) is trying to limit the amount of time that I spend in front of a computer, notebook, textbook, etc... I enjoy exercising and being outside, so I'm trying to work a little more efficiently to allow myself time to do those things, while still being able to complete all of my assignments. Although I've spent a lot more time than I probably should have working on some of the assignments, I've had fun experimenting with the different tools and software programs. The Photoshop, podcast, and digital storyline tasks have also required me to be a little more creative with the presentation of content than I probably would have been before taking this course. They have also given me the opportunity to really consider the different learning styles while developing an assignment or lesson.
One tool that I would like to see covered in the course would be Blackboard. It seems to be frequently used for academic purposes. I'm comfortable using it as a student, but I'm wondering if there are any differences that I should be aware of in order to be able to use it efficiently as a teacher.
Monday, October 19, 2015
Digitally-manipulated Image
I created the following image using Photoshop Elements and several of my own pictures. I wanted to develop an engaging image for use in a lesson about Greek mythology and its role in explaining natural events. The lesson would be part of a unit on ancient Greece and its impact on Western civilization.
I attempted to illustrate Mount Olympus, while hinting at several natural events or creatures that were explained by the ancient Greeks through the use of myths. For example, the images of the trees across the bottom of the picture represent spring, summer, fall, and winter, while hinting at the myth of Demeter and Persephone which explains the existence of the four seasons. The remaining images, such as the spider, the volcano, the sunflower, and the butterflies are intended to appear as if they are falling from Mount Olympus to the earth below. They also are all connected to myths pertaining to nature. I would use the image at the beginning of the lesson to capture the students' attention and hopefully increase their curiosity about what they are about to learn.
I attempted to illustrate Mount Olympus, while hinting at several natural events or creatures that were explained by the ancient Greeks through the use of myths. For example, the images of the trees across the bottom of the picture represent spring, summer, fall, and winter, while hinting at the myth of Demeter and Persephone which explains the existence of the four seasons. The remaining images, such as the spider, the volcano, the sunflower, and the butterflies are intended to appear as if they are falling from Mount Olympus to the earth below. They also are all connected to myths pertaining to nature. I would use the image at the beginning of the lesson to capture the students' attention and hopefully increase their curiosity about what they are about to learn.
Inquiry-based Learning
While I'm sure that at some point in my life as a student, I participated in an inquiry-based learning activity, I really can't think of a particular example! Since I don't have teaching experience yet, I also have not had the opportunity to use inquiry-based learning in a classroom setting. However, after completing the Library of Congress Supporting Inquiry with Primary Sources Online Module, I am sold on the benefits of incorporating inquiry-based learning into my future lessons.
As a pre-service Social Studies teacher, I am very interested in learning about ways to capture and maintain the focus of the students in the classroom and beyond. While I cannot recall a specific inquiry-based learning activity from my own experiences as a student, I can certainly recall numerous hours of sitting at my desk, listening to the teacher lecture, taking notes, and sneaking glances at the clock. The use of inquiry-based learning is one way that I will attempt to avoid placing my students in these types of situations. Inquiry-based learning allows students to be very engaged in the learning process. It's almost as if they are completing a puzzle, where they first have to find the right pieces and then put them all together. I think the process can be very motivating (and hopefully, fun) for students. Additionally, by using primary sources in support of the inquiry-based learning activity, students will be able to form their own ideas and interpretations of the content before being told what they should think it means by secondary sources or the teacher.
Ideally, I would like to incorporate an inquiry-based learning activity into each unit of study throughout the academic year because I think it would help students to learn and retain the content, while also helping them to develop critical thinking skills that translate beyond the classroom. However, I think I may find this to be very challenging. I am hopeful that I would be able to work with the school librarian to help track down appropriate and effective primary sources to use in the classroom because, through my limited experience with developing lesson plans, I've learned that it can be a very time-intensive process!
As a pre-service Social Studies teacher, I am very interested in learning about ways to capture and maintain the focus of the students in the classroom and beyond. While I cannot recall a specific inquiry-based learning activity from my own experiences as a student, I can certainly recall numerous hours of sitting at my desk, listening to the teacher lecture, taking notes, and sneaking glances at the clock. The use of inquiry-based learning is one way that I will attempt to avoid placing my students in these types of situations. Inquiry-based learning allows students to be very engaged in the learning process. It's almost as if they are completing a puzzle, where they first have to find the right pieces and then put them all together. I think the process can be very motivating (and hopefully, fun) for students. Additionally, by using primary sources in support of the inquiry-based learning activity, students will be able to form their own ideas and interpretations of the content before being told what they should think it means by secondary sources or the teacher.
Ideally, I would like to incorporate an inquiry-based learning activity into each unit of study throughout the academic year because I think it would help students to learn and retain the content, while also helping them to develop critical thinking skills that translate beyond the classroom. However, I think I may find this to be very challenging. I am hopeful that I would be able to work with the school librarian to help track down appropriate and effective primary sources to use in the classroom because, through my limited experience with developing lesson plans, I've learned that it can be a very time-intensive process!
Monday, October 5, 2015
My Website for ED 554
Here is the link to my website for ED 554: https://sites.google.com/a/marymount.edu/kh-ed-554/home
I will use the website to show the results of some of the projects/activities I will be working on throughout the duration of the course.
I will use the website to show the results of some of the projects/activities I will be working on throughout the duration of the course.
Monday, September 21, 2015
Universal Design Concept Map using Inspiration
I created the concept map shown below using the Inspiration software program. The source material used to create the concept map was Chapter 4 of Universal Design for Learning: Theory and Practice by Anne Meyer, David H. Rose, and David Gordon.
Monday, September 14, 2015
Standard
I have chosen to focus on the Virginia World History 5 Standard of Learning for this course. The standard falls under the World History and Geography to 1500 curriculum and would probably be taught at the Eighth Grade level.
WHI.5: The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by
Providing students with options for learning and demonstrating what they have learned is important. I remember listening to a conversation between classmates from a course I took recently. As part of the course requirements, each of us had to create two presentations. Several of the students were discussing how they would prefer to write a paper on the topic instead of creating and giving a presentation on it. I remember thinking that I feel the opposite. I would much rather create a presentation than write a paper. Although both tasks probably take a similar amount of time to complete, I enjoy the process of adding visuals and building the story of a presentation much more than focusing on the topic sentences and proper format of a paper.
There are a number of activities that could be incorporated into the lessons that would take into consideration the different learning styles of the students. For example, blog entries written by students from the perspective of individuals living during the Golden Age of Pericles would support visual learners. Students could also create podcasts to narrate Greek mythology. This would be particularly helpful for auditory learners, but visual and kinesthetic learners would also benefit from writing or acting out the dialogue of the podcast. Students could also be provided with a choice in terms of presenting a particular contribution to the rest of the class. The students could first choose an ancient Greek contribution from drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, and then decide how they would present the topic to the class. For example, the visual learners could create a blog entry, or a PowerPoint presentation to describe the contribution they chose. The kinesthetic learners could recreate sculptures or architectural elements, while the auditory learners could perform the poetic, dramatic, or historical contributions.
WHI.5: The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by
a) assessing the
influence of geography on Greek economic, social, and political development,
including the impact of Greek commerce and colonies;
b) describing Greek
mythology and religion;
c) identifying the
social structure and role of slavery, explaining the significance of
citizenship and the development of democracy, and comparing the city-states of Athens and Sparta
d) evaluating the
significance of the Persian and Peloponnesian wars;
e) characterizing
life in Athens
f) citing
contributions in drama, poetry, history, sculpture, architecture, science,
mathematics, and philosophy, with emphasis on Socrates, Plato, and Aristotle;
g) explaining the
conquest of Greece by Macedonia
Providing students with options for learning and demonstrating what they have learned is important. I remember listening to a conversation between classmates from a course I took recently. As part of the course requirements, each of us had to create two presentations. Several of the students were discussing how they would prefer to write a paper on the topic instead of creating and giving a presentation on it. I remember thinking that I feel the opposite. I would much rather create a presentation than write a paper. Although both tasks probably take a similar amount of time to complete, I enjoy the process of adding visuals and building the story of a presentation much more than focusing on the topic sentences and proper format of a paper.
There are a number of activities that could be incorporated into the lessons that would take into consideration the different learning styles of the students. For example, blog entries written by students from the perspective of individuals living during the Golden Age of Pericles would support visual learners. Students could also create podcasts to narrate Greek mythology. This would be particularly helpful for auditory learners, but visual and kinesthetic learners would also benefit from writing or acting out the dialogue of the podcast. Students could also be provided with a choice in terms of presenting a particular contribution to the rest of the class. The students could first choose an ancient Greek contribution from drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, and then decide how they would present the topic to the class. For example, the visual learners could create a blog entry, or a PowerPoint presentation to describe the contribution they chose. The kinesthetic learners could recreate sculptures or architectural elements, while the auditory learners could perform the poetic, dramatic, or historical contributions.
Educator Blog Review
After reviewing the list of recommended blogs, I chose to read, The Innovative Educator. The blog was created in 2008 by Lisa Nielsen. She began her career in education by working as a librarian in Harlem, New York. Over the years, she has held a number of high-level positions pertaining to the promotion of the use of technology within the New York City Department of Education. She states that her inspiration for developing the blog was her desire to make education relevant and fun. She also states that her blog is designed to provide information for educators, parents, and youth.
As I browsed the home page of the blog, I began to feel a little overwhelmed. There were so many categories to choose from that I did not know where to begin. The categories listed included: cell phones in education, Facebook in education, Google in education, Twitter in education, BYOD, SMARTBoards, Flipped Classroom, and iPads/iPhones in education. Each category had anywhere from 12 to 185 entries. I began to bounce from entry to entry. I read about making schools more welcoming for visitors, using social media to connect with parents, and incorporating programs such as Thrively into the classroom to identify student interests and strengths. Entry after entry listed tools and programs I had never heard of before, such as Cel.ly, iPadio, Remind, UStream, and Vimeo.
An entry entitled, "Back to School Tips for Students to Keep in Mind When Using Social Media," encouraged students to start developing their social media presence by creating profiles in the "biggies:" LinkedIn, Google, Facebook, and Twitter. It also encouraged the students to create profiles in About.me and Flavors.me. Again, I had never heard of several of these platforms. The idea of maintaining so many profiles is not at all appealing to me.
My biggest takeaway from reading through The Innovative Educator entries is that there are a variety of ways technology can be used to enhance the educational experience for teachers, students, and parents. For example, technology allows teachers to differentiate the delivery of course content in a way that is relevant and useful to students. However, I will have to overcome several hurdles before I am able to successfully incorporate the use of technology into my teaching. First, I will need to learn how to use the numerous programs and platforms. I imagine that this will take a considerable amount of time. Second, I will have to change my mindset regarding the use of social media. As a result of serving in the military for over seven years, I have tried to limit my social media presence. While I recognize the value of developing a level of familiarity with the different programs available, I am not completely sold on the idea of actually creating and maintaining numerous social media profiles. Perhaps my opinion will change by the end of this course!
As I browsed the home page of the blog, I began to feel a little overwhelmed. There were so many categories to choose from that I did not know where to begin. The categories listed included: cell phones in education, Facebook in education, Google in education, Twitter in education, BYOD, SMARTBoards, Flipped Classroom, and iPads/iPhones in education. Each category had anywhere from 12 to 185 entries. I began to bounce from entry to entry. I read about making schools more welcoming for visitors, using social media to connect with parents, and incorporating programs such as Thrively into the classroom to identify student interests and strengths. Entry after entry listed tools and programs I had never heard of before, such as Cel.ly, iPadio, Remind, UStream, and Vimeo.
An entry entitled, "Back to School Tips for Students to Keep in Mind When Using Social Media," encouraged students to start developing their social media presence by creating profiles in the "biggies:" LinkedIn, Google, Facebook, and Twitter. It also encouraged the students to create profiles in About.me and Flavors.me. Again, I had never heard of several of these platforms. The idea of maintaining so many profiles is not at all appealing to me.
My biggest takeaway from reading through The Innovative Educator entries is that there are a variety of ways technology can be used to enhance the educational experience for teachers, students, and parents. For example, technology allows teachers to differentiate the delivery of course content in a way that is relevant and useful to students. However, I will have to overcome several hurdles before I am able to successfully incorporate the use of technology into my teaching. First, I will need to learn how to use the numerous programs and platforms. I imagine that this will take a considerable amount of time. Second, I will have to change my mindset regarding the use of social media. As a result of serving in the military for over seven years, I have tried to limit my social media presence. While I recognize the value of developing a level of familiarity with the different programs available, I am not completely sold on the idea of actually creating and maintaining numerous social media profiles. Perhaps my opinion will change by the end of this course!
"Teddy Bears Go Blogging" Response
Brenda Sherry's article, "Teddy Bears Go Blogging," describes the collaborative blogging effort between two classrooms of second grade students. One of the classrooms was located in Canada, while the other was located in Australia. Although the project appeared to be quite easy to implement, it provided a variety of learning experiences for the young students. For example, through their blogs, the students learned about a different culture, developed computer and social media skills, and practiced writing creatively. Additionally, due to the blog entries being published on the web, parents were able to participate in the project.
I think this is a fun way to develop the writing and communication skills of students of any age. It is a good example of the intersection of technology, pedagogy, and content knowledge (TPACK). For example, through the use of the blogging technology, the students were able to work in small groups to develop journal entries describing aspects of American culture, while learning about the culture of their Australian counterparts.
As a pre-service secondary educator of social studies, I could see myself incorporating the concepts of the "Teddy Bear Project" into my classes. Even if I were unable to develop a relationship with an overseas classroom, the students could still work in small groups to develop blogs about historical events or different cultures. This would require the students to research the assigned topics rather than being provided with the information from a partner classroom. Additionally, I would ensure that each group had defined roles. Examples of these roles could include a creator of visual aids, a designer of the blog format, editor, researcher, and writer. Over the course of the project, I would require students to take a turn at performing each of the roles. This would hopefully allow them to develop new skills and discover new interests.
I think this is a fun way to develop the writing and communication skills of students of any age. It is a good example of the intersection of technology, pedagogy, and content knowledge (TPACK). For example, through the use of the blogging technology, the students were able to work in small groups to develop journal entries describing aspects of American culture, while learning about the culture of their Australian counterparts.
As a pre-service secondary educator of social studies, I could see myself incorporating the concepts of the "Teddy Bear Project" into my classes. Even if I were unable to develop a relationship with an overseas classroom, the students could still work in small groups to develop blogs about historical events or different cultures. This would require the students to research the assigned topics rather than being provided with the information from a partner classroom. Additionally, I would ensure that each group had defined roles. Examples of these roles could include a creator of visual aids, a designer of the blog format, editor, researcher, and writer. Over the course of the project, I would require students to take a turn at performing each of the roles. This would hopefully allow them to develop new skills and discover new interests.
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