Excel Spreadsheets and Other Technology

During EDU 580, Tech Module IV, there were several different technology components that were integrated into EDU 584. One of the most comprehensive pieces was the use of Microsoft Excel and Microsoft Word. Through this course I learned how to create and use a set of spreadsheets and how to use them to effectively collect data. I was able to discover that the use of spreadsheets can save a lot of time and effort when calculating grades and sorting data. Before this module I had used spreadsheets, but never effectively. I now understand how to input data and create formulas to assist with data analysis. I have also learned how to create chart and graphs with the data and then to integrate it into Microsoft Word Documents. These skills will be useful as I begin my research project next year.

During this module I also had the opportunity to explore using Google Docs to conduct an online perception survey. It was a really useful tool because answers to the questions were automatically saved to a spread sheet. This sheet could be directly turned into charts and graphs or added to an exiting Excel document. This technology once again demonstrated a convenient way to save time.

I expanded my use and knowledge of imovie during the course as well! As part of my integrated unit my students created imovies demonstrating their knowledge of how life was different in the 1800's as compared with today. The process took a lot of time to complete, but the students were excited to make their own movies. The products showed that the students had mastered the essential learning components of the unit.

The combination of EDU 580, Tech Module IV, and EDU 584, also helped me to continue to strengthen my skills using a wikispace. I was required to create a resource wiki including technology links for a particular unit of study. I created a math resource wiki with some colleagues. It was a lot of work, but a good experience. The end result is pretty spectacular! Check it out at MallettMathResources.wikispaces.com!

Integrated Unit - Unit Completion

At this point, at the end of November, I have finished teaching my Now vs. Then unit. My overall experience has been a positive one. My teaching strategies and lessons were effective and my students demonstrated a mastery of the Social Studies content taught.

I was able to incorporate every learning style during the unit. I also was able to help my students use a variety of technology tools to further their learning of the Social Studies content that was being taught. The class used the SMART Board to better understand timelines. We used Pixie to draw pictures of life then vs. now, which we then turned into a slide show. The class utilized the internet to search for pictures of life now and then. We used Kidspiration to create a web covering jobs, transportation, family life and school. Each student had the opportunity to use a digital camera to take pictures of what school was like today. Students worked in pairs to create imovies to demonstrate how life was different in the 1800’s when compared to today. They incorporated recordings they had made from Garageband into the movies.

After completing the unit, I have discovered that there are some items to consider the next time that I teach the unit. I need to create a few additional assessments or alter a couple of my current ones so that they do not all rely on writing as much. I need to find ways to increase student interest at the beginning of the unit. Students also need to be given more opportunities to share their projects. One big area of consideration is all of the technology components. What alternatives are there if the technology breaks down or is unavailable? One stumbling block during the unit was the unreliability of the technology available.


During the unit, I was able to collaborate with another third grade colleague from my school. I shared with her my entire unit plan. She and I sat down before the school year began to decide which pieces she was interested in trying with her class. She had informed me ahead of time that she did not want to do the entire unit as created. There was a lot of ‘give and take‘ throughout the unit.

We agreed to start by teaching the timelines lessons at the beginning of the unit together. One of the things that she was impressed by was the SMART Board lesson on timelines that I had created. She tried it with her class and it went really well. She was very excited to use the SMART Board because she did not have much experience with it. It was great that I was able to teach her how to use that technology with her class! After the lessons, she encouraged me to pass the lesson on to the other third grade teachers. At the end of the series of lessons, we compared our timeline assessments to determine which students had achieved mastery. I really enjoyed being able to compare my assessment results with her to get some feedback.

I was also able to convince my colleague to try out using Pixie and Kidspiration with her class. She was a bit hesitant because she was not really comfortable with technology. I spent some time after school showing her how to use the technology and answering her questions. By the time I was done, she had a pretty good handle on how to use both programs. She was then able to successfully use both programs with her students to a certain degree. Unfortunately due to unreliable technology half of the projects did not save correctly. She was very frustrated by this and I had to reassure her that she had done things correctly. It took a lot of coaxing to get her to not give up on technology use completely.

After this experience, she was not ready to tackle creating imovies with her class. Especially since I had never made them before! She did agree to have my students present their movies to her class which we have scheduled for the first week of December. My class is excited to share their projects and her class is eager to see the finished results.

It was a great experience collaborating with another colleague on this unit. I would have liked it if my partner had been willing to try everything, but I’m grateful for the time and effort she put into the project. It was beneficial to have someone to discuss teaching strategies with and to compare and analyze assessment information. I was able to guide the entire process through encouragement and teamwork. Our working relationship has grown stronger through this collaboration. My entire third grade team is now in the process of getting all of our units aligned. Hopefully more collaborative efforts will be possible in the future.

Integrated Unit - Stage 3

This week I met with my partner to further discuss the integrated unit that we have been working on over the semester. I had previously shared stages one, two, and my student sample with my colleague so this time I quickly reviewed where we were at. I showed my student sample again, hoping to provide a little inspiration to encourage my partner. I am not sure that it worked, but I tried to really show the end product and what we could accomplish with students together.

I talked with her about some of the new technology resources that I had learned up to this point. I was able to talk about using Garageband, imovie, and Museum Box. I also shared some websites such as wordle.net, readwritethink.org, and a few sites on digital storytelling. My colleague seemed very interested in using more technology in her lessons so that was very good news!

I then shared the concept of stage three. I talked about the different pieces that were to be included and explained the organizational structure of how the backward planning design was supposed to work. I actually surprised myself by being able to clearly explain the process and the procedure except for the experience vs. explore piece. I had some trouble vocalizing the difference between the two, but using examples I think I was able to convey the meaning. Everything else I had a really good handle on.

After giving an overview of the model, I then shared my sample stage three for the social studies portion. My partner was very impressed by the amount of thought and effort that went into creating what I had done. This is where I started to run into a little bit of trouble. My partner felt that it was very unrealistic for a practicing teacher to include so much information into one lesson. She was not into separating the explore and experience sections so I did not push the issue. I felt it was better for her to try the model somewhat rather than not at all so I did a bit of compromising. This worked out all right for me because I believe that every leader has to allow for a little give and take.

My colleague also thought it was a bit excessive to use all of the learning styles in each lesson. She was in favor of using each style in the unit, but she felt like it was unrealistic to cram too much into each lesson. I again allowed for some compromise. I asked her to at least make sure that every learning style was represented a couple of times in the unit. She was willing to accept this compromise after I pointed out some of the ways that I incorporated the different styles.

After getting past those road blocks, we worked together to create one lesson (facet) so that my partner would understand how to use the stage three template. Direct teaching and working together proved to be an essential way to encourage my partner to try completing stage three at all. I was able to do a lot of modeling, thinking aloud, and explaining the process that I went through. This helped my partner to think her pieces through. I was able to answer questions and provide immediate feedback as we worked. My supportive style seemed to help keep the process moving.

After completing the first lesson together, I left my partner to keep working on the rest. We plan to meet again before school is out to see where we are at for next year. I am not sure if she will complete the rest of stage three on her own, but I hope so. She definitely liked the process of collaborating, but she was not a huge fan of the model itself. Meeting with her has at least allowed us to talk about our teaching and has allowed me to encourage a different way of thinking.

Blog/Wikispace

During EDU 580 Tech Module III I learned more about using and creating wikispaces. I also had the opportunity to learn how to use a blog for the first time. I discovered that blogging is a way to keep track of all the new learning that is occurring. It is also an opportunity for people to respond and share their thinking in regard to my posts. At this point I have learned how to make and edit posts. I also know how to add links and to post comments to a blog. During this module I was able to also more extensively utilize the wikispaces that have been created.

Wikispace

During EDU 580 Tech Module I, I learned all about how to use and create wikispaces. During this module I had the opportunity of managing a wikispace to keep track of assignments and to conduct a research project. It also served as a way to work collaboratively with colleagues. I have discovered that using a wikispace provides many avenues of using type II technology. It is an excellent way to share opinions and ideas and respond to other people's opinions and ideas. You can also post images, videos and sound to share with others. It seems to be an easier way to create a type of web page. I have also tried using a wikispace with my own third grade class to showcase their writing and to allow parents to respond. It has been a pretty cool experience of all of us.

TPCK Chapter 12 - in-service education

As I read chapter twelve, I found myself agreeing with several of the ideas presented by Judith Harris. I was surprised to see myself being described at times. It was useful to read about how to help in service teachers gain TPCK skills.

One piece that I connected to was the idea that technology “should assist with - not overshadow - teachers helping students to meet curriculum-based standards.” (p. 252) I agree with this point completely and at times I have struggled to get to this point. For a while I was using technology to have the students create “projects”. Some of the time these projects were very beneficial in helping my students to learn and meet standards. Other times we did them just to try the technology; the content was lost. I think that it is really important that teachers reflect upon how technology is used and whether it serves the purposes intended. The more information I learn about technology possibilities the more mindful I am of the advantages and disadvantages.

This connects to an additional point in the chapter. It is necessary for teachers to understand what is available for technology before a teacher can really think about how to integrate technology effectively into a curriculum. Teachers must gain an understanding of technological PCK before they can consider TPCK. This idea makes a lot of sense to me. I correlate this to a chef making a recipe. Before the chef can create a fabulous dish he has to have the right ingredients. Before a teacher can integrate technology, he must know what the possibilities are and how they would be beneficial for students’ learning.

In order for in-service teachers to gain this knowledge it must be taught or shared with them in a meaningful fashion. Adult learners, according to this chapter, need two big things. They need to understand why they are learning something and how they will benefit directly from it. They also need to know whether or not the outcome will be worth the effort. I know for me, these ideas are important. I like to understand why I’m doing something and what the end result will look like, otherwise, the learning is not as effective. These same needs are often essential for children as well. It is important that students know why they are doing something and what the outcomes or benefits will be.

TPCK Chapter 11

TPACK Chap 11 - Guiding Preservice Teachers in Developing TPCK

There was definitely a lot of content squeezed into chapter 11 in the TPCK book. It definitely brought to light the idea of “wicked problems” in education. Helping preservice teachers gain an understanding of TPCK is full of complexities and diffculties that must be overcome in order for the benefits to emerge.

One of the major stumbling blocks is clearly addressed by Putnam and Borko. “How a person learns a particular set of knowledge and skills, and the situation in which a person learns, becomes a fundamental part of what is learned.” (224) In other words, most of us are inclined to teach what and how we were taught. Unfortunately for many teachers technology was not a vital piece of instruction or even a supplemental piece. These past experiences of how preservice teachers were taught must be overcome in order for them to develop their own sense of TPCK. Even for me, being a teacher for eight years, I have had trouble at times adapting to and using all of the new and existing technology that is available. TPCK definitely creates an additional layer for preservice and even existing teachers to learn about.

Preservice teachers also have to learn when and how best to include technology in lessons and how to introduce or utilize the technology when teaching. These pieces often become challenging because at the same time, they are trying to learn the best teaching strategies, the content, and how to manage a classroom. There is definitely a steep learning curve involved when all of these ideas are put together.

The management of a classroom is especially huge when attempting to integrate technology. The thought expressed in the book that “good management is preventive” (243) is especially true, but not always fool-proof. It is essential for teachers to completely think through all of the steps and have all of the equipment ready when attempting to use technology. This has been a tricky area for me in the past even though I have been well-planned and prepared. One of the things that I have discovered is that something unexpected is bound to occur when using technology with elementary students. It can make teaching more complex, but when things go well, can add lots of meaningful learning opportunities. It is important to be extremely patient and flexible. The tip of having students help each other can be effective when misunderstanding have occurred. I have utilized this technique many times and it has helped students to be more successful.

This chapter was especially interesting because I currently have a student teacher. As I was reading I was reflecting on her experiences and the opportunities that have been provided for her to learn. Even today’s college students are nervous about using technology in the classroom. I have been working with my student teacher to include some technology in her lessons through the use of laptops, the Internet, and the SMARTboard. Though she is willing to try, there is definite hesitation and a little fear that things will be a disaster. One of the goals we created together is that she include at least one piece of technology in each unit she creates. The chapter discussed the importance of preservice teachers applying their knowledge in the classroom. I agree with this completely and am working hard to help her do so!

TPCK Chapter 8 - Arts Education

Chapter eight was all about how to integrate technology into the arts. This was one of the most interesting chapters in the book and I’m not even a big fan of the arts! It discussed a variety of technological resources and provided lots of links. It actually made the case for using technology effectively.

One of the best ideas from the chapter was that the arts allow students to be creative and expressive themselves in their own way using both sides of their brain. Technology can help students to “find their own voice” and then to share their voice with others. Technology resources allow students to create artworks, songs or even plays and then transmit their completed projects to the world through the Internet. This really enables students to have a meaningful purpose when they are working.

The web also provides students and teachers with access to virtual museums and even musical or dance performances. This allows students to view pieces of art, listen to music, view dance and appreciate culture from all over the world. It opens up the world of possibility to them. Students can view the culture of places that they have never been and may never visit.

One of the museums that especially intrigued me that I hope to investigate with my students is the National Museum of American Indians. I had never heard of this museum before, but I think that it might have lots of images and cultural exhibits that would help my students to understand what the life of a Native American is really like. Only by viewing and immersing themselves into a culture will students truly understand it.

Another interesting thought in the chapter involved dance. The author described a program called EduDance which connects professional dancers with classrooms so that students can increase their level of exercise by learning dance steps. What a novel idea! Having a professional dancer come into the classroom to teach would help any teacher’s comfort level with dance steps. The use of videos and online sites can also help students to learn dance steps.

Overall this chapter provided a real wealth of ideas and great links to check out. Integrating technology into the arts seems pretty easy and also makes a lot of sense. I hope to use more technology in the arts.

TPCK Chapter 5 - Integrated Framework for World Language Teachers

Chapter five was all about how the principles of TPCK could be used by World Language teachers. Many interesting suggestions were proposed that got me thinking about the different uses. The chapter also addressed some challenges to technology usage that are prevalent in most subject areas.

One of the ideas about integrating technology to help students learn was through the use of the Internet as a tool. Foreign Language teachers have the job of teaching students how to read, write and speak a second language. They also have the job of helping students to understand a different culture from their own. Technology resources such as the Internet can help students with this. Students now have ways to get direct and immediate information about other cultures and ways of life. They can access virtual field trips which can take them around the world. This type of experience might not be available or affordable otherwise.

The Internet also provides a medium for students to communicate with others around the world. Videoconferencing, e-mail, discussion boards and instant messaging give students direct access to other students either learning the same language or people that are native to that language. One of the best ways for students to learn language skills is through meaningful interaction and communication with others. Technology has opened up the world and brought cultures closer together. There are schools right here in Maine that are in contact with kids from other countries. My students learn Spanish in third grade and I would love to give my students an opportunity like this! I’ll need to speak with the Spanish teacher about trying it out.

One of the concerns expressed by the author in increasing technology integration was the lack of training for many teachers. The author expressed that the “uncertainty” of teachers hinders the integration. Teachers need to understand what to do and how to do it with technology in order for it to be effective. Once in-service training of technology increases then the amount of technology usage will increase. It is up to district leaders to make it happen. This concept is something that will have to be pushed in my district, especially with the current economic downturn.

TPCK Chapter 10 - Role of TPCK in Phys. Ed.

Chapter ten in the TPCK book discussed TPCK use in phys. Ed. I did not find this chapter to be all that helpful in helping me understand the uses of technology with gym class. I know that there are ways of using technology to aid in teaching and learning and I could appreciate the suggestions made, but none of the ideas were all that new.

It seemed like the use of technology with physical education has many obstacles. This chapter mentioned that cost was a real serious issue. It also described that there weren’t a lot of commercially produced products at this point for teachers to use. I am sure that these problems have been difficult for teachers to overcome when trying to use technology with gym.

The ideas presented that I did find useful were the ways of using technology for data collection and sorting of information during student evaluation. I could see how useful this type of software could be for a teacher trying to collect and sort through hundreds of data points. It definitely aides in the teacher’s ability to analyze the information and plan next steps for instruction. This should definitely help students to receive better educational opportunities.

Utilizing fitness equipment that is programmable can also be a motivating way to help students to increase their fitness levels and to improve their skills. I liked the idea of using heart monitors to ensure that students were reaching their ultimate peak of performance. The issue of lack of money was very evident as the author described the amount of initial cost and upkeep that it would take. This would definitely be a deterrent for using this type of equipment.

For many students, being active and participating in gym is a lot of fun. Technology can serve as a motivational tool for those students, but also for students who may not be as involved. I have noticed that some new gaming devices such as the Wii and things like Dance Dance Revolution have helped some students to become move active. I wonder if this type of technology will become more prevalent?

TPCK Chapter 7 - Mathematics

TPCK Chapter 7 was about integrating technology and math. I found this chapter to be a difficult read. It seemed to be discussing content all over the map, some of which was not directly math related. The topics ranged from using fractals to imagination being the core to mathematics to remembering that children are culturally diverse. I would have liked to see more information on TPCK uses of technology in math.

Some important ideas addressed in the chapter were the importance of teachers being willing to experiment and explore technology with an open mind. It also suggested that it was more important to focus on how technology can be used to teach math concepts rather than what technologies to use. While I agree with both statements I find fault in them. I think that it is extremely difficult for teachers to have an open mind about technology if they do not know what possibilities exist and do not know how to use technology. I also think that for many teachers, me included, that it is tricky to start by focusing on how to use technology to help teach math if you are not familiar with what is out there. Sometimes identifying the tools can spark ideas.

Math is an area that I’m not sure what technology exists. In the chapter it discussed spreadsheets, calculators, and virtual manipulatives. I have tried all of these technologies with my students and they have worked pretty well. I especially found the virtual manipulatives to be effective. I know that there are also many websites on the Internet that provide math games. Other than that I’m not sure what is out there. I would like to know more.

One last thought that I found to be crucial in the chapter was that there is a “Fine line” between using technology to enhance, expand and improve math instruction and “causing deep misconceptions”. (149) As a teacher it is important for me to recognize that fact as I attempt to increase the amount of technology integration. I must assure that the technology does not serve as a distraction to the math concept being taught but rather as an aide.

As I move forward with math and technology integration I will attempt to “imagine the possibilities” as the chapter encourages.

TPCK Chapter 9 - Science, Technology, and Teaching

Chapter nine has definitely been the most interesting chapter that I have read to date in the TPACK book. It was a nice balance of encouragement and reality at the same time. I found myself agreeing with the chapter in several places.

One of the concepts that I appreciated was the acknowledgement that it is not realistic for teachers to be expected to know all of the content knowledge and the technology opportunities that fall under the broad umbrella of Science. Science is very diverse and there are thousands of ways to incorporate technology. There is no one list of technology skills that every teacher should have but that it depends on the circumstances of local schools and districts. The key is that teachers need to know what technology is available to them and then figure out what is the best technology to use for a certain skill or standard. I completely agree with these ideas and I think this is an essential place for classroom teachers to start investigating

Another point addressed by the author of this chapter, Raven McCrory, were the complexities that are added to teaching at the initial stages of using technology in Science. McCrory commented that new technology use can turn even a veteran science teacher into a novice again and that it is okay for veteran teachers to feel that way. It is important for teachers to accept that when trying to use technology things may not go according to plan and to relax and experiment with the available resources. Technology can be a “vicious cycle”. It needs to be used for it to become an effective teaching and learning tool. These ideas made me feel a little more comfortable with where I am at with technology because I have felt frustrated and helpless when using technology before. Though I appreciate the comments, it can be hard as a teacher with 21 third graders in front of you to relax when things are not going according to plan.

I liked the notion that science is an ideal place to use technology and I agree with it. It is amazing how many opportunities are now available for students because of the advances of science and technology. Technology can help students to see and understand processes that might not be possible or realistic in a classroom. Lots can be learned about and through tools like the Proscope (microscope) and through programs like Virtual Frog. Communication with experts around the world and data collection and organization are also enhanced.

Technology is a cool piece of educating future and current science students. I need to remember and utilize the tools that are available to produce future scientists!

Working on Integrated Unit w/ Colleague - Stage 1

Working with colleagues from my school on an integrated unit has been an interesting process so far. There have been some frustrations, but also some positive accomplishments as well.

The frustration began right at the beginning of this process. Finding the time to meet and discuss the unit was challenging. It took me all of last week to find a time to work with my peers. I am working with two other third grade teachers and it was impossible for us to find a chance to meet all together. I ended up only meeting with one of them because the other was swamped with work and did not have the free time.

In discussing the expectations and sharing stage one, there was some initial resistance from the teacher I met with. She stated that she was very willing to work with me, but felt like an awful lot was expected of her for a course she was not taking. I completely understood her point of view and explained that I would do my best to limit the pressure and workload. After a bit of sweet talking and a little bribing (dinner), we were able to continue along with the process.

Interestingly, as conversations continued, she explained that she had actually learned about Understanding by Design in the late nineties so she had some background. She was curious how things had changed since then.

I began teaching (or reviewing) about stage one by sharing my completed template for the Social Studies portion of the unit. I walked her through the process that I went through and asked her for feedback on what I had already done. She was pleased by the outcomes and acknowledged that it appeared to be an organized way to lay out ideas for the unit. I think that she liked being asked her opinion on what I had already done.

Next, I pulled out a blank template and began modeling the process used. I told her we could work on it together. I had us start by thinking of the big understandings and the essential questions for language arts that could apply to this unit, Life in the 1800’s. This was a challenging task and a bit frustrating because Language Arts is so broad. After much discussion over big ideas versus tasks, my colleague settled on the ideas that “writing is a useful communication tool to express and explain events in life” and that “literature can help students understand their past.” It was challenging for us to think of these big ideas, but I think they will work. Using these ideas as our framework, we next found some goals in Maine’s Learning Results and the district curriculum that would fit.

After clearing the “big ideas” hurdle, the rest of the template was not too bad. Together, we were able to pretty quickly establish the knowledge that students should know for both reading and writing. Coming up with skills to go with what students should know also went quite smoothly though it took much support on my end in order to use the six facets. My colleague, I have to admit was not really into using all six facets, but we managed it.

Overall this process took a lot of give and take. I had to be very supportive and encouraging. The modeling and working on the template together worked well and it was probably the only way that my colleague would have participated.

After working on stage one, I shared my ideas on the end of the unit performance assessment. I explained that the end result had to use type II technology and this made my colleague a bit nervous, but she was eager to learn more about using technology so it should work out. She liked the idea of using Garageband and having the kids create podcasts with pictures demonstrating what they knew. She wasn’t sure about including the Historical Society, but was willing to go along with it. She felt that the assessment would be a good measuring tool for both the Language Arts and Social Studies content.

TPCK Chapter 4 - English

Chapter four in TPACK had a similar theme to many of the other chapters. It talked about a need for “apprenticeship of observation” or in other words, training pre-service teachers to integrate technology into content areas early on in order to truly have an effect. In this chapter the discussion was on integrating English and technology.

English teachers, as well as others, must be taught to use technology in their content area rather than as a stand alone course. The Ed-U-Tech program out of Minnesota does just that! This program sounds very valuable and successful in teaching English through technology. I like how the program mandates an English methods course and a companion technology course at the same time. This provides the best opportunity for the learning to be meaningful for new teachers. This was lacking in my college experience. For me, technology was taught as a stand alone course, and there was no focus on content areas or integration. No one helped me to see the value and possibilities that technology could bring to a field such as English. I feel like I am trying to play ‘catch up’ as I learn about integration. This is only my eighth year of teaching! I cannot imagine what it must feel like for a veteran teacher who has even less experience with technology.

The chapter also discussed the necessity of immersing veteran teachers into new learning that would cause them to question their beliefs in their content area knowledge as well as their technology knowledge causing growth in both areas. In English, this can be done by presenting the new and evolving types of literacy. While I agree with the notion of promoting new learning, I feel that teachers need to be provided with support in order for it to be successful. Many school districts in Maine are not in a position to support teachers’ new learning. There is little professional development and knowledgeable personnel and up to date equipment are not available. These areas need to be addressed in order for technology integration to increase and be an effective tool for student learning.

This lack of preparedness has greatly effected the possibilities in the classroom for many students, mine included. Technology, if used effectively, can be a very valuable tool in learning all components of literacy. I know in my classroom I have not used technology to its full potential as a way for students to learn English skills. In the past, I had the project approach, but I am now working to overcome this ‘disorder”! Support for new learning, access to trained and knowledgeable staff and working, up-to-date equipment are all essential in order for successful integration to occur.

TPCK Chapter 3 - K-6 Literacy Education

The idea of teaching literacy and being literate has changed significantly over the years. It is sure to continue to change in the future. The advent of technology has caused a shift in what it means to be literate and how literacy should be taught. Being literate is no longer just being able to read and write effectively. It now also includes a component about being able to use multimedia. These changes, while necessary, also create additional skills and concepts that educators must teach.

Many teachers are willing and even eager to use technology to teach literacy skills to their students, but many times they either don’t know how or are afraid to try. One of the most significant points discussed by Denise Schmidt and Marina Gurbo was on how to get more technology into the classroom. They explained that it must begin with the training of pre-service and in-service teachers on integrating technology. This point is very significant and would force a shift in many universities and local schools. The idea of including technology use in every course for pre-service teachers is a great idea. Teachers must be shown how to use technology in their content area before they can be expected to use it in the classroom. A one on one mentoring program seems like a very effective way for teachers, both pre-service and especially in-service, to receive the needed technology support. Through this mentoring process, teachers will not only learn about available technology, but modeling and demonstration of its usage could occur. I would love to use more technology with my students, but sometimes I’m just not confident enough in my abilities or even the equipment itself to try it. More technology support is needed in the schools for successful integration to occur.

The examples of TPCK use in K-6 literacy were exciting! It confirmed several of the things that I have already been doing with literacy and technology. I have had my students use Kid Pix to write poetry and audio record themselves reading their text. We have then turned our work into a slideshow and class book. We have our own class wikispace for students to publish and share their writing with the world. Kidspiration software has also been used by my students to brainstorm and map out their stories. All of these technology uses have definitely increased motivation for reading, writing, and learning.

There are several new things that I would like to try with my students. I am very intrigued by the text editor, SubEthaEdit, that the authors described. It seems like the perfect method to encourage the editing and revision process during writer’s workshop. The collaborative nature of the program encourages students to rely on one another and not just the teacher. The concept of having students completely write their stories on laptops is another idea I would like to try out. (If I can get access to the computers long enough!) Typically I have had students write their ideas on paper and then type their final drafts. It would be so much easier and more natural for students to do all of their writing directly on the computer. I am also curious about exploring digital storytelling and creating and using webquests.

The possibilities of learning literacy through technology are endless. I am excited to explore some new avenues of study. I am hopeful that technology support will become more available in the future.

Technology Links for Literacy K-6

Here are some links that would be valuable for teaching literacy skills for elementary, middle, and high school students. Each site would be appropriate for all levels.

Digital Storytelling - http://digitalstorytelling.coe.uh.edu/index.html - This site gives access to Web 2.0 resources. It also contains directions, examples and resources to create digital stories.

Web Quests - http://webquest.org/search/index.php - This site allows users to search available webquests and gives information on how to create your own.

Learning Beyond the Classroom - Read.Write.Think. - http://www.readwritethink.org/ - This site provides educators' lessons, web resources, and student materials that can be searched.

This article is about how to use technology to enhance literacy instruction. http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm -

TPCK Chapter 6 - Social Studies

Chapter six was about Social Studies under a TPCK framework. I never actually stopped to realize the complexities of Social Studies until now. History, geography, political science, economics, cultural studies among others are all under the umbrella of Social Studies. This adds a great deal of difficulty to the teaching of Social Studies for educators and an even greater opportunity to use technology. The idea that Social Studies could most easily be thought of as the “study of subject matter for democratic life” is a useful construct.

Technology use through Social Studies or Social Studies use through technology is very vast. One of the most significant aspects of technology in this field is the wealth of resources at the fingertips of teachers and students. These resources allow the flow of information to be much more accessible. Primary and secondary source documents and even images that were not available for general use before are now available. These documents allow for research to be conducted more fully. It also provides an excellent opportunity for teachers to facilitate student led inquiry projects.

This wealth of resources also provides a dilemma for teachers, however. Educators must now begin to teach students about critical media literacy skills. Things like how to determine the quality and validity of websites and how to conduct effective searches are now crucial. Learning in a non-linear fashion also must be explained and modeled in order for students to successfully navigate the information.

Along with providing access to resources, technology provides a great opportunity for students to communicate and share their knowledge with others in society. The idea of using Web 2.0 technology gives students an authentic purpose for learning. Wikis and blogs allow students to share projects with others and receive immediate feedback. The Internet also provides students with the opportunity to communicate and collaborate with other students around the world. This new collaborative learning environment is certain to enhance content in Social Studies especially in the areas of problem solving, cultural studies, and civics projects.

New Geography software has also changed the ways that Geography can be taught. The concept of a “bird’s eye view” no longer has to be imagined by students. Real images and maps can be shown with great detail and accuracy. Programs like Google Earth fascinate students and make concepts like spatial relations easier to understand. G.P.S. technology along with these maps has made geography boundless.

Using technology in Social Studies provides amazing possibilities and potential for learning. I am eager to try out some of the concepts with my students. I have a geography unit coming up at the end of the month and I’d like to start experimenting there. We’ll see what happens!

Zotero

During EDU 580 Tech Module II I was introduced to Zotero as a reference and bibliography tool. This tool had some value, but I still do not understand its full potential. Zotero seemed like a good way to store sources and to link and save PDF versions of actual journal articles. I liked having all of my resources in one place, but I found that creating a bibliography directly from Zotero was not that efficient. Many of the entries were not done correctly and required manual input. This was frustrating and in lots of ways took more time then just writing my own reference page without the help of Zotero. Maybe with more use it would become a bit more user friendly.

Chapter 2

Chapter two from TPCK was much more engaging than chapter one. It raised many valid ideas. I especially found the descriptions of the three different types of digital divides to be interesting.

I was aware of the “first digital divide” though I did not realize that there were two others that went along with it. The first divide is all too real in rural Maine. In Western Maine, where I teach, access to technology equipment and the Internet can be a challenge, at least privately This greatly impacts the opportunities of students and their families. I really liked the point that the authors made that teachers are responsible for bridging this type of divide. When I read it, my initial reaction was, just another thing to add to a teacher’s responsibilities. After thinking on the matter, it truly made sense, however. Teachers are often in a position to transmit information to parents. Providing a list of public ICT access places would be easy. It also might be possible to have the school’s computer lab accessible after school hours. There are many places in the community where computers are available such as churches, the public library, and even the college. Families just need to know where to go to access the equipment. Providing these opportunities would enhance each child’s academic experience. This would be especially true if valuable information seeking or problem solving activities were provided by the teacher.

The second type of digital divide exists as well. Having technology access is not enough. The equipment must be used for valid and meaningful purposes. Teachers need to be trained on effectively integrating technology into content areas. This is an area that I could use some assistance. I have an understanding of how to use a variety of technology and I have strong content knowledge, but I don’t always know the best ways to put this information together. Integration support would greatly enhance the learning opportunities for my students. The last couple of years my school district provided integration specialists to help classroom teachers. Unfortunately the positions were some of the first to be cut from the budget. My school has lots of equipment, it is often not used or used effectively.

I am not as clear on the third type of digital divide. I know that it has to do with being culturally sensitive when teaching with technology, but I guess I do not see why when using technology you have to be any more or less careful than other times. I believe that being culturally sensitive is important at all times in the classroom. All students need to feel valued and respected whether or not technology is being used. I understand that using technology is not bias free, but in all honesty what is. Cultural differences should be incorporated and students need to be stretched beyond their own culture.

It is important that today’s teachers have an understanding of the different types of digital divides. Only then can students’ academic opportunities be equitably achieved.

Chapter 1

After reading chapter one in TPCK my head is spinning. I always knew and felt the complexities of teaching, but I guess I never really contemplated all of the moving parts. I agree that teaching is a “wicked problem”. The role of a teacher in education is constantly changing and thousands of decisions have to be made daily. The tough thing is that, as the book described, the solution to one problem often leads to the creation of others. There also are few clearly defined answers that can be established.

The role of technology has definitely added more layers to decision making. Though technology can be a benefit it can also be an issue. It is really difficult as a practicing teacher to stay up to date on the new digital forms of technology. Things are constantly changing and being updated; it becomes a full time job. This instability makes it challenging as a teacher to utilize technology to its full potential. This is true even for a teacher who is interested and not resistant to it like me!

The fact that technology use is so closely tied to content and pedagogy makes it even more challenging. The book stated that these three areas are interconnected and the relationships among them are the key to beneficial technology use. While I understand the importance, the practice is difficult. The use of technology is so varied depending on the content area being taught. It serves as a powerful tool, but as an elementary teacher I am responsible for all subject areas. That means that I need to understand the relationship between technology use, pedagogy, and five separate content areas. That is a truly difficult and time consuming feat. One in which little to no training is provided to practicing teachers.

The training for teachers that has been provided is often very skill specific rather than on the integration of technology in a classroom. As the book suggests, “teaching technology skills alone does little to help teachers develop knowledge about how to use digital tools to teach more effectively, navigate the relationships..., or use technology to help students learn a particular topic.”(21) This implication is important in the classroom and to practicing and preservice teachers. More real life, content based opportunities must be provided for content integration if technology’s true value is to be realized by students.

I do notice the benefits of technology use in the classroom, and I enjoy using it. Technology does promote engagement and allow for study that might not be possible otherwise. In my class we have access to computers and SMART boards. My class has attempted to create a wiki space as a presentation site and communication tool for our writing. We access many websites that provide video and images of places where we’ll never be able to go such as inside the human body and the rain forest.

The opportunities that technology can provide must be capitalized on in the classroom so students can become successful in today’s world. In Maine the “divides” exist. Even though my students have been raised with technology all around them, I would not call all of them “digital natives”. Many of them are more like “digital immigrants” due to the digital divide that exists in Maine. The classroom serves as the opportunity for many of my students to experience and utilize the technology that is available and level the playing field.

I hope that through this book, guidance will be given as to the most effective ways to establish and enhance relationships among content, pedagogy, and technology.