A teacher that I respect and admire shared with me that her secret to being a great educator is engaging in continuous self-reflection and evolution of her teaching. One of the most powerful ways to continuously evolve my teaching practices is by exposing myself to the ideas and methods of other educators. By creating a virtual community of my peers online through blogs, social media, and collaborative sites, called a Personal Learning Network, I have opened myself to a world of information, advice, tips, and ideas that I can use to my benefit. My PLN consists of blogs that I subscribe to through RSS feeds, a Pinterest account for inspiration, a Diigo account for bookmarking resources, and a membership to a digital discussion forum called Ning. Some of these resources have been more helpful to me than others, but I have learned something from each of them and have honed in on which formats are most efficient and useful to me.
I subscribed to three RSS feeds using an app called Feedly, which organizes the blogs I read into a stream of posts in an almost magazine-like format. The RSS feeds that I chose are Education:NPR, Education Week, and TED Education. Feedly is easy to check on my iPad and I actually already used it to follow other blogs, so adding education-related feeds to my Feedly was very simple. I check it each morning as part of my routine and am able to click on any article that catches my interest. This format has been a very convenient way for me to stay up to date on these sites. TED Education posts interesting video content that could be used as mini-lessons or to accompany a subject we are covering class. Topics vary from things like the origins of the English language to an explanation of how blood pressure works. I could see these being very fun to use in class. It has taught me lots of interesting things that are either very random or very useful and applicable to elementary school standards. Education Week and Education: NPR both post content that is informative and centered on the theme of current events in education. These types of articles cover topics like Common Core, social development, new theories and studies, and many other education-related events. These sites keep me up to date and informed on current developments and help me to develop my own best practices.
Pinterest is a social networking site that allows users to post original content, link to outside sites, and repost others’ posts to their own “pin board.” I was already an avid user of Pinterest for other areas of interest, but I added many education-related pinners and pin boards to my list that I follow. The image-centric nature of Pinterest makes it perfect for gathering inspiration for the layout and function of my future classroom, saving ideas for art projects and lesson plans, and finding printable resources like posters. Some of my favorite things that I have discovered via Pinterest link back to blogs written by elementary school teachers. On these blogs there are countless posts on topics like morning routines, activities for indoor recess, reading group rotations, and math manipulatives, just to name a few. I was so impressed by the vastness of this resource. One example was a first grade teacher from Australia who posted a video of one of her ‘morning meetings.’ This was an example of the way she starts each day with all the students on the rug at the front of the room, going over the daily schedule, working with the calendar and clock, doing some fast-math, and then a timed math game. It was wonderful to see her in action going through her routine and to see the kids’ participation and her classroom management. One downside of Pinterest is that it can be a little bit overwhelming to be faced with such a rabbit-hole of pins and posts. Sometimes I found myself scrolling through an entire blog of a teacher in another state or another country, making note of little things that I would like to incorporate into my classroom. It is easy to play the comparison game and can make me feel like I need lots of “things” to make my classroom the best it can be, when in reality nothing compares in importance to the actual teaching and learning that will take place.
Prior to using Diigo, I would fill my computer with bookmarks and screenshots, intending to save resources or ideas for a later date but instead just creating a disorganized mess of links to be forgotten. Diigo allows me to keep all of my links and tabs in one place with annotations, highlights, and categories to help make accessing them later a quick process. My Diigo library contains resources that mostly center around the themes of Common Core and language arts. For example, I bookmarked a tool for creating digital storyboards that I can use in a creative writing lesson and a link to some reading activities on a site called Funbrain. I also found a series of articles on Common Core that links to many different sources of information on that topic. I find Diigo to be very useful as a link storing site and a means of organizing ideas and saving them for later use. I did not find the networking aspect of Diigo to be as user-friendly or streamlined as other sites. For that reason, it was more difficult to incorporate into my routine of sites to check for new content. I joined groups like the Discovery Educator Network, Math Links, I Love Math, K-8 Math, and Purposeful Learning Technologies. On the occasions that I did try to use Diigo for networking, I had to click through each group to find their most recent posts and then scroll through those to find ones that looked interesting. This format was not visually appealing and was too time-consuming for me to make it a regular habit. Instead of just browsing, I could see myself consulting these groups in the future if I had a more specific question or problem.
The Ning group that I joined is a very large online network of educators called The Educator’s PLN. This is a hub of information where contributors share content. On the home page, there are videos in different languages, countless articles and discussion posts, links to educator’s blogs, groups with more specific themes, podcasts, tutorials, links to apps, and an events calendar. There are so many resources and pages on this one PLN that there is a video tutorial that explains how to navigate the PLN for newcomers. With so much information in one place, it is enough to keep someone busy for weeks. And it is constantly being added to and updated. This was another resource that did not seemlessly integrate into my set of online resources, but because of the quality of the content I did visit the site on numerous occasions to explore. The video links were the most interesting and attention-grabbing for me. In one video I watched, a fourth grader shares her thoughts on standardized testing at her school board’s meeting in an impressive and impassioned speech. After watching this, I would like to include a persuasive writing unit in my class.
Another video that I found on The Educator’s PLN shows teachers reading a letter that they wrote to send back in time to themselves on their first day of teaching. This was really inspiring to watch and even made me emotional, encompassing so many of the fears and feelings that I have about becoming a teacher. This type of positive, inspiring, encouragement is one of my favorite things about the PLN in general. While I plan to find that sort of camaraderie in person with my coworkers, it is reassuring to feel that I am already part of a community of teachers online. The PLN experience has taught me that there are so many resources available to me as a teacher, and that part of my job is to have a discerning eye for high quality resources and information. I plan to keep up with my PLN, specifically with the RSS feeds, Pinterest, and Educator’s PLN. I see this as a way to continue on my never-ending path to improving myself as a teacher. I look forward to discovering more valuable information and tools that will better my students’ learning experience.
Friday, August 7, 2015
Wednesday, August 5, 2015
Tuesday, August 4, 2015
Flipping the Classroom
As technology is incorporated more and more into classroom learning, some teachers are taking the leap and flipping their classrooms. To flip the classroom basically means that teachers send home resources like videos or online lectures that introduce new concepts, then in-class time is spend working on problems or doing “homework” so that the teacher is there for instruction and questions as they arise. Contrary to what some might think, flipping the classroom is not an all-or-nothing endeavor. Teachers can use the flipped style just for certain subjects or specific assignments (Bull, et al. 2012). I would love to explore this as an option for my classroom in the future. I think that the success of a flipped class really depends on the dynamics of your class, the subject and grade level, and the resources available to you through the support of your school and district.
When I first learned about this in class, I kept thinking back to those late nights in middle school when my math homework had finally started to go beyond my parents’ math abilities. I would be in tears telling them that “that’s not how my teacher does it” and they would be equally as frustrated trying to figure out my homework. It was stressful and I don’t think I was learning very much. And worst of all, it left me with some serious confidence issues in math, which led me to struggle in math for the rest of my school career. A flipped classroom makes this all avoidable. By sending home instructional videos or presentations and then spending class time on the actual application of the concepts, teachers become exponentially more available for help when help is needed.
But just sending home some recorded lectures is not going to magically make your students successful. In their article, “Inventing the Flipped Classroom,” Bull, Ferster, and Kjellstrom write that the key to a successful flipped classroom lies in the teaching styles and pedagogical competence of the teacher (2012). In one example they describe a pair of science teachers who work together to create educational videos for their students, “One clip shows them flying down a mountain on bikes to illustrate the effects of altitude and atmospheric pressure on a balloon” (Bull, et al. 2012). The article points out that flipping the class can mean a lot of invested time for the teacher, and requires some creativity to allow every student equal access to the technology needed to view. But the payoff can be huge, as teacher Todd Nesloney describes, “When you build those relationships that make kids feel safe, give kids a voice, give them a choice, and allow them to create and share, they will blow your mind every time” (Wurster, 2014).
Bull, Glen, Ferster, Bill, Kjellstrom, Willy (2012). Inventing the Flipped Classroom. Learning & Leading with Technology, August 2012. Volume 40 (Number 1) 10-11. http://www.learningandleading-digital.com/learningandleading
Wurster, Paul (2014).Assistive Technology in the Digital Age. Learning & Leading with Technology, May 2014. Volume 41 (Number 7), 46. http://www.learningandleading-digital.com/learningandleading
Tuesday, July 28, 2015
Assistive Technology in the Classroom
Watching the videos in class on Assistive Technology really made me realize the myriad of ways that I can help my future students with disabilities and unique learning needs be successful. I was inspired by the teachers and therapists who commit so fully to helping create a positive learning environment for their students. They work endlessly to figure out which assistive technologies are right for their students. And I was amazed at the perseverance and dedication shown by the young individuals in the video who have committed to following their passions and achieving their goals despite any challenge or obstacle. It was truly inspiring!
I learned that there are many inventions and adaptations that have been created to work around difficulties that disabled people encounter in school and daily life. I was especially interested in the assistive technologies used in the classroom to help students who have limited or no speech ability. With these devices, students were able to communicate and participate in class. There were multiple types shown in the videos, but most of them relied on the user either touching a screen or triggering with another body part (like eyebrows) to select an image or word on the screen and then compiling sentences or single words to be spoken aloud by the device. The name for this type of device is alternative and augmentative communication (AAC) device. As Marla Runyan describes in her article ‘I Have Something to Say,’ these devices give a voice to students who otherwise would not have one, and can help students with a range of disabilities, like autism, cerebral palsy, Down syndrome, developmental disabilities, and apraxia of speech (Runyan, 2011).
Runyan has seen one particular app for the Ipad or Itouch work wonders in her life-skills classroom. Students can use the app to select pre-made images or teachers and parents can make their own symbols that pertain to the student. The student then creates sentences by selecting a series of symbols and images and is then able to do things like share in class, ask to eat or drink, and tell their parents about their day. This also creates opportunities for non-speaking students to bond with their peers. Runyan describes how one of her students used her device to ask a classmate if she would like to see her prized box of necklaces. Without the device, that student might not have been able to reach out to her peer and share something she enjoys.
AAC devices make class participation, communication, and inquiry possible, so I cannot think of a learning activity in which this type of device would not create a more equitable experience for a non-speaking student or a student with limited speech. The possibilities are endless, especially with the option to customize the available icons and continuously expand vocabulary. Having access to this type of assistive technology would help me meet learning goals in my future classroom if I were to have a non-speaking student in my class.
This introduction to assistive technology helps prepare me to lead my own classroom with a greater awareness of the types of resources that exist and the overall knowledge that even if I don’t know exactly what the device is yet, there is something out there that can help my student. I just need to identify the need and then tap into my available resources to find the right Assistive Technology. In her article, Assistive Technology in the Digital Age, Gayl Bowser describes a number of devices that can be used in the classroom and points out that new technology is making them applicable for students outside of the pre-conceived notion of which students need assistive technology. Rather than being used solely in Special Education classrooms, these devices can be used by any student who needs assistance in demonstrating what they know (Bowser, 2013). Bowser encourages teachers to broaden the scope of assistive technology in order to best serve their students. Knowing about a variety of assistive technology devices will help me to accommodate a variety of students in my classroom.
Runyan, Marla (2011). ‘I Have Something to Say.’ Learning & Leading with Technology, August 2011. Volume 39 (Number 1) 32-33. http://www.learningandleading-digital.com/learningandleading
Bowser, Gayl (2013).Assistive Technology in the Digital Age. Learning & Leading with Technology, September/October 2013. Volume 41 (Number 2), 10-11. http://www.learningandleading-digital.com/learningandleading
Tuesday, July 21, 2015
Digital Storytelling and Literacy
Digital storytelling is a means of telling a story with digital audio/video. This can be done by teachers, who can model a creative use of technology as a way to share information, or by students who can express ideas about various topics in an inventive way. As a means of incorporating technology in the classroom and fulfilling the NETS for students, digital storytelling is an effective way to teach language arts, encourage literacy, and develop technological knowledge.
The merits of digital storytelling as a reading and writing tool are described in detail by Regina Royer and Patricia Richards in their article “Digital Storytelling” (2008). The authors break down the five pillars of reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension) into success strategies and explain how digital storytelling projects can relate to each one. They go on to describe five additional pillars (writing; access, choice, and collaboration; differentiated reading instruction; classroom organization; expert tutoring) and the relation to those as well. Royer and Richards emphasize opportunities for creativity, choice, and collaboration that will aid in developing literacy. One specific example of the literacy benefits of digital storytelling can be seen in the example of English Language Learners. In his article “Toontastic Makes Storytelling Fun!” Juan Carlos Venegas shares how he was able to use a digital storytelling app called Toontastic to get his ELL students engaged and excited about creative writing. Prior to this method, he struggled to get them to complete creative writing projects that were vital to his assessment of their learning. With this app, his students can create cartoons and then record their own narration of the story. Venegas describes the pride his students exhibit in sharing their work and the ease with which they discuss their stories. He is able to see where they are linguistically and enjoys seeing their creativity shine in this low-pressure setting.
Royer, Regina. Richards, Patricia, (2008). Digital Storytelling. Learning & Leading with Technology, November 2008. Volume 36 (Number 3) 29-31. http://www.learningandleading-digital.com/learningandleading
Venaga, Juan Carlos (2013).Toontastic Makes Storytelling Fun!. Learning & Leading with Technology, February 2013. Volume 40 (Number 5), 39. http://www.learningandleading-digital.com/learningandleading Tuesday, July 14, 2015
Digital Citizenship: Staying Safe in Cyber Space
There is no denying that technology is developing and changing at a rapid pace. Today’s students find themselves in a unique and exciting reality very different from the one I experienced just 20 short years ago. With the advantages of these new technologies come some very real and potentially long-lasting challenges. It is our job as educators, parents, and members of the community to teach young people the value of technology while also instilling in them a respect for its dangers, an awareness of its hazards, and the tools and skillset to use it wisely.
This is the topic of the article Digital Citizenship: Addressing Appropriate Technology Behavior (Ribble, Bailey, Ross, 2004) from the ISTE journal Learning & Leading With Technology. In this article, the authors describe ways to adapt the NETS standards for students to real-world learning and to teach students to be proper citizens of the digital world in which they live. They present a set of nine guidelines to digital citizenship and outline each one with examples of how they affect students and strategies for educators to encourage good behaviors or habits. The behaviors addressed are etiquette, communication, education, access, commerce, responsibility, rights, safety, and security (Ribble, Bailey, Ross, 2004).
There is some debate as to who should be teaching young people how to use technology appropriately, and whether it should be taught at all. In another article from the ISTE journal called By Point/Counterpoint: Should Schools Be Required to Teach Digital Citizenship? (Ohler, Malmstrom, 2012) two educators answer that question. Both authors agree to some degree that digital citizenship should be taught, but differ in their opinion of the best approach. Ohler argues for collaboration with students on policy-making, incorporating digital citizenship into school codes, infusing digital citizenship into all aspects of education, and rewarding good behavior. Malmstrom advocates for a less direct tactic that involves meeting students where they are most comfortable using technology, such as interactive gaming and online, so that we can model good behavior in the real setting. She calls this “participatory media” and says that she has seen more success in this approach than with the teaching method.
In my opinion, digital citizenship is a topic with as much relevance and importance as any of the core subjects. It is something that must be learned and we are doing our students a disservice if we do not prepare them with this knowledge. Whenever I read a story in the news about a high school sexting scandal or a cyberbullying incident I feel so sad for these young people whose lives are forever changed by negative behavior. I also feel regret that for them this hard lesson is learned a little too late, after the damage has been done and their actions have been immortalized by technology. I think the answer lies in education, and in informing young people about the consequences of these actions. While there will always be those who still engage in unsafe behaviors, the possibility of preventing even a fraction of these incidents is worth the hard work. In addition to protecting privacy and reputation, digital citizenship pertains to overall safety and security online. Things like posting your location to social media, sharing addresses, or identifying information make us vulnerable to strangers who might have harmful intentions. Many adults are unaware of the dangers of sharing personal information online, so how can we expect our kids to know how to stay safe online without showing them? Now is the time to teach a generation of technology users how to do so safely, respectfully, and responsibly.
Ohler, J., Malmstrom, M., (2012). By Point/Counterpoint: Should Schools Be Required to Teach Digital Citizenship?. Learning & Leading with Technology, December-January 2012-13.
Wednesday, July 8, 2015
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