The Semester Ends...

The weather is getting colder and the semester is drawing to a close.

So, where do I stand with regards to using technology in the classroom?

I feel that technology can definitely make learning more engaging for students.  I will likely use a great deal of PowerPoint presentations and incorporate nonlinear elements into it.  I really like the idea of creating student blogs and a class website to create a school-home connection and celebrate student work and achievements.

I have discovered a wide range of Internet resources that I never knew existed. These resources (many of which are free), can be used in the classroom or can help teachers with their various responsibilities, whether in research, lesson-planning, or scheduling appointments.  The Internet can make things much easier for students and teachers because it does provide instant communication and collaboration with people throughout the world.

While facebook can be useful if using it for certain topics (such as assuming the identity of a historical figure, etc.), but I cannot imagine a regular use for facebook in the classroom.  Social media is a great way to share information with peers--through articles, support, and networking in general--but it may not always be appropriate to use with students (although I am curious as to how many students are facebook friends with their teachers).

In this class, I feel that my facebook participation (in general and with regards to the EDTS group) was a bit strained. I still view facebook as a means to keep in touch with friends and family rather than a news source, and it was hard to adjust to checking facebook regularly for class.  I do feel that having access to a group that shares information could be helpful and informative, even though some students may feel more comfortable as passive participants.

As always, I think it is incredibly important to remember that not all students have access to technology in the class and at home.  Because of that, teachers should be aware before they assign any work that requires a computer, smart phone, etc.  Students may have varying levels of familiarity with technology as well.  While some students enter kindergarten with the ability to surf the web, some high schoolers have little exposure to ever using a keyboard and mouse.

If schools provide access to technology such as Smartboard, computers, ipads, etc., I think that teachers should take advantage of their various functions to appeal to different learners in multiple ways.

My Life As a Movie

As I worked on my final PowerPoint presentation, I found myself wanting to add video after video. Then, I thought, maybe I could have the students watch a full-length movie.  Then maybe make their own video.

I think that the obsession with Youtube clearly demonstrates that videos can make our lives more interesting.  For teachers and students, video technology can show students something that they may not be able to see outside of the classroom.  Videos can be more powerful than reading a book, especially for ELLs.  If they can see something and understand it without having to worry about their language deficiencies, they are more likely to become interested in it and learn from it.

Just like "a picture is worth a thousand words," for ELLs, a video may make their learning come to life.

Using video technology can be useful for engaging learners of all ages.  Students make write their own script, practice it, and perform on video so they may show it to their families.  Learning has a purpose--whether to do a news announcement, stage a play, or recreate a story they had read.  Additionally, it has an audience.

I remember memorizing skits for language classes just long enough to forget them immediately afterword.  If I knew that the performance would be videotaped, I may have studied it longer, brought in props, or tried to make the conversation interesting.  With video technology, students can use multiple takes, knowing that they don't have to have everything perfect on the first try.  Additionally, videos can be uploaded onto the class website for families to enjoy at home.

Videos in the classroom can help students become engaged in the classroom and excited about learning.  They can help ELLs keep up with the content in the classroom while practicing their listening and comprehension skills as well.

Podcasting

It's time to talk about podcasting.  

This was my first time making my own podcast.

At first, I wasn't totally sold, but I think that after having the opportunity to use the technology and consider ways to implement them in the classroom, podcasts could really make lessons more interesting.

This website had some really great ideas about when and how to use podcasts in the classroom.

I like the idea of using podcasts to prepare substitute teachers since sometimes it is easier to give verbal rather than written directions (although I would probably want the written directions that I could review throughout the day).  

Teachers can update parents and families as to what students are learning throughout the day by using podcasts as well.  Teachers can upload podcasts on the class blog with a brief description of what the students learned, any homework assignments and reminders.  

For ELLs, podcasts can help them practice their listening skills.  With a review of the day's lesson, students can catch up on any information they missed throughout the day.  Additionally, absent students will be able to stay up-to-date on their work if they have access to the podcast.  

Because I am new to the podcasting world, I still find it the technology to be time-consuming.  While updates can be brief, I would feel much more comfortable writing on the class blog or putting up a video.  Perhaps I just need to give this technology more of a chance.  As with much new technology, I feel that it is important to take time experimenting and becoming comfortable with it. 

If I were to develop a podcast for students to download that they could listen to as a center or for their homework, this could be a fun activity.  Students could use recording technology for presentations, museum visits, and interviews. Students could make their own podcasts so they could practice their speaking skills (and writing skills before they record!) to educate their peers on a topic.  They can also listen to their own speaking so they can recognize any mistakes and be able to self-correct.

Overall, I think recording technology can be helpful for ELLs because it provides opportunities to work in multiple language modalities.  Students, teachers, and families can all benefit from the inclusion of podcasting and audio files in the ESOL classroom.

Website

Family involvement can be a struggle.  I've seen it.  I've heard the stories.

As a teacher, however, it is important to open communication with the students' families in order to help the student learn.  

One possible way to do this: start (and maintain) a class website.

Class websites open communication between teachers, students, and the students' families.  Parents can feel involved in their children's educational lives when the teacher invites them to check the website and see what work students are doing in the classroom.

Homework assignments may be posted for the students who forgot or the parents who want to really make sure their child is telling the truth about not having any homework on a particular night.
Additionally, teachers may choose to add resources that parents and students may access at home.  These resources can range from fun educational websites to information on the common core.

Also, making a website is fun.  It's creative and personal.  It's free.  Teachers can (with parental permission) use photographs of students, display student work, and take videos to help everyone be aware of what is going on in the classroom.

Providing this space also allows parents to contact the teacher in a neutral platform.

For ELLs and their parents, a website is great because there are so many website translators that will allow the families to access all of the information posted, as opposed to a newsletter that may have to be translated (which can be difficult, depending on the language).  Parents who speak little English may feel more comfortable communicating with the teacher through a website or e-mail when they have access to translating tools, rather than in face-to-face or (even more daunting) phone conversation.

(You can check out my website prototype here)

There's an App For That™

I've already described how far behind the times I am.  I don't have a Smartphone or a tablet or other fun gadgets.

Today, though.  Today I got to play with an iPad.  I'm hooked!

There are many, many, many, fun and educational apps available for iPads.  Thankfully, there are also many free apps available.  While I was only able to investigate a few today in class, I was also able to use two different forms of evaluation to determine whether an app should be used in the classroom.

The structure of the Critical Evaluation of a Content-Based Mobile App (made by Kathleen Schrock) is visually appealing to me.  I like the table with boxes I can check and the places to take notes. I also really like that it allows users to document the title of the app, where it was found (which is very important!), and where it could be used.   Just for that alone, I could see myself spending days going through apps and creating a collection of these evaluations to have on hand when I want to enhance a lesson. 

The evaluation criteria is also helpful for assessing the appropriateness of using that particular app. It ensures that the app reinforces the lesson's message, provides means of assessment and differentiation of students.  The user-friendliness goes along with student motivation as well.  Since iPad apps should be encouraging students to learn (teaching secretly), the motivational aspect is critical in making sure that it is being used properly and for the desired results.  

The incorporation of Bloom's Taxonomy is also an interesting addition to the evaluation, forcing teachers to look at their own lesson plans and determine what the students are getting out of the lesson versus what they would like them to get out of it.

The summary section at the bottom also really makes sure that the teacher understands the app and has ideas of when to use or not use it before bringing it into the classroom.  This allows teachers to have a good idea of whether the app is appropriate for each student.  

On the other hand, the Evaluation Rubric for IPod Apps (created by Harry Walker) focuses on six domains.  It still asks users to look for differentiation, means to assess students, and student motivation. While it is user friendly, it does not allow a great extent of flexibility or a place to add comments when assessing an app.  Additionally, this rubric gives one single piece of feedback as to the quality of the app, rather than a more comprehensive evaluation of it (for example, I would likely add up the numbers to have a score of 20 out of 24, which doesn't say much about the app itself without further comment).  Because they may be useful in a variety of contexts and lessons, the rubric does not allow for that consideration.
While I'm generally very pro-rubric, I find that they are often more useful as guidelines when completing an assignment to ensure that every desired aspect is included.  Additionally, I find rubrics offer the potentiality for arbitrariness.  The differences between each number can be very subtle. 

Between the evaluations for apps, I would choose to use Kathleen Schrock's Critical Evaluation of a Content-Based Mobile App.  To me, it seems more organized, easy to use, and gives a thorough explanation of the different apps with included spaces to add comments of how to implement it in the classroom.

And see?  You can find an app for everything!

Excel-ling

I have to admit it: Excel used to scare me.
Perhaps it was the spreadsheets filled with numbers and formulas and data that I found so intimidating.

From class last week, however, I discovered that Excel may be beneficial for teachers to create documents that they could use in the classroom.
One application of Excel was in creating a floor plan to organize student desks/table areas.  For someone who has a significant amount of patience, this could be great.  I am not one of those people.  Instead, I would most likely end up frustrated and would prefer to have a pencil and paper in hand to draw my own seating chart.

Grading is another common application of Excel that can help teachers.  Still, though, I feel that there are other programs that may work even better.  Gradekeeper requires a fee, but provides seating charts, grades, and options to weight grades that can help make grading less frustrating and time-consuming.  While Excel is free and potentially able to do those things as well, the use of the countless formulas makes it much less user-friendly.

Even crossword puzzles can be made on Excel, but there are other online resources that produce them faster and much easier.  For Excel crosswords, the teacher must have the crossword already mapped out (and for someone like me who is awful at word games, it may take a while to fit them all in!).  With websites like Puzzle-Maker.com, the teacher only needs to enter the vocabulary that they would like to add along with the clues, and the crossword puzzle is created.  I suppose Excel does offer many other features, such as including various images, text, and graphs, but the speed of other programs may seem more promising.

Excel can also be used to create timelines, which was a feature I never considered.  Still, I find I would be much more inclined to use http://www.tiki-toki.com/, (which I found when searching for Internet Resources).  These timelines are visually pleasing, engaging, and creative.  Comparatively, I would much rather use and view the Tiki-Toki timelines in the classroom to make the content interesting for my students.
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For number-minded people (those involved with math, science, and extensive use of data that needs to be organized), Excel may be the best thing since sliced bread.  Using the many formulas and graphic organizer options may also be helpful for people with differing learning styles.  Even with its numerous applications, I am still hesitant (although no longer afraid!) to use Excel excessively.

Blogging about Blogging

Image found at: http://paintermommy.com/funny-cartoons-about-blogging

Educational blogging is a new thing for me.  It's not my first rodeo in the blogging world; I created a blog when I went traveling, partly to document the crazy things that happened to me, and partly to make updates easy, quick, and a one-stop shop for my family and friends at home.  Overall, I enjoyed updating my blog (although I began to lose steam once I returned home and the blog was dismantled).

Because of my reintroduction to blogging, I chose to conduct my research on "blogging in the ESOL classroom" for my Educational Technology research paper.  Being a strong believer in journaling to help students--especially language learners-- with reading and writing skills and practicing the language in a low-anxiety situation, blogging sounds ideal.  Kids love to use technology, (although adults may feel a bit wary of it initially), and the earlier they are introduced to it, the more familiarized they may become with it; technology does not seem to be going away anytime soon.  Additionally, writing is an activity that my own students are completely reluctant to complete.  Perhaps it's a struggle with handwriting or the freedom of the assignment that they find intimidating.  For whatever reason, blogging seems to be a fun way to motivate students to write and express themselves in an environment with a real audience.

Image found at: http://paintermommy.com/funny-cartoons-about-blogging

One of the greatest ideas that I gleaned from my research was to split the school year between reading and writing blogs.  In one study that I read, students read blogs that were written in the target language and came to find similarities and cultural understanding between the blogger and themselves.  Just imagine: for students learning French, they could follow a variety of French bloggers who focused on different themes (fashion, current events, etc.) that would interest students and provide a look into their lives while practicing the language authentically.  For the second semester, students wrote their own blogs.  The students were able to use the blogs they read to model the blogging process, and students were able to improve their language skills through this exercise.  From this study I am inspired to start reading blogs that are written in languages I want to learn and relearn, and then have a go at practicing the language on my own.

Another great idea that I found was one in which the instructor created a shared class blog where students could respond to one another.  This blog served to extend the class time, which was ideal for an advanced language course where the students were excited to learn and were benefiting from the extra practice.  This blog created a great sense of community between the students.  They really got to know one another and respect each other through the blog world, which then encouraged all students to take chances linguistically without the fear of ridicule. The community atmosphere in the classroom is one which most, if not all, teachers desire to have.  Students who work together to support each other as they learn not only can help one another learn, but create friendships that go beyond the classroom.

The issue of being nervous and embarrassed about the public nature of blogging makes complete sense to me, particularly when first learning a language.  If I do create a blog to practice the language, I might even adjust the viewer settings until I feel confident in my abilities.  I remember feeling anxious and self-conscious about making mistakes, especially when getting feedback, or corrections, publicly.  Learning a language can definitely be scary, and I think that it's a good thing for teachers to acknowledge that.  Creating a community within the classroom can help students feel more comfortable with one another and avoid all of the nerves and self-consciousness.

One reason why I, and presumably many other people, enjoy blogging is the freedom that it allows.

Image found at: http://www.voxuspr.com/blog/2012/09/tips-seo-social-media-blog-posts/

I can take my time to write my blog posts from the comfort of my home, a coffee shop, or even on my break at work.  I can write when the assignment is first mentioned, when I feel inspired, or I can wait until the night before the assignment is due.  It's up to me.  I have control over my assignment in terms of how I want it to get done (as long as it gets done!).

I can also choose to write in my own style and, mostly, about my own interests.  These freedoms motivate me to continue blogging and say what I have to say and what I want to say.

One of the interesting things that I found in my research was that students did not necessarily address the comments made by their peers.  Blogging was a personal space for students to express themselves rather than a space to get feedback from others.  Bloggers come to feel confident in their writing and take ownership of it; the writing becomes part of the writer.  

Some of the negative aspects of using blogs for language learners include the fact that many students from my research felt that writing finished pieces in the target language required too much time and effort, and that it took a lot of the joy out of blogging.  I had pen-pals to whom I stopped writing for that same reason-- it took so long to write anything in a new language.  I wanted it to be correct.  I wanted my message to get across, and I didn't want to acknowledge that my language skills were not up to par.  Here, I think it's the requirement of the teacher to explain what the purpose of the blog is for the students in the classroom.

One of the greatest problems that occurred with blogging in the classroom was the fear of making mistakes.

Image found here: http://loyalkng.com/2010/02/02/mr-eraser-doesnt-like-it-when-people-make-mistakes/

When learning a language, taking chances is terrifying but completely necessary in order to improve.  If only teachers encouraged students to express themselves creatively more often than emphasizing perfect grammar, I think we would have students that are more willing to take chances and express their own ideas and innovations.  I feel that the restructuring of the schools is aiming to stamp out the creativity among students; students should memorize facts, then regurgitate the answers on standardized assessments.  The mentality in schools is usually that there is one right answer rather than allowing students to explore, question, critique, and discover. One study suggested that the students use the traditional notebook and pencil to write informally to the teacher because it limits the number of readers and publicity of the assignment.  If the teacher is encouraging students to write freely and without concerns over accuracy, I'm not sure blogging is the correct way to go for all students. Blogging may be better left to more advanced English speakers until students have gained the confidence to write in a public atmosphere.

If the aim of the instructor is to extend the school day and foster a sense of community, a shared class blog may be more beneficial for students.

Or, if the teacher wants students to practice publishing work through process writing, blogging may make the writing process easier for readers and writers alike.

And, if the students are looking for a cultural understanding and exchange, the teacher may want to encourage students to read blogs written by target language speakers and use those as models for the student writing.

Developing connections among students of different cultures can have a plethora of benefits, and teachers should explore the various resources available to them to encourage expression and open communication.

Overall, I think that blogging can be extremely beneficial for the students to practice literacy skills.  I think that students should be familiar with blogging tools and opportunities and given the freedom to write in ways that do not make it feel like an obligation to participate.  Additionally, I think that the teachers need to evaluate the purposes of using blogs in the classroom and determine what they want their students to get out of it.  Blogging may be beneficial for advanced students, and perhaps should be reserved for ready-to-publish pieces of writing for intermediate students. Teachers should aim to help students understand the culture of others and foster a community in the classroom--the classroom should be a safe space for students.  Blog-writing may be best used for beginner and intermediate students as an extra credit assignment, and journaling used to encourage students to write freely and without anxiety of embarrassment.

The blog world is unique and riddled with possibilities, but the teacher should evaluate the nature of the assignments and burdens it may place on students before integrating it into the class structure.

The Worst Day of His Life

Last fall, I completed my observation hours in a sixth grade inclusive classroom.  In all honesty, I was a bit terrified to begin observing with the older kids.  While younger children simply want attention, affection, and affirmation, older children were a bit more difficult.  They still want the same things--attention, affection, and affirmation-- but older kids are usually wayyyyy too cool to admit it.  When I began observing, my mindset completely changed.  I saw these young people stuck between childhood and adulthood, and they were inquisitive, interested, and respectful.
Most of the time when I was in this classroom I worked with one young man who had special needs.  He seemed (to my untrained eye) to have attention difficulties and trouble writing, to the extent that the teachers often assigned him less work than the other students.  This individual was immensely creative, kind, and enthusiastic.  Still, he struggled in the classroom setting.  Instructors had difficulty with him because was too loud or had too much energy or he couldn't sit down and just do his work.
One particular day, the class was working on math problems.  The teachers would call on the students who volunteered to answer questions, and this young man never volunteered in math.  This time, the teacher called on him to answer the question: "What is 6x2?"
I'm sure she thought that it was an easy question for him to answer.  The hands of the other kids shot up in the air, waving eagerly.  He looked around frantically, not knowing the answer.  Seconds ticked by.  Some kids started snickering, and the teacher scolded them.  The teacher encouraged him to answer.  Others tried to help, all at once, showing on their fingers, or calling his name encouragingly.  He fumbled around, finally saying "6."  The teacher asked again, "What is six times twelve?"   He tried finding his multiplication chart in his folder, and the other students started laughing.  Finally, after what must have seemed like an eternity to this student, he found the chart, moved his fingers across the line until he could finally say the answer, "12."
The teacher smiled and told him what a great job he had done.  This student sunk in his chair with his hands over his head and told me, "This is the worst day of my life."

After watching How Difficult Can This Be, I came to understand the difficulties that this student faced every day.  On top of being teased by his classmates, one question--even one that the teacher thought he could answer-- caused this student to have frustration, anxiety, and tension (F.A.T., as the video describes), along with possibly affecting his self-esteem. The teacher and other students probably forgot about this within minutes, but for the embarrassed student, it affected him on a much deeper level.
Many classrooms are designed to train students to spit out information quickly.  I have always been the kind of person who prefers time to think about what I want to say before I get up the nerve to raise my hand and share.  Still though, teachers are often afraid of silence.  The process of waiting for students to think about an answer before responding can feel uncomfortable, and while when students respond quickly (even if it is the same student who is responding every time!) it serves as affirmation to the teacher that students (or a student) is learning.  The problem with this model, of course, is that not every student has access to the information, and many of them are probably not learning at all.  I loved the idea of the teacher cluing students in to participating by standing in front of that student's desk in order to give him or her time to prepare a response.  Once students are able to prepare themselves and receive positive feedback, they will be more willing to respond in the future as well.
ELLs have many of the same difficulties as students with special needs, and some may have special needs in addition to a language barrier.  ELLs may require more time to think about the language before forming a response.  They may also benefit from different scaffolds and background knowledge to help them, and all students, understand the content in the classroom.
The classroom should be a safe place for students to learn.  Watching the video was an incredible way to understand the struggles that diverse students face on a daily basis, and it can help educators direct instruction to benefit all students.

Seeing is Believing: Visual Learners Rejoice

"Learning is always rebellion... Every bit of new truth discovered is revolutionary to what was believed before." -Margaret Lee Runbeck

I consider myself to be a visual learner. I think in terms of pictures and I need to mentally see a word to figure out how to spell it. I love graphic organizers. Rewriting and reorganizing information helps me remember things. For my students who are also visual learners: I've got your back.

Some learning strategies that I may take into account when working with a visual learner include the need to have order when learning. The word "order" can definitely be "in the eye of the beholder." Order to one student may seem like disorder to others--but because we all learn differently, we, as teachers, should encourage students to discover how things make sense to them. Charts are great for creating connections, seeing patterns, and grouping ideas. Using tools such as Inspiration or bubbl.us would be ideal for visual learners. The flexibility of these programs allow not only for brainstorming, but showing connections between different ideas, including pictures, and helping to make information make sense.

Using images in lessons can be incredibly useful, as well as showing how something works rather than just telling. Not only can images in PowerPoint presentations be fun and engaging with students, if they are used properly they can also help create connections and meaning for students. Additionally, teachers should use realia to help make information applicable and meaningful for students as well.

When working with ELLs, I would definitely emphasize the importance of using visuals, especially if your students have low English proficiency. Providing images allows students to create associations between words and meaning, and can help with literacy skills. Because ELLs must keep up with content while learning the language, visuals can help students organize and understand information even if the student does not yet have advanced language skills. Visuals such as graphs, charts, images, concept maps, and graphic organizers can provide scaffolds for ELLs and other students to help them succeed in the classroom.

Some Blogging Inspiration

I was looking around the web and I found some teaching blogs that I think are just great.
Third Graders, Dreaming Big is used as a public resource and communication with the students and their families.  This blog helps keep them updated not only on what students are learning in the classroom, but provides reminders for homework and upcoming events and trips.  This blog allows the teacher to highlight the accomplishments of the students as well and keep track of the different units as the year goes by.  She uses pictures, photographs, and videos to make her blog more appealing and interesting for the readers.
I also really enjoyed looking through this blog: http://blogs.yis.ac.jp/cowdyt/ipads/.
The author uses technology in the kindergarten classroom, and the lessons seem to be engaging and interesting to the students.  There are videos of the students, student work, and Kidblog, which allows the students to safely blog on their own, which not only exposes them to technology, but also encourages them to write and communicate with one another.  This teacher has some fantastic ideas about using technology in the classroom to enhance the learning of the students.
When I have my own classroom, I would love to keep a blog like this and use some of these lesson ideas to maintain communication with families and engage students in a variety of technology resources.

Webquestioning

Image found here

            The concept of a Webquest is one that is relevant for both students and educators because it allows them to discover new information in meaningful and relevant ways.  By throwing an urgent subject at students and expressing the need for each student to respond, students are motivated to step up to the plate and help  solve the problem at hand.  Learning content will become fun and interesting because each student has responsibility to learn it and help educate their classmates to learn as well.

Webquests involve a significant amount of creativity.  If I were teaching in a classroom with computer/Internet capabilities for all students, I believe that Webquests would be fantastic to use in the classroom.  Additionally, I think that teachers could use Webquests for any subject, and could use the curricula to decide where Webquests would be best implemented.  Webquests allow students to step outside of their everyday classroom routine and take the role of someone else, whether a scientist, news forecaster, or superhero.  They appeal to multiple intelligences simply because they can be used in a variety of lessons and involve different tasks and processes.  Because students learn best by finding information themselves, a Webquest allows students to take ownership of their education and investigate the topic independently or in small groups.  Working in groups would also give students opportunities to benefit from cooperative interactions with their peers, but the groupings can only be effective if each student is given an equal share of responsibility for the product.  This project can allow teachers to differentiate based on the students, and teachers may make decisions regarding grouping (whether to have homogeneous or heterogeneous groups based on student ability) to best help the students learn.

For ELLs, Webquests allow teachers to design lessons and find websites that are best for the individual students.  In addition, when students are given access to search online, they are able to use graphics, translators, and work together to create meaning.  When the teacher chooses sources for students to focus on, they will be exposed only to reliable sources of information and responsible to create their own conclusions based on the information given.  

Allowing students to use technology in the classroom is also extremely important.  Teachers should be aware that some students who are familiar with using the Internet may become distracted by all the Internet has to offer (facebook, youtube, and game websites, for example), students who are unfamiliar with using computers may find difficulties navigating the technology necessary for this assignment.  Teachers should be sure to scaffold the Webquest as necessary so no one is left behind, and all students are encouraged to learn.  Webquests allow students to focus on learning and introduce them to the vast amounts of information available online.  

The Wonders of PowerPoint

One great thing about PowerPoint presentations is that they can be used in every subject and in many different contexts, from math to science, to English to Social Studies.  Teachers may lead and organize lessons with their students, and students may use them to practice speaking, researching, and reinforcing new concepts.  Additionally, its various uses appeal to multiple intelligences and can help scaffold information in an engaging way. 

            In many ways I think PowerPoint is overworked.  Instructors insert their entire lecture into slides rather than drawing out important bullet points to discuss (I'm completely guilty of that one), leaving students frantically scribbling notes and probably ignoring what the teacher is saying.  For older students, reading off of a slide is not only boring, but it may be seen as demeaning (if they know how to read).  Animations may become distracting, or color combinations make slides illegible.  Understanding how to properly use PowerPoint could not only allow for effective communication of ideas, but also enhance learning for all students.

            Overall, I think that these presentations are great.  In creating a presentation, students are able to research a topic independently or in groups, determine the most important points to put on the slides, include images, and demonstrate this knowledge to the class.  Students are encouraged to add their own individuality to this project—they can choose the colors, pictures, font, and information, making the presentation unique to them.  By presenting to the class, their knowledge will be deepened—they will become the “professionals” of their topic, informing their classmates.

            Furthermore, working with PowerPoint presentations is comforting due to its ease of use and range of applications.  I have been using this program for many years, and I consider it to be my “go-to” for oral presentations.  Still, I am excited that there are always new things to learn about it.  Being a person who usually begins with a blank page and builds from there, I discovered that templates can solve my problems of matching fonts, sizes, and placements.  Hyperlinks help me connect to other sources outside of the presentation.  Adhering to the 5-5 rule (no more than five lines per slide, no more than five words per line), would promote better public speaking skills among students and professionals alike.
            Just for fun, I looked online for the "Best PowerPoint Presentation" and I was thrilled to see the presentations that won competitions.  Smoke was the 2010 winner that demonstrates a sophisticated continuity between fonts, colors, and images to create an engaging and meaningful presentation.  Overall, the message in your presentation should inspire creativity and provide an outlet to get your meaning across.  Looking at award-winning presentations is worth it--I am impressed by how well made they are, and how the creator has effectively shared their message.

            For English language learners, allowing them to experiment with PowerPoint gives them skills with using popular technology in an important way.  The limited amount of content on each slide prevents students from becoming overwhelmed with intense amounts of new language.  Adding images and charts helps students use context clues to fill in the pieces that are missing due to a language barrier.  Bright colors and animations also help to engage students and keep them focused and excited about the lesson.  Students would engage in high-order thinking by designing and organizing their presentations, and then would be able to practice the content before presenting it to others.  Engaging students with PowerPoint technology is exceeding beneficial—whether by leading lessons or encouraging them to create their own.  

Smartphones in the Classroom

Sometimes I feel like I am way behind on technology. I don’t have a smart phone, a tablet, fancy video game systems (besides the one I got when I was five), and I’ve had the same mp3 player since 2006.  I do have a laptop. That’s about as far as my technological savviness goes.  Along with the advances in technology that are constantly occurring (have you seen the new iPhone 5 updates??), attitudes regarding technology have also changed.  In high school, cell phones were taken away if a teacher saw someone using it.  Now, some schools embrace the use of cell phones, tablets, and other technology in the classroom and even incorporate it in their daily lessons.

I did I quick search regarding the use of smartphones in the classroom and came upon this article by the National Education Association about using smartphones to support students.  Teachers and students can use apps such as Remind 101 to help teachers stay in communication with students about upcoming assignments.  This app helps keep students organized and ensures that they remember information about tests, homework, and other important information, especially since many of them are constantly attached to their phones.  Of course, incorporating smartphones in the classroom would only be practical if the majority of students had access to a smartphone, but I personally like the idea of being able to stay connected with students and families to help them stay focused on their education when they are outside of the classroom.

So, why don’t I have a smartphone?  I’ve considered it.  I even owned one for a brief period of time before going back to my old phone.  First off, I’m extremely clumsy.  I’m fairly certain my current phone is indestructible.  It’s been thrown, dropped, lost, probably sat on… and it has persevered.  Smartphones probably could not withstand that much abuse.  My phone is also not in demand.  No one would ever want to steal my phone unless they were very desperate (in which case—it’s yours, my friend.  Your situation must be dire).  Mostly, I’m afraid of the social media bombardment/addiction.  I already spend too much time on my computer, surfing the web, hanging out on social media, responding to e-mails.  What would happen if I could access all of this all of the time?!? How can our students focus when they have the world at their fingertips at every moment?  Maybe taking away the use of phones in school would be a useful break and opportunity for them to refocus on school. I think that apps like Remind 101 could be beneficial to students to quickly remind them of school responsibilities when they are outside of the school environment, but the use of smartphones in school is still a questionable topic for me.  If possible, using tablet computers provide the same access to apps with bigger screens and therefore easier application.  For schools that do not have a selection of tablets for students to use in the classroom, teachers could incorporate student-owned smartphones if necessary. 

In terms of working with English language learners, smartphones provide students with immediate access to translator apps and websites.  This can be a blessing or a curse for the teachers and students.  Translators can be the "easy way out," limiting the necessity for students to figure out new terms and vocabulary on their own, using context clues, background knowledge, etc.  At the same time, it can help in communicative situations outside of the classroom where there is a language barrier.  Teachers should determine when students are able to use the smartphones, and monitor how students are using them.  For example, ELLs in mainstream content classrooms may occasionally be lost in understanding the curricular content.  If students are allowed to research the content, in their native language or in English, they may be better able to stay afloat in their studies.  

Most of all, I believe that students should be given opportunities to explore various technologies in school.  Because students may not have technology at home, allowing them to practice using it at school would be extremely beneficial.  Almost all of what I know about programs such as Microsoft Word was learned through exploring, pushing buttons and seeing what happens.  Even if it seems like students are not always focusing on a specified task, much of learning is simply the process of experimenting with the given tools. 

Perhaps someday I will join the world of smartphone users (That day will most likely come when my current phone dies).  Until then, I would encourage students when they are in school to take a break from the world of texting, facebook, twitter, and the world wide web to focus their attention—their full attention—on the teacher’s lesson.  If other technology sources are available, I would be more prone to use them in place of smartphones.  Still, this discomfort with using smartphones in class may stem from my own unfamiliarity with them.  I might just have to wait for the next installation of iPhone to truly find out.

We're Friends Because Facebook Said So

Image found here

I first got a facebook account when I was in high school.  My older sister was leaving for college and I wanted to keep in touch.  This was right when college e-mail addresses were no longer necessary for obtaining an account, and I felt really cool as a high schooler who was just invited to this new cool club.  And so began the obsession with social media.

Today, seemingly everyone has a social media account.  Grandparents have accounts.  Children have accounts.  Pets have accounts.  People are constantly connected to social media. Plus, it's addicting.  People are connected ALL of the time, liking, posting, commenting... and the need to be updated, to know what people are doing instantly, is addicting.  Because of that, I think that teachers should incorporate social media in the classroom (if you can't beat 'em, join 'em!).

In undergrad I participated in an activity called "Neropolis" that was played online in the format of facebook.  Every student was given a secret identity with secret goals of people who were living during the time of Emperor Nero.  The game became so addicting that the teacher adjusted the rules so that we could not access Neropolis between 2am and 4am, simply because no one was sleeping and she could not keep up at those hours.  This kind of activity was extremely exciting, engaging, and informative.  We were given clear goals and we were encouraged to reflect afterward about our experience in the roles of Romans when Nero's life was on the line.  Frankly, it was awesome.  Possibly not great for anyone's sleep/stress levels (there was conspiring going on for about a week straight, and those in charge of protecting Nero became really paranoid) but still, it was memorable, it was great, it was informative, and it was lots of fun.  

If I had participated in an activity that was as interactive and energizing during elementary school, I would have been SO excited about history.  Teachers who are up to date on technology not only seem "cooler" to their students, but they also understand what the students find interesting, and use that resource to make their subject interesting as well.

Rather than fighting students to read a newspaper, encourage them to read an online news article.  Engaging students by using media that is available and interesting to them will make learning more exciting for them.  Are you teaching another language?  Change the language used on the account.  Connect with other schools and professionals through groups and host group discussions.  Have students discuss books they have read on their social media site.  Share videos of educationally relevant topics.  Learn about new scientific discoveries, and share that information with others.  

Teachers can also greatly benefit from social media.  Sharing ideas, strategies, and experiences with other instructors can help improve pedagogy and engage students.  Through this communication with others, teachers may find ways to reach all students and help them succeed.  As long as social media is used appropriately, teachers can always find new ways to spark interest in the classroom.

Some argue that social media is "dumbing us down," and that rather than engaging in intellectual discussions we feel the need to share every aspect of what we do and every feeling that we have.  As a teacher, we can encourage students to make smart choices about what to post on social media, and help them become interested in the world around them.

Working with others, discussing, and problem-solving, can improve our life.  By allowing simultaneous interaction with people throughout the globe, we are promoting advancement of our world.  Web 2.0 can, and should, be used to connect others within and outside of the classroom.  We can benefit from listening to what others have to say, we just need to promote constructive communication.

First day of EDTS 523!

Intro to Educational Technology!