Lauren's Personal Learning Network (PLN)

For RSS feeds, I added educational blogs and sites that will be useful for my future classroom through my Feedly account. For example I added a blog titled, “ED Week”. This blog site has breaking news about education and grades K-12 across the country. Within the blog, they link major news stories that are important for teachers to follow. They discuss and write about issues that are affecting school districts. They also go into details about policies and leaders within the system. I learned about different standardized tests and school districts that transferred students out of a failing school in the south. Also, I read an article about discipline and punished too harshly for simply being entergetic. In the article I read, a student was actually handcuffs for acting out which crossed the line. Overall this blog is helpful to stay current and to understand what is happening in the education world, even if it isn’t right in our backyard. I also subscribed to a bullying forum with recent news stories. Several stories discuss how common cyberbullying is, and how it is important to discuss the dangers in class. Some kids may feel uncomfortable or embarrassed admitting they were bullied, so open dialog is important. Also, I subscribed to “ILearn Technology” which outlines new methods of teaching. For instance I learned how students can sometimes understand math better if they are able to play with shapes and blocks, as they can physically see what they are calculating and it is more interactive.

I chose to use Pinterest over Twitter, as I have an account and frequently reference this website for creative ideas. I looked up several educational boards and came across various teacher boards. For instance I pinned posts, such as ways to introduce a class in the beginning of the year. This includes explains what to include (procedures, homework, etc). I also pinned different posters that can be incorporated into the classroom for math and other subjects. They were engaging and eye-catching, which will help students understand shapes, addition, and other concepts. I also pinned effective applications and devices that can be incorporated into the classroom. I would use these resources by posting visually appealing math rules and shapes to help remind students of basic concepts. In addition, I would reference different methods of conducting the class in the beginning of the year. Applications and devices are also useful to improve math skills or reading etc. In my class, I would allow students when finished with assignments, to use educational applications to get ahead or to improve in areas they may be struggling in.

 Diigo is an excellent tool, and I was able to add some great websites that I will incorporate into my classroom. It is a great networking tool, and I was able to research many interactive and instructional websites, videos, and applications. They are easily accessible, and excellent for expanding knowledge. For instance,  I bookmarked "Starfall", as I am planning to teach Kindergarden or 1st grade. I learned it offers reading and ABC practice. There are also free online children's books which are very accessible and convenient. This would be great if students have down time and would like to improve their reading. It is also visually appealing and simple to maneuver for young kids. "Plant Hunters" is another one that I saved, which is a virtual plant tour that shows plants from around the world, with detailed descriptions. I learned this is great if my class is unable to take a field trip. I can still provide a fun and interactive tour for learning. This makes it much more engaging, as learning about plants is more relatable when you can visually see what is being taught. Also, "Fun Brain" is another tool I bookmarked, as it offers reading and math practice for early elementary, up until 8th grade. I followed this one, as it would be a great website to use in the classroom when students have down time and are looking for more practice, or wish to get ahead and progress at their own pace. I learned that it is easy to access, and engaging. I also liked that it offered multiple subjects.

As far as a Ning group, I investigated the "Web 2.0/Emerging Technology" discussion forum. I found an interesting video on making an iPad an interactive chalk board in class. It operates by connecting an adaptor to the projector and and the other end to an iPad. The application is called air chalk and you simply write with your finger. I would certainly use this in my classroom to make information more visible. In addition, through this forum I found a link from a blog post to access the latest iBooks. The blog is helpful through Ning, as teachers add links to websites outlining more information and where to access a specific technical device. I also found an interesting article about how fun and exciting applications really do enhance learning. If a game is interactive with animations, kids are much more engaged and able to learn. When points are rewarded, they feel inspired to answer questions correctly. I also thought it was interesting how there were blog posts about interactive mobile device workshops. This seems very useful, and I think it is great to see educators working together to improve their practice.

My overall PLN experience was good, and I will likely use a good portion of the tools I collected. This includes the interactive applications, websites, and online forums. My PLN will help me as a teacher since I have multiple tools I can incorporate into the classroom to make learning more dynamic and digital. I also feel that the online forums through Ning are useful, as it is helpful to brainstorm and share experiences amongst educators. This creates improved ideas and a community of teachers who can share in the experience together. Although I can see why Diigo is beneficial for learning, I felt the layout was not as intuitive and appealing as I would have liked. The links looked somewhat like advertisements, and I wasn't able to customize anything on my site. I do however enjoy using Pinterest for educational reasons. Previously, I used it for crafting ideas, but I was able to find some excellent applications, classroom tips, and learning techniques that I will certainly reference when I have my own class. I feel sharing ideas, whether it is through a bulletin board or educational website, is a beneficial way to see what is out there in order to incorporate new ways of teaching.

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Can Competition Create a Positive and Safe Learning Environment?

      For the last post, I focused on women in technology. I have learned that there are several programs and tools to encourage girls and women to excel and advance their skills in technology. This is beneficial, since women can change their perception of technology and science fields. Women often feel discouraged from pursing computer science and technology based fields, as society portrays these jobs as positions for men. This ideal can change through positive reinforcement, and encouragement for women to pursue the same careers. In the first article I read, the authors discuss a "new program, called E.X.I.T.E.,  [which] focuses on teaching the girls project management skills and teamwork through incorporating a variety of educational technologies" (Haglund, Nordstrom, Smith, 2008, pg. 24). Within this group, a week long camp was designed for girls to improve and develop project management skills, specifically using technology. It is critical that women are taught technological skills from a young age, as it builds confidence. If women are exposed to technology at a young age, they will feel confident pursuing math, science, and more technical fields. In the second article I read, the author discusses, "The Michigan Council of Women in Technology (MCWT), an organization which helps support women pursing technological careers" (Candela, 2012, pg. 32). As a result of this organization, a teacher felt compelled to create a contest for her web design students. This was beneficial in creating a competitive, contest driven environment, which encouraged students to create their best work.

      I believe both styles of teaching were beneficial, as they create high self esteem and a sense of pride in one's work. For instance, creating a camp through the E.X.I.T.E. program, designed for women to learn about technology through project management, builds confidence. The girls were able to develop management skills, while developing their technological understanding. A week long, intensive program is beneficial for improving any skill, as students are able to lock in on a certain task. In this camp, "students are expected to complete these projects to a certain standard. However students are often not provided the tools and skills needed to successfully manage projects" (Haglund, Norstrom, Smith, 2008, pg. 24). This is an excellent method of learning, as it promotes critical thinking, as well as independent thought. Both of these are positive skills in order to be self sufficient in the working world. Teaching students to be proactive will help them develop leadership skills, to eventually become managers. I agree that project management is not taught enough in schools, and hence students have trouble managing their own tasks, without specific direction. In my own classroom, I would incorporate technological skills through project management. For instance, I would have students create a "Scratch the Cat" video through MIT. This will promote critical thinking, digital understanding, and project management skills. I would also be able to walk around and assist students through their learning. This allows students to work at their own pace, and to achieve their own goals they set for themselves. On the other hand, contests are a positive learning strategy. It encourages students to "take pride in their work" (Candela, 2012, pg. 32). I believe some competition can be a beneficial factor in creating work that best represents oneself. When all eyes are on you, you tend to show the best version of yourself. "Kids [also] want meaning", and are able to achieve this through contest based learning. (Candela, 2012, pg. 32). Creating an assignment solely for the teacher to grade, does not create enough meaning. If students are competing for 1st place, or to teach their fellow peers, they may find more value and sense of fulfillment. I would incorporate competition and contest into the classroom by having students design their own website through Weebly on a specific topic, such as volcanoes. Students would display their project on the topic in a viewing party and would walk around to rate their peer's work. This could be based on layout and content, etc. The websites will remain anonymous, so that the competition is fair. This promotes learning, since students will be motivated to produce the best work to impress their peers, while creating something they are proud of at the same time.

Work Cited:

Haglund, A., Nordstrom, B., & Smith, C. (2008). "Getting Girls E.X.I.T.E.D. About Project
      Management" Learning and Leading with Technology, 41(4), 24-26.

Candela, T. (2012). "Entering Contests Inspires Students!" Learning and Leading with Technology, 
      41(7), 32-32.

Are Devices Useful or More Trouble Than They're Worth?

       Assistive Technology can be very useful for students struggling in school or disabled children (Bowser, 2013, pg. 10). For some individuals, assistive technology in the classroom is essential in creating equal opportunity with other students who are able-bodied. Low-tech options, as we saw from the "Assistive Technology: Opening Doors to independence" video in class, can include a reading ruler. This helps to separate the lines when children are reading. The video depicts how those who are disabled can benefit from a reading ruler. For instance, if a student is dyslexic, a reading ruler could be accessible for those individuals to make sense of the words and follow along on the page. This is considered a low-tech assistive technology tool. A more high-tech digital tool that students can use are "their mobile phones and free voice dictation (Dragon Dictation or other voice recognition technology) to overcome their writing difficulties" (Bowser, 2013, pg. 10). These are great free tools that can can be implemented in the classroom for students having difficulty with writing. Text can also be emailed from a student's phone, once it is imputed (Bowser, 2013, pg. 10). According to the article, it is fairly common, and seems to make learning much more efficient for students who struggle with writing, or who can't write at all.
       The assistive technology I found most interesting and useful are "Google Books" which "have increased the number of books available to visually impaired readers online by adding screen reading software to its book site" (Ahrens, 2011, pg. 22). This device is free to use for exceptional learning conditions, such as visually impaired individuals. Reading software interprets what is on the screen and can turn text into speech for those who can't see clearly. This would create equity for individuals with disabilities to complete reading assignments in class. For instance if students are expected to read and then discuss a section of the book with classmates, they can access the book through Google with their head phones. This would help meet learning goals in my classroom, as it accommodates all types of readers and individuals with disabilities. Also, reading is an essential part of K-12 and beyond, so it is vital that all students are provided an equal opportunity. "This functionality has created more titles than exist in all the libraries serving the blind throughout the world" (Ahrens, 2011, pg. 22). As a result, it is one of the top tools for visually impaired readers.
       This entry level understanding of Assistive Technology prepares me for my future educational objective, as it creates an equal access and equal opportunity learning environment. I believe some of the brightest students can be disabled or have learning disabilities, and just need the proper tools to express themselves. In addition, there are "customized tools for multiple learning styles" (Ahrens, 2011, pg. 22). Besides physically or mentally disabled students, these tools can also be useful for various learning styles. I hope to create an environment that allows students to access and explore the tools that work best to reach common goals and standards for the class.

Works Cited:

Ahrens, K. (2011). Build an Assistive Technology Toolkit. Learning & Leading with Technology, 
       41(7), 22-22. Retrieved July 1, 2015, from http://www.learningandleading- 
       digital.com/learningandleading

Bowser, G. (2014). Assistive Technology in the Digital Age. Learning & Leading with Technology, 
       41(7), 10-10. Retrieved July 1, 2015, from http://www.learningandleading- 
       digital.com/learningandleading

Are Videos Distracting or Engaging in the Classroom?

     From the article, "Telling Stories with Video", I learned how educational videos can be useful when implemented in the classroom. This is because they are more interactive and engaging than simply displaying text on the board and expecting students to memorize. There can also be a more advanced and detailed meaning achieved through videos (Kajder & Young, 2009, pg. 38). Also in Burke, Mote, & Kafai's (2013) article titled "Epic Win", I learned that programming and creating videos can be beneficial through enhancing student skills and teaching new tools into the classroom. This also allows students to exercise critical thinking. Teachers can assist each student, rather than the standard, traditional technique of lecturing to a large classroom (pg. 17-18).

     I believe that integrating videos into class discussion, as well as encouraging students to create their own videos through programming, will improve education. For instance, a main argument is that when lessons are taught with videos, it "enhances and accelerates comprehension" (Kajder & Young, 2009, pg. 38). This is useful since students can recall information based on seeing text with an image. This creates more meaning, especially for visual learners, because students are able to make sense of information in a more interactive and creative fashion. I would use this in the classroom by lecturing with  Glogster. I would upload videos to connect the text with media, in order to make learning more interactive. Also, in the article "Epic Win", the authors discuss how at a middle school in Pennsylvania, students "created STEM video games with Scratch, an easy-to-use graphical programming language" (Burke, Mote, & Kafai, 2013, pg. 16). Although some may feel that programming is too sophisticated for the Middle School level, I agree with the authors that Scratch is beneficial and gives students an opportunity to "learn and practice new tools and skills" (Burke, Mote, & Kafai, 2013, pg. 16). This is beneficial for students since the more they push themselves with technology, the more competent they will become. Programming is a great skill that gives individuals an advantage in working world. I would implement this in the classroom by allowing students to program through Scratch, and I would walk around to assist students as they work on the project to answer questions, and allow students to work at their own pace.

Works Cited:

Burke, Q., Kafai, Y., & Mote, C. (2013). Epic Win. Learning and Leading with Technology, 41(#4),  
     16-17. Retrieved July 2015, from http://www.learningandleading-digital.com/learningandleading

Kajder, S. & Young, C. (2009). Telling Stories with Video. Learning and Leading with Technology,
     41 (6), 38-38. Retrieved July 2015, from http://www.learningandleading-
     digital.com/learningandleading

Be a Digital Citizen, Not a Digital Thief

      After reading both articles, I have learned that, according to Bailey, Ribble, and Ross (2004), Digital Citizenship is defined as standard actions to follow when using technology (pg. 7). Within the behavioral norms of digital citizenship, there are nine different sections (pg. 7). Bailey, Ribble, and Ross (2004) mentions that these include “etiquette, communication, education, access, commerce, responsibility, rights, safety, and security” (pg. 7). All of these terms encompass the importance of ethics, and the ways in which technology is implemented into society. It is vital to give author’s credit for their work, as it is the moral thing to do, and encourages them to continue producing and creating. If ethics are not being met online, authors are less inclined to share information and we are abusing our technology privileges. Besides the negative effects that technology can bring, digital citizenship also includes the positive ways technology has expanded business, communication, and education in schools. It is also important that we are “helping students cultivate a positive digital footprint”, as it is how we function in today's world (Malmstrom & Ohler, 2012).

      I certainly believe we should teach digital citizenship in schools. In the article “By Point/Counterpoint: Should Schools be Required to Teach Digital Citizenship?” Malmstrom and Ohler state that since “technology is largely invisible to us, this will require a special approach to character education that is uniquely suited to address the digital lifestyles we have all adopted” (Malmstrom & Ohler, 2012). I agree we must inform children about Digital Citizenship for students to stay current with technology and communication. Also, it is essential that children know from a young age what is and isn’t ethical, so that positive habits can be formed. Children are the future, so it is essential that we are creating a fair and productive society. In addition “we need to reward student efforts in digital citizenship, which we currently don’t do often enough” (Malmstrom & Ohler, 2012). This is also an example as to why we should implement digital citizenship into our school’s curriculum. It is vital that students are encouraged and rewarded for advancing their technological skills, as we hope to create and promote confident users. They will then be prepared to compete and add value to our society, that relies so heavily on technology.

Works Cited:

Bailey, G., Ribble, M.,& Ross, T. (2004). "Digital Citizenship: Addressing Appropriate Technology          
      Behavior" Learning and Leading with Technology, 32(1), 7-11. Retrieved July 1, 2015, from           
      http://cc.csusm.edu/ pluginfile.php/354492/mod_resource/content/3/digital_ Citizenship _ISTE
      %281%29.pdf
  
Malmstrom, M.  & Ohler, J. (2012, November 30). "By Point/Counterpoint: Should Schools Be    
      Required to Teach Digital Citizenship?" Learning & Leading with Technology. Retrieved from          
      http://cc.csusm.edu/pluginfile.php/ 354493/mod_resource/content/ 2/ Teaching_ Digital_                     
      Citizenship_Y-N.pdf

Introduction

Hi All,

Hope you are having a great summer so far!

-Lauren