Module 6 Reflection

Fall 2012

Module 5 Reflection

Technology Module 5
Summer 2012

Discussion of Changing Views of Technology

In the beginning, technology was fascinating.  Observing the response of my son to our first little apple computer at the young age of 7 was even more fascinating – a milestone that took place in a developing country.  The game “Jeopardy” came with it and he would “pause” so he could run to our outdated set of second-hand encyclopedias to look up answers he didn’t know. Over the years I engaged with computers, however, I often found them confusing and frustrating so I developed an attitude.  Humanity had lived a long time without them and gotten a long just fine.  While I was open to email and learning a minimal amount to create written documents, I preferred the old fashioned way of communicating face-to-face, and spending little time on a computer.

But then I took EDU 583 and EDU 584, and my whole life changed.  Come to find out, I was way behind the times. It was overwhelming trying to learn how the class wiki was set up and remember passwords to different sections.  Often I was clearly in a panic trying to find out where the professors were on the wiki and how to get there before they moved on to another section! I looked around and my classmates were right where they needed to be on the wiki, following right along with the professors, and AT THE SAME TIME typing an email or conversing on chat.  This scenario meant I needed to reevaluate my attitude about technology.  It meant I needed to change.  It was embarrassing to be so needy in the class, my ignorance totally exposed for all to see.

  In hindsight I see that my change of attitude endured several phases.  The first phase was accepting that I needed to learn some things that did not come naturally to me. I was not a digital native so this language was going to be foreign to me.  My first attitude change could be summed up this way: I had to learn new things so I could pass the class.

The second phase was when I realized that using technology was really cool.  Having the chance to see the way some of my classmates were using it in their classrooms was awe-inspiring. It was cool, and I was slowly learning, but I could never become good at technology.  My focus was still on learning enough to pass the class. 

Phase 3 emerged subtly.  Technology became amazing!  I never thought I could create a wiki or get to where I could follow the professors on the class wiki with ease (most of the time). I may not become an expert, but I know a lot! I even know a few things my children don’t know! And I love it!  Now when I hear people describe their view of technology with my former attitude, I smile to myself and think… “if they only knew...”

If they only knew…how enjoyable it is to be exploring how to use something new on the computer while listening to Glenn Gould play Bach preludes and fugues or the Rajko orchestra in Budapest play Romanian folk dances , inspiring confidence and patience in the learning process. (I learned how to hyperlink too.)

If they only knew…how you can become familiar with just about anything (though you have to be aware of the source) by googling and RSS feeds.

If they only knew…how effective and engaging technology is with children, particularly those with special needs.

If they only knew…how you can stay abreast of news and situations one is concerned about (Syria, Kenya, fires in Colorado)

If they only knew…how great you can feel when you figure something out without any help!

If they only knew…that being literate in this day and age means knowing and continually learning this language (and once over the hump, it is quite enjoyable).

If they only knew…you can gather and creatively present information pertinent to your field or interests on a wiki or blog.

If they only knew…that the thrill of learning technology is contagious. You just have to be forced sometimes. The more I learn now, the more I want to learn and the more confidence I have.

If they only knew…that just because someone is good in a certain aspect of technology it doesn’t mean they know everything. Sometimes you have to search for someone who knows exactly what you need to know.

I continue to be inspired by the creative use of technology, such as the recent story on BBC about elderly and disabled people being taught to use computers in Brooklyn and how this is enhancing their quality of life and connection to family.  I have even dreamed about navigating on my laptop recently. That is a very good sign!

My current goals are: 

-to become fluent with using the ipad since our students are responding well to it

- to explore the Proloquo2Go website and look for grants-my lead teacher borrowed Proloquo2Go to try it out and was very impressed with how effective it was for communication with our students

- to understand more about Facebook (which my child has kindly informed me is “common sense”)

- to practice using zotero

- to work on my delicious account (my bookmarks have become really long)

- to explore the use of drop box for my research project.

            Many thanks to Dr. Grace and Dr. Theresa for two amazing courses. Extra thanks goes to Dr. Theresa for the many extra office hours of support, and to Sammie Garnett for her friendship and technological assistance.

Module 4 Reflection

spring 2012

This semester I created: a graphic representation of the Philosophy Education Paper from EDU 581 as a wordle, a Powerpoint for my integrated unit student sample presentation, a wiki with a partner as a booktalk presentation, a Resource Wiki Project related to my work with children with autism, and a final reflection statement in the form of a Glogster.   

This was an exciting semester because I explored some type II technology that I was previously unfamiliar with. In fact, I initiated the first wiki and although simple, I learned how to put it together without a lot of help.  The Powerpoint is not something I have used much so it was a good opportunity to increase my skills. I feel that I will be able to create a Powerpoint more quickly for future professional projects/presentations. The Resource Wiki was the most involved and ultimately most rewarding experience.  I had to learn how to incorporate resources into a professional wiki, using edit and wikitexteditor.  This wiki will be a part of my professional portfolio and I will continue to develop and upgrade it.

Module 3 Reflection

In this course I learned how to use a class wiki which was created by Dr. Grace and Dr. Theresa.  This was a challenge because I had never used a wiki before like most of my classmates had.  It took some weeks to figure out how to move around in it.  Now it seems very easy.

For my integrated unit I used technology (type 2) to create a student sample, which included using Dipity.com for the timeline, and a brochure template.  My integrated unit was about learning about time. A student sample was created as a brochure about a student's family's history incorporating photos, brief information about each family member and their birthdates graphed on dipity.com which was then transferred to the brochure by a screenshot. The templates for creating other integrated units will be an excellent resource for me in the future.

One of our textbooks was Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators.  This book provided a lot of information and resources that I was unaware of.  Reflections were written about each chapter.  Learning to use type 2 technology was the focus of this course and was required for our final reflection.  TPCK was an excellent resource especially for those new to technology in education.

Module 2 Reflection

In Module 2 we learned about organizing and indexing online information on Zotero.  We practiced a little by creating a reference document in APA format, and creating 5 reference reports from 5 different sources.  We also covered advanced research tips using URSUS, ERIC and Education Full Text.

Module 1 Reflection

In Module 1 we wrote our philosophy about technology and education.  We also learned about copyright laws.

EDU 580: Technology Module 1

July 24, 2010

Lynda

My Teaching Philosophy as it Relates to

 Technology in the Classroom

            As a soon to be certified teacher in special education, my philosophy related to technology in the classroom could be summed up in one word:  balance.  I have resisted learning the depths of what computers are able to do, possibly because I am not a “Digital Native” like my children are.  Learning how to use a computer has been like trying to learn a foreign language and this is not one of my strengths.  Being around “techies” can be very intimidating because they can appear to be all knowing. I have often felt that I was not in their league. At this point in my life, however, due to increased opportunities to engage with computers and techies, I am intrigued to learn as much as I can so I have as much of this “language” at my fingertips (literally) as possible.  Within myself, I have come to a balance, no longer resisting, my curiosity sparked, and my former inhibitions replaced by a new sense of confidence. It has been helpful for me to become aware of the specialized nature of technology.  Even someone who has a lot of knowledge about the computer, may not know everything but have expertise only in certain areas.

            In the classroom, the teacher must know as much as possible about computers so he or she can provide balance for students.  Teachers must be many steps ahead of their students, particularly in the area of safety. Safety involves teaching students to be aware of precautions necessary when networking online, such as not giving your real name, phone number, address etc. Not chatting or communicating with someone you don’t know is imperative. Child predators can easily disguise themselves, painting themselves to be something they aren’t and unfortunately, children have been abducted and/or murdered as a result. Safety also involves using the internet properly and legally regarding copyright laws and downloading of music.  Academically speaking, students need to be warned that not everything out there on the internet is true. They must consider the source and check other resources to make sure the information they seek is accurate. Because the internet has the ability to provide a quick answer to our questions (an example of instant gratification) I think “Digital Natives” who are used to this speed may need to be more careful about believing everything they research or see on the internet, than the generations before them. 

            Learning to type should be a prerequisite for learning computers (or at least a skill that is taught simultaneously) and this can start in the elementary grades quite easily with a computer tutorial.  [My typing class in high school took place on manual typewriters the first semester. How lucky we all felt when as second semester typing students we had the chance to learn on electric typewriters].  Children around the age of 9 should have typing as a part of their curriculum which would provide balance to them in two ways:  1) if all children have access to learning how to type, perhaps in grades 3 or 4, then no child will be left behind (at a disadvantage) because they can’t type, and 2) knowing how to type brings balance to the student’s life i.e. they can work more efficiently and wisely with this knowledge. I have seen professors who do not know how to type….who type with one finger at a time.  I can imagine how much more they could do if they could type and how much more efficiently they could use their time and knowledge. 

            A profound sense of balance can be found through technology for students with special needs and this is most exciting to me.  For most of our students, I don’t know how they would manage without assistive technology and computers.  With lives that are so out of balance, and out of the norm (requiring a different kind of balance) technology has provided an essential way for these students to work at a deeper level and to be more likely to reach their potential in many ways, especially with communication.  Technology has also been a way to discover that a child has more capacity than originally thought.   

            One child whose movement is restricted due to his condition, and who remains non-verbal at this time is motivated to answer questions by (slowly) reaching out to a speech activated gadget, indicating the correct answer for a math problem or social question.  Instead of using an old way of having the student point to a picture or word to show his answer, pressing an electronic gadget is much more interesting, immediate and motivating.    Technology provides balance for other students who are non-verbal by allowing them to communicate their needs and wants, or what part of their daily routine they are at, at that moment. For example a student types: “I want computer” or “I want lunch.”  It may not be time for either of those activities, but the interaction allowed by the speech-activated software (text edit) provides meaningful interaction between student and teacher.  She can answer his declaration of what he wants by referring to his written or typed schedule, showing him when this activity will happen, and what he needs to do first. 

            There are many things to learn about computers or laptops so they can be used to their potential.  A special opportunity to learn different topics related to using the computer in the classroom occurs at UMF with the “Dine and Discuss” evenings for special educators in the area.  Because our students with disabilities have so many challenges, being able to know what the computer can do makes it more likely that the educational needs of these children will be met.

            Other aspects of balance pertinent to the regular classroom include arrangement of the desks to facilitate teacher supervision so the teacher can manage a classroom of students working on computers well.  It also includes regular supervision to make sure students are on task (not doing something else with the laptop) and that they understand what is being asked of them.  Marc Prensky, the author of Digital Natives Digital Immigrants, offers a thought that teachers would do well to keep in mind (2001). He said regarding Digital Natives that “their brains may already be different (than digital immigrants)” and that “We now know that brains that undergo different developmental experiences develop differently, and that people who undergo different inputs from the culture that surrounds them think differently.  And while we haven’t yet directly observed Digital Natives’ brains to see whether they are basically different (such as musicians’ appear to be) the indirect evidence for this is extremely strong” (Prensky, 2001 p. 4). This thought can give understanding to how children who are exposed to the digital world from an early age function. It can also be a challenge to reach and maintain balance as teachers who do not share this rewiring of the brain.  One way to help ensure that teachers are learning technology is to better facilitate the use of their time on workshop days, and provide opportunities for teachers who know a lot about a certain area, to teach it to the rest of the staff.

            For the teacher or ed. tech. technology provides balance in the form of efficiency when preparing materials.  If we had to use a typewriter, due to the time involved many materials would not get made. If we had to rely on our own handwriting, the materials would not be uniform and might not be easy to read or as attractive as the materials made with the computer. Technology also provides an excellent way through email, for teachers to communicate quickly with parents (if they also have computers…some don’t) to convey information and get answers that may make or break that particular day.  For instance, calling or sending an email if the child is acting unusual, and finding out through this technology that she didn’t sleep all night, will give the teacher the important information needed to give more slack and to be more creative as an instructor while catering to this situation.

            Finally, teaching technology to students in the classroom provides the opportunity for them to have practice using this new “language” so they can function as well as possible in the world they are growing in.  There are some organizations and documents that require one to use a computer, or at least, make it much more difficult not to use technology. A few examples of this are: filling out the fafsa, registering for courses, or finding out your grades.  Banking is often managed by a computer, as well as ordering items from stores. Researching an illness online is a wonderful way to gain understanding of the condition and to discover options on how to deal with it. (It is hard to remember when the internet was not available, and if one wanted to learn more about an illness they had to spend hours in a library).            

            In order to strive for balance, teachers and administrators must regularly reevaluate their role with regard to technology in the classroom, and how their students are doing learning technology.   Being as aware as possible about current expectations, combined with anticipating future expectations is vital to the education of our children.

References

Prensky, M. (2001).  Digital Natives Digital Immigrants.  Retrieved July 28, 2010, from             http://www.marcprensky.com/.