As
the course comes to an end, I would like to share about my journey. My
teaching practice will definitely reflect the new technologies I have
learned. When teaching technology it is best to vary teaching strategies
to reach learners with varied learning styles. I have discovered that I
can integrate technology into just about anything. I can incorporate a
new technology, such as Popplet, to mind map with my French students.
Or, I can use Twitter to stimulate a class discussion on what students
know about French food and etiquette. I have learned that technology can
enhance and bring a more meaningful connection to the material. My
students can use technology to be creative and transform the content
they are learning and engaging with. After taking this class, I am
confident in my ability use the web 2.0 in my classroom.
I
find that by integrating the Internet, I can discover which technology
tools work best for my classroom and online collaboration. For example,
in this class, I worked with a group. We used Angel, email, Google Docs,
Popplet, Delicious, Pinterest, Skype and Prezi to collaborate. It was
not easy. We worked our way through these technologies, and I discovered
that it was a lot of work to stay up to date and communicate with all
group members. I evaluated each technology as we were integrating it
into our project. I found that some technologies I preferred to use by
myself, whereas others were fun to collaborate on. I really struggled
never meeting via a video chat. I really value face time, and like to
hear the voices of the people I am working with. In this project I never
spoke or had any face time with my group members, and yet, we were able
to collaborate, and create a group product.
I
found that the NETS assignment that I turned in, exemplified good
teaching. I created a great lesson, aligning to both Michigan’s State
Standards and Benchmarks as well as the National Educational Technology
Standards. I really put a lot of thought into it, provided an
instructional plan, as well as a lesson with examples. This lesson would
be really fun and engaging for students. I am excited to test it out on
a real class when I return to teaching.
I
have met the goals that I shared in my Personal Growth Plan, devised at
the beginning of the course. My goals were to use technology more in my
daily life, and be transparent in my growth and record my journey on my
blog. I have met these goals and have enjoyed sharing new
technologies with my family and friends. Some look at me as their
technology consultant now!
Now
that this course is over, I plan to continue learning and using the new
technologies that I have learned. I plan to revisit my Personal
Technology Plan every season and take other Educational Technology
courses with MSU. When I return to teaching, I plan to integrate mobile
learning, 21st Century Skills, and the NETS for students and teachers. I
also plan to be mindful of copyright laws and teach my students about
digital citizenship. I want my students to be good stewards of the 21st
Century and know how to be creative and use technology to stay on top of
their affairs and life ahead.
2/21/12
NETS Lesson
NETS Lesson: Scooping La Ferme on the internet
Michigan World Language Standards:
1.3 Communication: Presentational Communication: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
3.1 Connections: Point of View: Students acquire information and recognize the distinctive viewpoints that are only available through the world language and its cultures.
NETS Categories: Creativity & Innovation; Communication & Collaboration
NETS-S Standards:
1 b. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students create original works as a means of personal or group expression.
2 a. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
Overview: (1) Students will create individual accounts at the following sites: scoop.it, wikispaces.com, youtube.com, http://www.flickr.com/creativecommons. (2) Students will work in groups to create a video or image collage of French Farm vocabulary and upload it to the internet via youtube.com or flickr.com. (3) Students will collaborate (using a wiki) and create a new topic at scoop.it, related to "La Ferme," where they "scoop" at least six videos in French or French images that relate to the topic. Students must also "scoop" the video/collage that they created. (4) Students will then present their work and share about their experience working together, collaborating online, and creating a social bookmarking site.
Essential Questions: Students are learning about using a popular social bookmarking site called scoop.it. Students will be able to use this site not only for my class, but for personal and other school related topics. Students will also see how efficient and user friendly using a wiki is for collaboration. Students will realize that they can learn French outside of the classroom and the textbook. Students will be able to explore the vast array of French videos available on the web relating to the content that they are learning in the class. Student will need to know and be familiar about digital citizenship, copyright and fair use laws, how to upload videos and pictures to youtube.com and flickr.com. Students will also be able to send twitter messages and how to make videos using their own technology, (i.e. cell phones, digital cameras, etc.) This assignment will be building on this prior knowledge, engaging students in new technological ways and expanding their French vocabulary.
Assessment: Students will produce a scoop.it page. Students will learn new knowledge by watching educational videos on youtube.com, by creating their own French farm vocabulary video, and by presenting what they have learned to their peers. I, the teacher, will assess student work based on a rubric, (provided to the students), as well as by viewing their scoop.it pages and wikis to see proof of their collaboration.
Resources: Students are collaborating using online technology and various digital tools to support learning. Students will use digital cameras, smart phones, home and school computers. Students have access to school computers, during class time and after school.
Instructional Plan
Preparation: Students need to know how to manage various online accounts with: google docs, wikispaces, twitter, email, scoop.it, youtube.com, flickr.com, and the like. Students have also learned about creative commons and uploaded material with restricted access. Students are able to make and share videos with ease. To ensure that students have this foundation, we have been building on these skills through the course of the semester.
Management: Students will work in the computer lab during class time. Students will also work on personal home computers, or stay after school to work on computers in the school's library. Students will also get together (during or outside of class time) to create their video for the assignment. Students will have two class periods to complete this project.
Instruction and Activities: My role as teacher will be the modeler, learning concierge, and network sherpa. I will be a facilitator and coach to aid students as they create, share, and collaborate. Students are the designers, organizers, participants, and teachers. Technology is the vehicle that will allow students to complete this lesson. Students will begin the assignment by observing. Then, students will be provided with an outline of steps that need to be completed, as well as with a rubric. I will oversee and check the wiki pages, class google doc, and scoop.it pages. The class google doc will ensure that I have all the students' info in one place.
Differentiation: This assignment is about taking snap-shots of media available on the web. Students will be drawn to various different French videos that relate to the farm. Students may choose cartoons, "how to" French videos, news related clips, etc. Students will meet the requirements of this assignment as long as the videos and images chosen are authentic. This assignment addresses visual/spatial, linguistic, intrapersonal and interpersonal learners. Students will have to work collaboratively to be able to share the responsibilities of this assignment. I will permit any extentions as students will be able to work outside of school. Late work will result in a percentage deduction.
Closure and Reflection: After students have completed the assignment, they will be presenting their scoop.it page to the class. The presentation should only take five to eight minutes. After the presentation, we will reflect on the assignment as a class. We will form a circle, and toss a ball around, like the game, "Hot Potato," and students will have to share one positive and one negative thought re: the assignment. After our whole class reflection, I will pass out a survey asking the following questions:
1. Did you find the lesson worthwhile? Will you use what you learned from it in the future? How?
2. What went well? What didn't?
Here is the activity description that will be handed out to students:
You are to complete the following lesson in groups of 3-4 people. You can work with classmates and up to one person via Skype from our partnership class in San Antonio, TX.
***Remember to work as a group and collaborate online
Step 1: Create accounts at the following websites: scoop.it, wikispaces.com, youtube.com, http://www.flickr.com/creativecommons/ Step 2: Update your online information at our class google doc. Include the wiki URL that you will be using to collaborate with group members, and the scoop.it URL for your group.
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2/17/12
Learning Styles
I am a visual learner. I thrive when I can create and use graphics, drawings, and other visual clues. I also learn best when I can see examples of what is to be learned. I am also a kinesthetic learner. I enjoy including movement into my learning. I retain info better when I can do something with it.
Looking back on my own learning experiences, I thrived when I could dissect what I was learning into parts. I did well in Math, which explores how things are related and I enjoyed learning about those relationships. When I began learning French, I looked at the language in a mathmatical way, grouping vocabulary and grammar into linguistic parts. A sentence in French became, in a way, a mathmatical equation, for example: Noun + Verb + Prepositional Phrase = Sentence.
As much as I love technology and how it has made learning more accessible, I do not learn effectively from reading articles and texts online. When I use a computer, I need to interact with what I am learning. If I have to read an article on the internet or as an email attachment, I do best when I print it out and use a highlighter and pen to take notes in the margins. I have found that I retain information better when I write it down with pen and paper: typing does not have the same effect.
I don't retain as much information when I rely on just one method of learning. I benefit most when I incorporate multiple learning methods and styles. My favorite learning styles are visual/spatial, body/movement, and logic/math. However I also enjoy learning through nature, with language, socially, intrapersonally, and with music.
As a teacher, I cannot teach each lesson using every learning style. I need to be self-reflective about my teaching goals and my strengths in teaching. I need to teach to various learning styles, but I also need to remember that learning and teaching styles are not inflexible. It might actually be good to diversify how a student learns and not always teach to what styles they learn best.
Creative Commons
Photo Attribution:
Original Image: “b079d (rescan)"
By: Robert Bonnin
Released under an Attribution-Non-Commercial-Share Alike
License http://creativecommons.org/licenses/by-nc/2.0/
This picture was taken before 1900 in Neuilly-sur-Seine, Ile-de-France, France. I love this picture because it's candid and captures the fun of the moment. It is amazing to think that Paris once looked so rustic. This picture was taken before WWI and WWII. I would be able to use this picture in my Secondary French classroom in multiple contexts. It would be a good conversation piece to discuss the historic events that took place around the 1900's in France. Today, students' view of Paris, France is limited to the Tour d'Eiffel. However, this picture would prompt thoughtful inquiry to draw connections on its economic development. I would even guide students to explore how their hometown may have looked liked before the 1900's. I would challenge students to bring in or find images of their area on Flickr or Picasa and present them to the class in French. For example, students might show a picture of a local farm in 1890 and describe the landscape and what they see in the picture. "Voici une ferme. Il y a des vaches, des couchons et un chien. Il n'y a pas de voitures. Maintenant, cette ferme n'existe plus. Il y a une grande rue et beaucoup de maisons."
I have accounts with both Picasa and Flickr.
I uploaded an image of winter and licensed it with Creative Commons.
Photo Attribution:
Original Image: “icy lake sunset"
By: Heidi Embury
Released under an Attribution-Non-Commercial-Share Alike
License
http://creativecommons.org/licenses/by-nc-sa/2.0/
http://creativecommons.org/licenses/by-nc-sa/2.0/
2/13/12
RSS Page Reflection - Part 2
I am very enthusiastic about using
RSS feeds in both my personal and professional life. (I am currently not
teaching, so I do not have the opportunity to use RSS feeds in the
classroom at this time.)
For my professional development:
RSS feeds keep me current with upcoming teacher workshops, various French current events, as well as with what other teachers are doing in their classroom.
When I return to teaching, I will use RSS feeds to stay connected with other faculty and exchange information between disciplinaries. I can use the connections formed and information learned from RSS feeds to expand what educational resources I use in the classroom.
For students:
RSS feeds will impact my classroom by providing students with an efficient way to stay connected and informed about course work, teachers and peers. RSS feeds give students the ability to follow developing stories and news in their chosen genres. By using RSS feeds in the classroom, I will be modeling a valuable life skill that students can used in their professional lives.
For parents:
I can use RSS feeds to stay connected with parents and students. I can integrate RSS feeds with email on my class blog, allowing parents and students to subscribe and get their class assignments, etc. emailed to them.
2/1/12
PC Maintenance and Security
We are apart of a "Tell-all" generation of digital citizens who need to not only protect ourselves and what we are putting out there on the internet, but we need to protect our computers from malware.
For the PC Maintenance and Security lab, I watched three videos on a variety of topics that I was unfamiliar with: malware, firewalls, and Mozilla Firefox. I have heard the terms malware and firewalls, but was unsure as to what they were really referring to. I use Firefox as my main browser, but was unaware as to what special features it offers for internet security.
"Defining Malware"
I learned that malware stands for all malicious software meant to destroy or damage computers, computer servers, or computer networks. I found it surpising that 90% of all computers have some form of malware.
"Explaining What Firewalls Do and Do Not Do"
I learned that Firewalls only warn us about malware or suspicious software. I found it surprising that it does not block virus installations.
"Explore the Settings of Firefox"
I learned that Firefox can save all your passwords, as well as provide you with a master password to further protect your passwords. I found it surprising that Firefox keeps a record of your passwords and with the click of a specific button under settings makes those passwords visible... and that's why it's important to have a master password.
For the PC Maintenance and Security lab, I watched three videos on a variety of topics that I was unfamiliar with: malware, firewalls, and Mozilla Firefox. I have heard the terms malware and firewalls, but was unsure as to what they were really referring to. I use Firefox as my main browser, but was unaware as to what special features it offers for internet security.
"Defining Malware"
I learned that malware stands for all malicious software meant to destroy or damage computers, computer servers, or computer networks. I found it surpising that 90% of all computers have some form of malware.
"Explaining What Firewalls Do and Do Not Do"
I learned that Firewalls only warn us about malware or suspicious software. I found it surprising that it does not block virus installations.
"Explore the Settings of Firefox"
I learned that Firefox can save all your passwords, as well as provide you with a master password to further protect your passwords. I found it surprising that Firefox keeps a record of your passwords and with the click of a specific button under settings makes those passwords visible... and that's why it's important to have a master password.
1/28/12
Getting Things Done
Getting things done is a daily goal for all of us. If we are overworked, overstressed, and struggling to keep our heads above water, it is undoubtedly a struggle to get things done. No matter how busy, frazzled or on top of things you are- things are always arranged by priority on the "to do" list.
One man seems to have it all figured out and has devised a five step method to getting things done. David Allen calls his technique "Mastering Workflow." His five steps are: (1) Collect, (2) Process, (3) Organize, (4) Review, and (5) Do.
I found that I achieve mastery of work-flow when I input what I have to do into my iPhone calendar. No task is too small. For example, I calendar household cleaning. If there is something that I'd like to do, like go cross-country skiing, I enter it into my calendar. Dentists appointments, sports practice, or assignments due... they all go into my iPhone calendar. I check it regularly. When I have all my things to do in one place, it takes the stress away and I don't have to rely on remembering it anymore.
I have always been a very organized person. I feel clearer and more relaxed when I know my affairs are in order and manage my "to do" list. The first time I read David Allen's list, I had a hard time with the idea of collecting and capturing anything and everything that would have my attention into my calendar. Somethings, like combing your hair, just doesn't need to be put into your calendar! I felt like the five steps were severely breaking up the process of organization. It could be that I never broke down the process before, I just did it in my head. Kind of like Math, 1 + 1 = 2. The five steps are like breaking down, explaining and showing how one and one make two. I do review often (step 4), and find this to be a useful step in "mastering workflow."
Personally, I do not think that David Allen's process will help me. It is too broken down and forced for me to follow. I feel that I already have a good system of getting things done. I am able to stay on track, prioritize, and get things done by their deadline. I will not be following this five step plan, but that does not mean I won't use some of the steps presented. My process combines collecting, processing, and organizing together. I see my workflow mastery as a two step plan: (1) Collect/Process/Organize, (2) Review/and or Do.
On a side note, as much as technology makes our lives more productive, you cannot forget about the good ol' pen and paper. My favorite and most efficient way of keeping track of small details, deadlines, etc. at school was by using sticky notes and posting them to the front cover of my administrative binder that held all pertinent course info. When a task was competed, I happily crumpled up the sticky note and tossed it. I have to admit that I don't get the same satisfaction when I complete a task on my iPhone calendar.
One man seems to have it all figured out and has devised a five step method to getting things done. David Allen calls his technique "Mastering Workflow." His five steps are: (1) Collect, (2) Process, (3) Organize, (4) Review, and (5) Do.
I found that I achieve mastery of work-flow when I input what I have to do into my iPhone calendar. No task is too small. For example, I calendar household cleaning. If there is something that I'd like to do, like go cross-country skiing, I enter it into my calendar. Dentists appointments, sports practice, or assignments due... they all go into my iPhone calendar. I check it regularly. When I have all my things to do in one place, it takes the stress away and I don't have to rely on remembering it anymore.
I have always been a very organized person. I feel clearer and more relaxed when I know my affairs are in order and manage my "to do" list. The first time I read David Allen's list, I had a hard time with the idea of collecting and capturing anything and everything that would have my attention into my calendar. Somethings, like combing your hair, just doesn't need to be put into your calendar! I felt like the five steps were severely breaking up the process of organization. It could be that I never broke down the process before, I just did it in my head. Kind of like Math, 1 + 1 = 2. The five steps are like breaking down, explaining and showing how one and one make two. I do review often (step 4), and find this to be a useful step in "mastering workflow."
Personally, I do not think that David Allen's process will help me. It is too broken down and forced for me to follow. I feel that I already have a good system of getting things done. I am able to stay on track, prioritize, and get things done by their deadline. I will not be following this five step plan, but that does not mean I won't use some of the steps presented. My process combines collecting, processing, and organizing together. I see my workflow mastery as a two step plan: (1) Collect/Process/Organize, (2) Review/and or Do.
On a side note, as much as technology makes our lives more productive, you cannot forget about the good ol' pen and paper. My favorite and most efficient way of keeping track of small details, deadlines, etc. at school was by using sticky notes and posting them to the front cover of my administrative binder that held all pertinent course info. When a task was competed, I happily crumpled up the sticky note and tossed it. I have to admit that I don't get the same satisfaction when I complete a task on my iPhone calendar.
1/27/12
SIG: Trends in Pop Culture: Relating to Course Content
I am apart of a Special Interest Group ("SIG") with four other Secondary teachers. Our subject areas are Science, French, and Social Studies. Our SIG focuses on relating our course content to trends in Pop Culture.
Below you will find educational resources relating to French Pop Culture.
http://www.sports.fr/
http://www.cea.fr/
http://www.gaillacinfo.fr/
http://www.slate.fr/
http://www.jeunes-fc.com/
http://www.jeunes.gouv.fr/
Follow the link below to see other educational resources, contributed by my SIG members.
1/26/12
Social Networks: How they fit into my life and the lives of my students and peers
Social networks make the hidden opportunities of the real world visible. By joining a social network, I am able to get things done much more efficiently than by relying on my everyday connections. When I join a social network, I am connected to my friends, my friends' friends, and the friends of my friends' friends. As a teacher, I was once afraid of using social networks in the classroom. However, social networks are increasingly becoming apart of our students' lives and students thrive using them. It only makes sense to use social networks in the classroom and engage students to learn the subject matter more meaningfully. As educators, we can design lesson plans that implement social networks to create a body of learners who are passionate and engaged about what they are learning. Teaching students that social networks can go beyond just the social realm focuses them towards their own professional growth through social media.
1/20/12
RSS Page Reflection - Part 1
I have entered into the world of RSS Feeds! I have always seen the square orange icon on web pages but never knew what it was for. I am very impressed with how easy it is to subscribe to RSS feeds and follow my favorite websites, blogs, etc. Below is a screen dump displaying my new RSS feeds I added to my Google Reader. Please note that my Google Reader is in French.
I have also commented on one of the blogs I follow, EduTech Today. See screen dump below.
This morning when I woke up, I enjoyed checking my Google Reader for the first time and seeing all the new postings on the blogs and sites I follow. I was shocked to read a news headline, describing the fires that had destroyed 20 homes in Reno, Nevada last night. I also enjoyed reading a French language note about omitting the "ne" in spoken French negation on another RSS feed.
I already feel more "in the know," than I did before when it comes to daily news. Before I relied on the T.V. morning news and radio channels in my car. Now, I have installed a Google Reader App on my iPhone. Not only am I getting more customized news and informational updates, I am getting them quicker and more efficiently on my mobile smart phone.
When I re-enter the teaching profession, I will be able to use RSS feeds to track my students' blogs, and other educational sites. What I learn from my current RSS feeds will also build on my professional knowledge and content area.
I have also commented on one of the blogs I follow, EduTech Today. See screen dump below.
This morning when I woke up, I enjoyed checking my Google Reader for the first time and seeing all the new postings on the blogs and sites I follow. I was shocked to read a news headline, describing the fires that had destroyed 20 homes in Reno, Nevada last night. I also enjoyed reading a French language note about omitting the "ne" in spoken French negation on another RSS feed.
I already feel more "in the know," than I did before when it comes to daily news. Before I relied on the T.V. morning news and radio channels in my car. Now, I have installed a Google Reader App on my iPhone. Not only am I getting more customized news and informational updates, I am getting them quicker and more efficiently on my mobile smart phone.
When I re-enter the teaching profession, I will be able to use RSS feeds to track my students' blogs, and other educational sites. What I learn from my current RSS feeds will also build on my professional knowledge and content area.
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