Thursday, December 2, 2010
Reflection Over Final Project
Reflection on Work: Instead of working with Windows Movie Maker like I did with the last project, I decided to try iMovie out to change it up a little! Once I familiarized myself with iMovie, I found this project to be rather easy. It was a nice change to work on a project that you could have fun with and not one you had to stress over! Creating each slide and adding the narration to those slides took a while, but I was able to perfect it exactly the way I wanted. I also found that recording the actual footage was a blast to do! Overall, I felt this was another GREAT "hands on" learning activity that I'll be able to use in my future classroom! :)
Wednesday, November 10, 2010
Chapter 11 and 12 Reflection
Chapter 11
Chapter 11 discusses the complex issues related to impartial access to technology and developing cultural understanding to support the learning needs of future students. Although, as future teachers, we directly influence reasonable access within our classroom, students continue to learn outside school and different access at home can become a significant factor as you incorporate instructional technology into your teaching. As future teachers, we are encouraged to be an advocate for unbiased access to technology resources in order to better prepare our students to meet the growing technological demands of society.
Access to hardware, software, and connectivity means more than simply having the technology available for use-it's how you use the technology that's important. Teachers are one of the biggest factors in providing access to learning resources in a way that is sensitive to the individual and cultural needs of students. Above all, we should ensure that all students have opportunities to use the technology resources available in an interactive classroom that provides plenty of occasions for students to build on and extend their knowledge.
There is no one formula for determining reasonable access, appropriately responding to students' cultural needs, or creating a learning-friendly environment. We mus keep in mind that the driving force behind all of our instructional decisions should be the learning needs of each students. All students will be required to use technology as they progress throughout school and into their careers; remember, teachers are one of the most important factors in promoting academic success for these students.
Chapter 12
Chapter 12 begins with a description of various local and global learning communities that contribute towards professional growth and developement. For leadership in technology integration, one must gain the skills needed to make thier vision of technology a reality, participate in a community of practice to enhance technology skill developement, and contribute to the technology skill development of others.
We also learned to use action research to reflect on both current literature and professtional practice. Action research is conducted to investigate the potential value of instructional enhancements in the classroom or possible solutions to instructional problems. Often, this involves introducing an intervention and collecting data to observe the effects of the intervention. Interventions are resources or instructional methods that may involve small changes in an individual teacher's classroom or be designed to improve the entire school environment in some way.
As future educators we are encouraged to use action research to contribute to the effectiveness, vitality, and self-renewal of the teaching profession. We should use the results of research to inform educational practice.
Chapter 11 discusses the complex issues related to impartial access to technology and developing cultural understanding to support the learning needs of future students. Although, as future teachers, we directly influence reasonable access within our classroom, students continue to learn outside school and different access at home can become a significant factor as you incorporate instructional technology into your teaching. As future teachers, we are encouraged to be an advocate for unbiased access to technology resources in order to better prepare our students to meet the growing technological demands of society.
Access to hardware, software, and connectivity means more than simply having the technology available for use-it's how you use the technology that's important. Teachers are one of the biggest factors in providing access to learning resources in a way that is sensitive to the individual and cultural needs of students. Above all, we should ensure that all students have opportunities to use the technology resources available in an interactive classroom that provides plenty of occasions for students to build on and extend their knowledge.
There is no one formula for determining reasonable access, appropriately responding to students' cultural needs, or creating a learning-friendly environment. We mus keep in mind that the driving force behind all of our instructional decisions should be the learning needs of each students. All students will be required to use technology as they progress throughout school and into their careers; remember, teachers are one of the most important factors in promoting academic success for these students.
Chapter 12
Chapter 12 begins with a description of various local and global learning communities that contribute towards professional growth and developement. For leadership in technology integration, one must gain the skills needed to make thier vision of technology a reality, participate in a community of practice to enhance technology skill developement, and contribute to the technology skill development of others.
We also learned to use action research to reflect on both current literature and professtional practice. Action research is conducted to investigate the potential value of instructional enhancements in the classroom or possible solutions to instructional problems. Often, this involves introducing an intervention and collecting data to observe the effects of the intervention. Interventions are resources or instructional methods that may involve small changes in an individual teacher's classroom or be designed to improve the entire school environment in some way.
As future educators we are encouraged to use action research to contribute to the effectiveness, vitality, and self-renewal of the teaching profession. We should use the results of research to inform educational practice.
Saturday, October 23, 2010
The Web's Impact on Student Learning Reflection
The Web's Impact on Student Learning:
A Review of Recent Research Reveals Three Areas That Can Enlighten Current Online Learning Practices
The main question of this article was how, if at all, does the Web impact student learning. This article discusses in detail three major areas of research material. The roles of individual differences, instructional design, and specific skills that are enhanced by online environments are three of the most important areas that have shown up in recent studies.
Individual Differences
This section of the article begins to explain the reasoning why online learning comes much easier to some than it may others. The success of Web-based learning is heavily influenced by what the student brings to the learning situation. Evidence proves that students with certain learning styles or behavioral types are more likely to learn better in the Web environment. On the other hand, passive learners may not do as well. "Furthermore, students with a high motivation to learn, greater self-regulating behavior, and the belief they can learn online do better; as do students with the necessary computer skills. These are not particularly profound insights, although they do tend to explain why online learning will work as other forms of education for good students, but may not work as well for students who struggle because of a lack of motivation or self-confidence," (Teacher, Schools, and Society Reader.)
Instructional Design
This section of the article discusses Web-based learning founded upon instructional design. Early research on Web-based learning focused mainly on the technology and completely ignored the instructional design embedded into the course. This has given people the impression that learning was produced from the Web instead of the instructional design that has truly helped students to learn. To say the Web affected learning may be inappropriate unless the powerful effect of instructional design has been isolated from the technology used to deliver it.
Improved Skills
This section of the article talks about the importance of content analysis. Researchers found that online students are more likely to make important statements and link ideas through online exchanges rather that a face-to-face comparison group. "This may indicate that online conversations are less suited to functions like brainstorming, or that working online encourages respondents to work in a more linear fashion by linking comments to earlier," (Teacher, Schools, and Society Reader.) Evidence also proves that having students work online can better their writing skills and techniques. Self-expression is another captivating skill that can impact the creation of adequate learning communities and could become a necessary new skill for online conversation.
All in all, I found that this article was well researched and was helpful in ensuring that the Web is used effectively for student learning and I believe that the Web is dramatically changing the way we learn today.
A Review of Recent Research Reveals Three Areas That Can Enlighten Current Online Learning Practices
The main question of this article was how, if at all, does the Web impact student learning. This article discusses in detail three major areas of research material. The roles of individual differences, instructional design, and specific skills that are enhanced by online environments are three of the most important areas that have shown up in recent studies.
Individual Differences
This section of the article begins to explain the reasoning why online learning comes much easier to some than it may others. The success of Web-based learning is heavily influenced by what the student brings to the learning situation. Evidence proves that students with certain learning styles or behavioral types are more likely to learn better in the Web environment. On the other hand, passive learners may not do as well. "Furthermore, students with a high motivation to learn, greater self-regulating behavior, and the belief they can learn online do better; as do students with the necessary computer skills. These are not particularly profound insights, although they do tend to explain why online learning will work as other forms of education for good students, but may not work as well for students who struggle because of a lack of motivation or self-confidence," (Teacher, Schools, and Society Reader.)
Instructional Design
This section of the article discusses Web-based learning founded upon instructional design. Early research on Web-based learning focused mainly on the technology and completely ignored the instructional design embedded into the course. This has given people the impression that learning was produced from the Web instead of the instructional design that has truly helped students to learn. To say the Web affected learning may be inappropriate unless the powerful effect of instructional design has been isolated from the technology used to deliver it.
Improved Skills
This section of the article talks about the importance of content analysis. Researchers found that online students are more likely to make important statements and link ideas through online exchanges rather that a face-to-face comparison group. "This may indicate that online conversations are less suited to functions like brainstorming, or that working online encourages respondents to work in a more linear fashion by linking comments to earlier," (Teacher, Schools, and Society Reader.) Evidence also proves that having students work online can better their writing skills and techniques. Self-expression is another captivating skill that can impact the creation of adequate learning communities and could become a necessary new skill for online conversation.
All in all, I found that this article was well researched and was helpful in ensuring that the Web is used effectively for student learning and I believe that the Web is dramatically changing the way we learn today.
Wednesday, October 20, 2010
Chapter 8 Reflection
Chapter 8 reveals the third standard in NETS-T, which requires you to "demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations," (189.) This chapter discusses the selection of hardware and software resources best suited for particular learning experiences. Chapter 8 also mentions hardware and software maintenance techniques, including specific techniques to identify and solve common hardware and software problems.
As future educators it is important for us to focus on software because, first off, as a teacher you may have little influence over the selection of hardware at the school. It is a good idea to be well educated and prepared for any type of software that we might have to deal with in the future. Also, computer software can enhance a teachers' instruction in several ways. It can help serve as a tutor, as a mind tool, or as a support for conversation.
We must also familiarize ourselves with basic troubleshooting techniques found within the computer manual and learn the basic maintenance and security of the software. Adopt a confident and open attitude that allows acceptance to help when offered, even from your students. Do not be ashamed to ask questions, everybody does. "Don't be afraid to ask dumb questions, they're more easily handled than dumb mistakes."
As future educators it is important for us to focus on software because, first off, as a teacher you may have little influence over the selection of hardware at the school. It is a good idea to be well educated and prepared for any type of software that we might have to deal with in the future. Also, computer software can enhance a teachers' instruction in several ways. It can help serve as a tutor, as a mind tool, or as a support for conversation.
We must also familiarize ourselves with basic troubleshooting techniques found within the computer manual and learn the basic maintenance and security of the software. Adopt a confident and open attitude that allows acceptance to help when offered, even from your students. Do not be ashamed to ask questions, everybody does. "Don't be afraid to ask dumb questions, they're more easily handled than dumb mistakes."
Wednesday, September 22, 2010
Whitney Autobiography
Reflection on Work: I was not familiar with Windows Movie Maker, so I found this project to be rather challenging, yet exciting at the same time! It was fun to explore many different animations, special effects, sounds/music, and pictures. I struggled when adding the narration and audio to my autobiography. It's still not quite perfect like I hoped, but I figured it out none the least. Uploading the video also gave me fits! I guess that's what happens when you wait until the very last second to finish a project! ;) But overall, I thought this was a great "hands on" learning activity and I actually wouldn't mind doing another one! :)
Saturday, September 18, 2010
Chapter 3 Reflection
Chapter 3 is about teaching students how to learn rather than just teaching them specific skills. By doing so, this will help students later in life as they enter the workforce. I liked that NETS-T Standard 1 requires that "Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments." In doing so, teachers "engage students in exploring real-world issues and solving authentic problems using digital tools and resources."
Chapter 3 had two major points; Creative Thinking and Authentic Instruction.
Creative thinking could be defined as looking a situations from a unique perspective (thinking "out of the box'). Creative thinking involves creating something new or original. The aim of creative thinking is to stimulate curiosity and promote a difference of opinion There are many different types of creative thinking (divergent, convergent, innovation, critical, inductive, & deductive). Listed below are a few of the different styles of thinking and how I would define them:
Chapter 3 had two major points; Creative Thinking and Authentic Instruction.
Creative thinking could be defined as looking a situations from a unique perspective (thinking "out of the box'). Creative thinking involves creating something new or original. The aim of creative thinking is to stimulate curiosity and promote a difference of opinion There are many different types of creative thinking (divergent, convergent, innovation, critical, inductive, & deductive). Listed below are a few of the different styles of thinking and how I would define them:
- Divergent Thinking-a "brainstorming" process that generates creative ideas by exploring many possible solutions.
- Convergent Thinking-is obtaining the single, best answer for the specific question.
- Innovation-the precise, continual evaluation to determine the value of something. Also known as analytical thinking.
I learned that creativity is often developed through an authentic instructional approach. The characteristics of authentic instruction are often considered key and crucial to the growth of creative thinking.
Authentic instruction could be defined as the use of real-world issues and problems to facilitate and inspire student learning and creativity. There are five basic set of principles and strategies to the authentic instruction approach. These include
- Learner Autonomy-authentic instruction provides for, and builds on, learner autonomy.
- Active Learning-authentic instruction is based on active, experiential learning.
- Holistic Activities-authentic instruction is holistic.
- Complex Activities-authentic instruction incorporates real-world and complex problems.
- Challenging Activities-authentic instruction is challenging.
As a future educator, i believe that lexiles could be very beneficiary in the everyday classroom. Lexile is a scale that matches the difficulty of reading material to the students' ability. This will help students engage in relevant authentic materials at a level they can understand.
Chapter 3 describes how the components of authentic instruction could be used to assist and inspire student's creativity and learning. It discusses the need for directive instruction and it explores multiple ways in which technology can support this approach as well as each of the components of authentic instruction.
Saturday, September 4, 2010
Chapter 1 Reflection
Chapter 1 talks about the impact technology has had on our society and education throughout the years. Over the years, technology has advanced by leaps and bounds. Where we once rarely ever saw a computer in homes, we now see computers not only in every home, but sometimes even for every child. Most people have Internet on their phones and our out to get the latest gadget.
Technology is now an everyday teaching technique in the classroom. Growing up throughout school, I was accustomed to and familiarized with technology, especially the advances of computers, at a very early age. I took BCIS 1 & 2 and Computer Applications in high school. I also had the privilege of taking several online/dual credit college classes my senior year.
Nowadays, education and technology go hand in hand. And with a society in which technology changes day to day, I believe that us, as future teachers, should prepare and familiarize ourselves with this crazy world of technology.
Until Next Time..
Technology is now an everyday teaching technique in the classroom. Growing up throughout school, I was accustomed to and familiarized with technology, especially the advances of computers, at a very early age. I took BCIS 1 & 2 and Computer Applications in high school. I also had the privilege of taking several online/dual credit college classes my senior year.
Nowadays, education and technology go hand in hand. And with a society in which technology changes day to day, I believe that us, as future teachers, should prepare and familiarize ourselves with this crazy world of technology.
Until Next Time..
Thursday, September 2, 2010
Wednesday, August 25, 2010
About Me :]
I'm Whitney!
I'm a freshman here at Angelo State University!
Go Rams! :]
I'm from the small town of Sterling City. If you're like most people, you've probably never heard of it. It's about half way between San Angelo and Midland. If you ever drive through it, make sure you don't blink, trust me, you might miss it! ;]
God comes first and foremost and my family means the world to me! ♥
I have one older sister. She's my best friend!
I have a 2 year old niece, and I absolutely adore her!
I also have the best friends a girl could ask for!
I hope to follow in my mom's footsteps and one day be teaching 3rd grade, just like she is!
I guess that's all for now. :]
Until Next Time..
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