Module 6 Reflection

Advantages 
      Earlier this semester, my peers and I were GLOBE certified. The GLOBE program integrates technology into science education. For example, Roblyer and Doering (2013) discuss the use of “data loggers” (p. 319) which record data over a period of time which the students can then use to make observations. In addition, using science software in the classroom is incredibly effective because it teaches children science content while engaging them through a “science game” (Roblyer and Doering, 2013, p. 323). Additionally, in my current 5th grade class, the school has subscribed to BrainPop. BrainPop is a website that has educational videos that are incredibly engaging. Since the school has purchased this subscription, each student has been able to benefit from this use of technology. Therefore, I believe that the use of technology in science instruction can be quite beneficial.

Check out this infographic about educational technology. 

Click here to view an infographic about tablets in education.

Disadvantages 
     I think the disadvantages of using technology in science instruction are similar to using technology in other content areas. In general, the funds to get and maintain technology are not always there. The video that we watched for this module discussed the BYOD (bring your own device) idea, however, I believe that even in 2013, there are still many student who do not have access to technology. However, when entire schools enroll in such programs as the GLOBE program (Roblyer and Doering, 2013, p. 319), the entire student body is able to benefit. Additionally, many students are easily distracted using some technologies such as iPads, where they can play on apps instead of being on task. Overall, I feel that the advantages outweigh the disadvantages of technology usage in science education.

Please check out the infographic below about the pros and cons of social media in education.

M6 Check out this amazing human body science app! Here is the link: https://t.co/sFkrtJKRmJ … #ED447UM #edtech

— Rachel D (@RachCB2) November 19, 2013

Pros and Cons of Social Media in Education

Module 5 Reflection

The Interactive Classroom

21st Century Skills for Students and Teachers

            The interactive classroom is built upon the ICT (information and communication technology) framework.  Basically the term ICT is “used in place of terms instructional technology and educational technology” (Roblyer and Doering, 2013, p. 21). The framework encourages people to be able to use technology effectively and become more knowledge through using technology.  By using flipcharts in the classroom, children are exposed to technology literacy at a young age which will help their technology proficiency as they transition into the real world.

Technology use based on problem solving

            Roblyer and Doering (2013) state that it is important to gain students’ attention in order to engage them (p. 25).  By using interactive lessons, students are more likely to be engaged because it is familiar territory: students play interactive video games and interact with others using technology at an early age, so they are used to it.  As students begin to view technology as an essential resource, they will be able to use technology to problem solve more efficiently.

Constructivist vs. Objectivist

            The use of flipcharts is more objectivist because flipcharts cover specific information that is dictated by the teacher.  Flipcharts generally include “sequences of carefully structured presentations and activities to help students understand” (Roblyer and Doering, 2013, p. 47).  Some interactive classroom components may be more constructivist, such as project-based learning using technology, however the use of flipcharts specifically is more objectivist.

Flipchart

            The flipchart that I chose it fantastic in many ways.  It encourages technology literacy as referred to by Roblyer and Doering (2013, p. 21). It also transmits specific information to the students as referred to by Roblyer and Doering also (2013, p. 47) in reference to objectivist technology approaches.  Overall, this flipchart correlates well with the points communicated by the authors.

http://www.prometheanplanet.com/en-us/Resources/Item/34025/introduction-to-fractions-decimals-and-percent#.UnlPRRAZj5I

M5 Check out this infographic about #constructivism , #edtech , and #interactivetechnology --> http://t.co/dR569RcvnU … #ED447UM

— Rachel D (@RachCB2) November 5, 2013

Module 4 Reflection

Wikis

http://theroadtorevolution.wikispaces.com/5.+Boston+Tea+Party

     I recently wrote a lesson plan on the Boston Tea Party which I hope to teach to my 5^th grade class this semester.  This wiki would be a great resource to use in conjunction with my lesson.  I would consider this to be an “online lesson enhancement” for the lesson that I currently have (Roblyer and Doering, 2013, p. 238).

     The second wiki that I am posting is one that has a lot of resources for widgets http://cooltoolsforschools.wikispaces.com/widgets .  This is an example of “electronic publishing” that Robyler and Doering (2013) discuss (p. 239).  For example, the author of this wiki has published his compilation of resources.

Widgets
     Both of these widgets act as "support for student research" (Roblyer and Doering, 2013, p. 242).

     This widget looks pulls up information about the presidents when you type in their names. It would also be very useful on a social studies wiki, especially when studying the presidents or simply major events in the USA.

     This widget looks up the flags for each country. It would be beneficial especially when studying diversity and multiculturalism. I could see this being particularly useful with a social studies wiki as well.

Web-Based Lesson

http://education.nationalgeographic.com/education/lesson/?ar_a=1

    As a teacher, I could use to this website to find a lot of web-based lessons.  This website has a lot of lesson plans that are what Roblyer and Doering (2013) defined in their textbook, "individual lesson plans.  The majority of online educational resources are individual lesson plans that teachers download and integrate within their classroom, often without adaptation" (p. 238).  We could access this site as a class or individually.  Either way, these are great examples of web-based lessons.

    In addition this webpage offers a lot of links to websites that have web-based lessons: http://www.education.com/reference/article/sites-web-based-lessons-projects/ . It might be useful to you!

M4 This website has numerous resources for teachers including web-based lessons http://t.co/d5pTb662gH #ED447UM
— Rachel D (@RachCB2) October 15, 2013

Module 3 Reflection

URLS

     URLS are special addresses that tell the web exactly where to take you.  The URL can tell us many things about the website we are trying to view: the protocol, the domain name, the folder it is in, and even the specific file.  

Search engines

     Learning how to use search engines can help students be able to find great resources more easily.  When they know how to search for specific things, the quality of the hits will be better.  This link is to a kid-friendly tutorial about using search engines: it teaches the basics!

http://www.kidzworld.com/article/1900-search-engine-tutorial

Internet tool

     One internet tool that I was recently introduced to was Spotify.  It is an online social music website which can be found at www.spotify.com.  A teacher could create a playlist for their classroom to use whenever they have internet access.  Just like they talked about in our Globe training, you could use educational songs to teach concepts.  One artist to search on Spotify is Having Fun Teaching who produces a lot of catchy educational songs.

Web-based lesson

     Recently all of us became Globe certified, which is exactly why I chose www.globe.gov to be my example.    Basically this website has a lot of stellar resources for teacher and activities for students.  Plus, it’s free!

Favorite websites

     Obviously, one of my favorite teacher websites is www.pinterest.com.  Pinterest is a social pinboard-style bookmarking site.  This website fulfills Roblyer and Doering’s (2013) definition of a social networking site which, “focus[es] on building communities of individually designed web pages” (p. 225).  The authors also talk about having “connected friends or supporters” (p.225) who are actually called followers on Pinterest.  Lastly, the authors say that in social networking sites, one can “share media and interests in an online, easy-to-use website environment” (p. 225) which is one attribute of Pinterest.  In conclusion, Pinterest if the perfect social networking tool to use as an educator!

     My next favorite website that I will use as a teacher (if it isn’t blocked by the school system) is www.youtube.com.  Youtube has various videos that would be beneficial as an educator.  There are things from educational songs to documentaries that are free to watch online.  As an educator, I could even “upload video and photo files for online sharing” (Roblyer and Doering, 2013, p. 225) with my students and parents.  I could also tag my videos for “increased searchability” (Roblyer and Doering, 2013, p. 225).  Lastly, I could use the “easy-to-use tools” (Roblyer and Doering, 2013, p. 225) that Youtube offers to make and edit videos for my students.  This would be the perfect website to use for any flipped lessons.

M3 My fav internet resource is Pinterest ! Here's the link to my "playing school" board on Pinterest: http://t.co/CLheOJR6yi #ED447UM
— Rachel D (@RachCB2) October 3, 2013

Module 2 Reflection

Hypermedia

Interactive storybooks

According to Roblyer and Doering (2013), interactive storybooks are “stories that can be read from a computer screen” (p. 175).  That is exactly what this resource empowers teachers, parents, and students the ability to do.  We Give Books is a Pearson Foundation Initiative to provide free books to schools across the country.  As people read online stories from famous authors on http://www.wegivebooks.org/ , books are given to students nationwide.  This initiative splices a passion for reading and helping others. 
       One must set up an account with this website to be able to access all of the stories, but the editors’ picks are accessible to anyone all the time.  Also, an account is free, which is why I feel like this is an awesome resource for any elementary educator! In fact, I actually used this resource during my literacy block placement, and it was a hit with my kindergarteners.  Interactive storybooks are VERY useful in any classroom because they are so accessible and do not get worn.   How wonderful!

 

Multimedia Authoring

Virtual environments

                Roblyer and Doering (2013) discuss virtual field trips by saying that they, “give tours of locations around the world” (p. 195). Virtual field trips is just one element of the virtual environments reviewed by the authors.  I feel like authoring virtual environments might be difficult to implement in an elementary classroom but using field trips that have already been created, or authored, by someone else would be a great.   If you click on the picture below, it will take you to a virtual tour of the Smithsonian’s National Museum of National History.  This is a phenomenal example of a virtual environment where “the user can interact” (Roblyer and Doering, 2013, p. 193)  This is a virtual tour that the students could go on to explore the Smithsonian, the king of museums in the United States.  Some children may never have the opportunity to go here in real life, so this gives them the an opportunity that they would not have had otherwise.

M2 http://t.co/xhqVGBLpgj is a phenomenal and free interactive storybook website that donates books to children per book you read! #ED447UM
— Rachel D (@RachCB2) September 20, 2013