I never thought that I would learn so much about technology during an entire semester. I was clearly wrong. Everytime I left the classroom, I learned something new each day. Whether it was struggling with photoshop, creating a SMARTboard lesson, or taking into consideration the types of font I use on documents, I left the classroom with a new idea about what to consider as a teacher. I feel pretty confident in incorporating technology in the classroom as a teacher, especially with the growing demand it has on everyday life. I never thought I could use technology for mathematics, but I realized from this class that there is so much that can be incorporated. Math won’t be boring anymore! Students can create projects using technology, like a math video. I also would like to use twitter somehow, that’s still in the works. Anyways, I learned a lot from this class. There is so much about technology that I now have information about, I plan on using the content taught in this class in my lessons.
What was interesting about this twitter chat, was that it was supposed to be cancelled due to “unforeseen circumstances.” However, many users decided to create a #fake21stedchat which I thought was extremely interesting.
Some of the questions asked:
Q1: Should professional development or technology come first in bringing technology into the classroom?
I thought this question was very thought provoking, especially because of the educational technology class that I am currently taking. One user answered that it is similar to the “chicken and the egg” problem. Others said that professional development and technology need to be merged together, not one should be before the other.
Q2: Share the better with tech lesson that you’re most proud of from this year.
Q3: What tech tools are on your list to try as the school year progresses?
I followed the following people from this twitter chat:
@craigyen: He is a fifth grade teacher from the San Francisco Bay Area. He is a “fanboy” of #flipclass and #edtech
@brendahauff: She is a technology teacher and apple enthusiast. She is from Wichita, KS.
@tamradollar: She is a literacy instructional coach who is obsessed with data driven instruction and student self-advocacy.
@Nathan_stevens: An educational engineer and Assistant Director of METRC at North Carolina State University. He is from Raleigh, NC.
Here you can find the link to my digital portfolio. It includes examples of lesson plans, quizzes, worksheets, and projects I completed in my EDU350 class.
Hanna’s PIP seems very organized and well put together. It was very informative and allowed me to learn about the importance of podcasts and how to incorporate them into our classrooms as teachers. However, I found that there was not much textual information from her and Logan. Majority of the site was links to articles and videos from YouTube, which I did find helpful. However, I found that it was time consuming and boring after having to click on the links provided in order to learn more about podcasting. I would have rather read a quick overview of what the link and videos focused on.
Emma’s PIP is a Prezi presentation. It was extremely colorful and had the perfect amount of graphics to even out the textual information. It immediately grabbed my attention. Prezi is extremely beneficial for keeping readers focused because of the flow and movement the presentation offers. Emma’s Prezi kept me interested in the topic because of the change in scenery the movement provided. Emma offered enough information and followed up with links to articles and videos that went into more detail. It was not difficult to understand and interested me in the idea of digital storytelling. Her presentation flowed together, as if it was a story.
Brittany and I created our PIP together.
Vincent did not post his PIP yet.
I found the personal interest projects very innovative and creative. There were so many colors, they easily grabbed my attention right away. The layout and pictures of the projects made reading and staying focused a lot easier and more interesting as well. I enjoyed looking at the links that each personal interest project included, as well as the videos. I found the videos extremely helpful and informational, it added variety and diversity to the personal interest project. The way the topics were explained through the various ways were very interesting and thought-provoking. The topics chosen were relevant to teaching and helped me gain interest in what to expect and/or do as a future teacher.
Above is the link to the Glogster page Brittany and I created together for our personal interest project.
Above is the link to my Diigo page. I found that I bookmarked many different types of pages, like pages for science lessons, math lessons, language arts lessons, etc. I have been using this social bookmarking site to help keep track of resources and websites that I will find useful as a middle school teacher. I found Diigo to be a valuable resource, and I am going to continue to use it throughout my college and professional career.
Tonight I participated in #msmathchat, a twitter chat aimed for middle school math teachers. Although I found this chat very interesting and educational, there were parts of it that made me frustrated and bored.
The moderator did not seem to do a good job moderating the twitter chat. We were on the same question for about 20 minutes, and the second question wasn’t eve relative to the chat. The third question did not even get asked until about 9:40.
The moderator began the chat with asking participants an ice breaker question of what their favorite tv show is, in addition to the usual questions of where they are from and what they teacher.
The first question asked was “What is your favorite way to review for a test or quiz?”
Many responded by adding review tests, flash cards, interactive white boards, jeopardy, and group tests. One person even mentioned they used an interactive games called “Balloon Pop” and sent a link to their blog that explains it. I made sure to post it to my diigo page to keep for reference.
The second question was extremely irrelevant, and I wasn’t sure if the moderator was trying to be funny or serious… The moderator asked what to get another person for Christmas. I’m assuming that other person is another moderator who didn’t participate tonight.
The third and last question was “What kind of reassessments (if any) do you do for students who don’t have mastery?” This one I found interesting; it’s something I never thought about before.
Participants answered by mentioning that they give students the opportunity to retake a quiz, correct their answers on the test, and/or complete a post reflection write up and explain in detail one problem that they got wrong.
Overall, I thought this twitter chat was informative, but also hard to follow, because the questions would not change until 20 minutes later, which kept it hard to stay focused on what others had to say.
The five people that I followed:
@JustinAion: He is a math teacher, father, husband, and technology addict from Greensburg, PA. He was also the moderator of tonight’s chat.
@Radical_Robin: She is a 7th & 8th grade math teacher, mom and wife from New Jersey.
@jreulbach: She is a 6th & 7th grade middle school math teacher who also coaches cheerleading who wants students to love math.
@marymary415 : She teaches 7th & 8th grade math from Virginia.
@BridgetDunbar : She teaches math and special education from Dameron, MD.
- Mission #5: Twitter Chatter, Subject Matter (cindyflim.wordpress.com)
The video project assigned in EDU350 was one of the best projects I have had since I have been a student at Albright. It engaged me to think and be creative with the rest of my group. My group, Logan and Emma, worked extremely well together. We first made a list of different topics, and then we all ranked our favorite ones, Masters Hall being the most common. Then, we brainstormed some ideas on what we should do as far as story board and props that we needed. We asked one of our friends to record the video for us, which we had a lot of fun doing. Overall, I would do this project again in a heartbeat.
As far as how I could incorporate videos in a classroom, this could help with instruction and getting students more involved in the lesson if a video is being played, as technology is becoming more and more important in students’ learning.
Some ideas of how to incorporate video:
1) Record myself teaching a lesson and assign it for homework or to send to students who are absent.
2) Making a news report for an event in history.
3) “How to” task, like in Spanish or in mathematics.
4) Visual poetry or sentences for language arts
5) Recreating a story line for a novel/book
Tonight I participated in #flipchat, a chat about flipped classrooms. The one thing I found very exciting to begin the chat was the way the moderator had people introduce themselves was by their name, where they are from, what grade they teach/subject, and what their favorite pop song is. It was very interesting to see what teachers had to say about their favorite pop song. It was definitely a great way to start a conversation between everyone participating.
The questions the moderator asked were:
Q1: First, define “creativity.” What does it mean for you personally, and what does it mean for the Ss in your #flipclass?
Q2: How do we consciously build creativity into a system designed to discourage it from Ts and Ss? #flipclass
Q3: What role does creativity play in your planning? How has this changed since you started #flipclass? (or has it?)
Q4: What project or lesson has best sparked creativity in Ss?
Q5: What’s the role of collaboration in creativity, both for you and your Ss? Is collaborative creativity different than solo? #flipclass
Q6: How do you combat the idea in Ss of “I’m not creative–I can’t draw/write/sing/act”? How do you expand their concept? #flipclass
Exit ticket: What’s one way you will encourage your Ss to be creative in class tomorrow? #flipclass
The questions were very thought provoking and definitely great questions to discuss, but I found myself finding trouble following along. First, it took me a while to understand what Ss and Ts stand for, which I realized almost 3/4 left of the chat that they meant teachers and students. Also, because there were so many people participating, it was hard to follow along and see what everyone was answering.
I found this twitter chat pretty interesting, however, sometimes I thought I was participating in a PLN chat or edtech chat. I thought by participating in this chat, I would get a better understanding of a flipped classroom. Instead, I found most of the participants talking about different ways to incorporate technology, like BYOD, which I later realized meant Bring Your Own Device, which I found very interesting. Because of this, I found myself making the best of the twitter chat and reading the positive and negative feedback people have to say about technology. In addition, I learned the different obstacles teachers must go through with technology and students.
The one topic I found most interesting was the argument teachers were making between cheating vs. collaboration. Many teachers expressed that collaboration is key, and although many people think students are cheating, they are really benefitting themselves by working with other students and incorporating technology to learn, not just independently. Students learn more working with one another rather than working independently and struggling. The only negative thing I found about collaboration was the controller personalities and the slacking personalities. Teachers find it hard to balance between the two, and I find that this is something teachers will continue to struggle with, even with technology in the classroom.
The five people I followed from this chat:
Cherly Morris (@guster4lovers): She was the moderator of this chat. She is a high school English teacher who incorporates flipped classrooms, an EduBlogger, International traveler, co-founder of Flipped Learning Jrnl. She is from the Bay Area, Marin, California.
Andrew Thomasson (@thomasson_engl): He is a high school English Language teacher/learner, co-creator of Flipped Learning Journal and co-moderator of #flipclass and #nced chats. He is from Western North Carolina.
Stacy Lovdahl (@braveneutrino): She is a middle school science teacher who is passionate about edtech who just recently flipped her class this year. She blogs and is attempting to get her masters. She is from North Carolina.
Jason Bretzmann (@jbretzmann): He is the co-author of Flipping 2.0. He is a dad, teacher, consultant, and National Presenter. He is from Wisconsin.
Kate Baker (@ktBkr4): She is a high school English teacher with a masters in education. She has flipped her classroom, is a blogger, GAFE & BYOD fanatic. She reads, is a swim coach, mom, and a therapy dog handler. She is from New Jersey.
Participants also provided blogs that I took the time to read, which I found pretty interesting about flipping classrooms: