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As I have mentioned before in my previous posts, I am not a technology genius. Not even close! Taking the Teaching with Technology class with my professor, Sheryl Nussbaum-Beach, has been a real eye-opener! When I am online now, I am always looking for new resources or things to help me become more technologically adept in my future classroom. Not only am I looking for new technology ideas to incorporate, but I am also looking for instructional materials for myself! I was browsing through a few of my feeds in bloglines.com, and I noticed a particularly helpful blog!

On David Warlick's blog, he attaches a printable book entitled Coming of Age: An Introduction to the New World Wide Web. It was put together by Terry Freedman and has 13 high-profile contributors from the field of technology and education. I downloaded the book to see what is was about, and I was blown away. It covers every topic from a glossary of technology terms, to blogging, podcasting and wikis. There are instructions, descriptions, how-to's, and case studies. The contributors and Terry Freedman encourage the distribution of the material, and I was so impressed that I printed out the 92 pages and brought them in to my student teaching classroom. My mentor was so thrilled, she printed it out, too! For people who want to incorporate technology into the classroom yet aren't really sure where to begin (like myself!!), this is an incredible fountain of useful information. Definitely check it out and get the file yourself! Don't forget to visit Terry Freedman's site, which is another way to download the book and leave comments!

I have not tried podcasting yet, because I'm not really sure what I am doing! On page 57 and 58 of the book, Chris Smith talks about his podcasting journey and gives a few links on how to make a podcast and examples of educational podcasts. The following pages contain even more information on podcasting. On page 64, Shawn Wheeler talks about his feelings about beginning to podcast (which I feel extremely familiar with!), links to his site about Adventures in Podcasting, and even what the students had to say about podcasting! After reading all these articles, I feel much more confident, and am willing to try my first podcast. The students in my second grade teaching classroom are in the middle of a publishing activity, where they write stories, revise them, and then have the opportunity to become their own "publishing company." Each student gets to type their stories on a laptop, add an "about the author" page, a dedication page, illustrations, and whatever else they want. I would love to discuss a way to possibly create a podcast about the activity. Since the students are so enthusiastic about it, I would love to share this activity with other teachers. It achieves both technology objectives and 2nd grade SOL English objectives. It's a great way to integrate technology into classroom curriculum. I really appreciated the advice I got from the booklet about podcasting that will make this podcast a reality for me.

Thanks again to Terry Freedman, David Warlick, Chris Smith, Shawn Wheeler, and all the contributors for putting this book together!!

The public and media seem quick to blame societal problems on technology, especially on the internet, television, and video games. Technology seems all too often the undeserved scapegoat for things like violence and obesity. However, even with this pervasive mind-set, it is impossible to ignore the huge role technology should have in the class room. Saying that kids use technology "too much" should not be seen as a problem, but as a pathway to channel the enthusiasm and interest that this generation of students has. What a great opportunity to connect with students on not only an intellectual level, but also on the level of appreciation for their passion for technology.

Additionally, the public generally sees technology as either a communication inhibitor or a something that completely prohibits interaction. It is only natural to view a child on a computer as someone who is "ignoring" the environment around them. I know (all too well) about that belief. There have been many times where I've been at my computer when my mom or dad walks into the room. The popular phrase for them in that situation is: "Stop being anti-social and get off the computer!!" Or even better, "What do you mean you're talking to your friends...You're not on the phone!"

From my own observations, it seems like society need a little technological enlightenment! As teachers, we have the opportunity and even responsibility to tap into the passion that our students have for technology. Obviously, technology doesn't have to be a communication inhibitor, as I've learned in my life and in my classes. One of the best ways for incorporating technology into the classroom while encouraging interaction seems to be a wiki. I love how something can be posted, then others can contribute to the original post. Ben in his blog talks about using a wiki to help with collaborative note taking. I formally learned about note taking back in middle school. Our teacher stood in front of the class and outlined some ideas about how to effectively take notes. We read a couple articles on the subject. And then we were let loose to try to apply what we had heard!

Ben takes effective note taking to an interactive level. I am a very visual learner, so his ideas impressed me. By using a wiki, students in his classroom "share, compare, and edit notes electronically." Students can comment on each others notes, add to their own notes for study purposes, and see examples of good note taking and poor note taking. All of this allows them to learn about note taking, without knowing that they are learning about it! Check out Ben's blog, there are a few examples of Wikis and Seedwikis, along with a link to an actual classroom application of a Seedwiki. In that same classroom site, there is also a great webquest activity!

Here's the link to Ben's blog: http://www.techsavvyed.net/?p=142

Whoever said that technology isn't interactive obviously hasn't heard about wikis!

My practicum teacher from what I've seen, doesn't seem to use technology much. Is it because they only have 3 computers per classroom, or is it because she is not a "new age" teacher who (much like us) are being geared to learn how to teach these breed of children who are going to be technology savvy. I am recently learning a great deal about technology, but unless I research on my own, or learn about it in my education classes, I might not get much experience with technology in the classroom. The most I've seen my cooperating teacher's students use the computer for is AR quizzes or to go to this website called starfall.com. I have to even go to another elementary school to get my practicum assignment completed. Can a teacher still teach technologically savvy kids if she isn't savvy herself? I sure hope so, because as y'all can tell from my bio, I am not that technologically advanced.

So I'm still trying to get used to this whole new world of blogging... I must admit, when I first started, I didn't think it would be possible unless I carried my laptop with me everywhere! I wondered if I would be able to think of things worth posting, that people would actually read. I was also extremely bewildered by the consistency and promptness with which people responded to one another. How do they keep up with everything??? As I was exploring this new frontier, I found some answers to my questions...

Vicki Davis lists some helpful tips and suggestions for bloggers on her Cool Cat Teacher Blog in response to reading an interview with Gina Trapani. This helped me tremendously!! After reading this, I don't feel quite so lost anymore... Do I have to carry my laptop everywhere? No! (whew!) But I do realize the importance of consistency. As a result, I'm actually starting to like blogging. Who knows, maybe I'm finally gettin' the hang of it! :)

As I am coming upon my last day in my cooperating teacher's classroom it has got me thinking about all I have really accomplished in this semester....

I have learned so much about teaching, about who I want to be as a teacher, and really I have learned a lot more about myself. It's really a nice feeling, to know that so far by persuing your goals you are becoming more of who you dreamed you could be and everyday here at school i'm just getting one step closer. To me that is amazing.

I have realized that maybe teaching isn't what I want to do when I leave school, but yet I love every minute I spend in the classroom, I've realized that teaching doesn't really come as natural to me as I thought, but yet I want more than anything to do just that. Through my experiences this semester it seems I have grown up....but this also seems somewhat ironic because as I've been supposedly "growing up" I've been spending a ton of my time in a 3rd grade classroom. Who knows, maybe going back to elementary school allowed me to realize a lot about myself.

Anyway, I believe my first semester in the elementary education program, no matter how difficult it has been at times, has been an eye opening and essential learning experience. I can only hope that in the next 2 semesters I learn as much as I did in the past 4 months. Learning to teach is truly an amazing learning experience.

One of the things we've discussed at length in my Classroom Management class is the concept of rules and procedures. I always assumed rules were important, but I never realized how fundamental they are to the workings of the classroom. What REALLY drove this point home for me was a particular occasion that I wanted to share as an example...

During my second week of observing in my practicum, my cooperating teacher came down with the flu and was out for about a week. It was then I had the chance to observe a substitute teacher in her place. It was interesting, to say the least. :) At first, I expected the kids to play the stereotypical "take advantage of the sub" game and try to get away with anything they could. Much to my surprise, what I witnessed was the exact opposite!

The substitute began the day by following my teacher's instructions and lesson plans. As could be expected for anyone new in a classroom, it was still somewhat uncertain as to how and what the kids were supposed to do. The kids were very enthusiastic about trying to "help" by explaining their routines to the sub. At first she was appreciative, but things began to get a little out of hand as more and more of the kids were contributing their two cents. The sub finally resorted to doing things her way, explaining that because she was the teacher today, things would be different, and that was how it was going to be. No more suggestions or explanations... she was in charge! She changed the schedule for some of their activities, and conducted the lessons as she seemed fit... unlike how they were usually done. Everything was different, and no questions asked. I noticed from my little corner in the back of the classroom that the more she changed their schedule, routine, and activities, the students' behavior changed as well. They were antsy, acting up more, and seemed very defensive whenever corrected. I heard whispers like "She's mean", "It's not fair", and "I miss Mrs. Madison". During learning centers, some of the boys got into an argument. I wanted to jump in and intervene, but when I approached the sub her response was, "Let them work it out for themselves." One of the little boys began to cry, sobbing "I want my mom!" I felt sympathy for these students and felt somewhat relieved, myself, when I was able to leave!

After I got back I was reflecting on what I had seen, and I tried to put myself in the shoes of my first graders. How would I feel if a complete stranger came into my happy classroom and changed everything I was used to? And how would it feel if I was completely shut down and scolded for speaking up when I was only trying to help? I realized that these kids didn't see having a sub as an opportunity to break every rule and have "fun". They like their rules and routines because it's what they're comfortable with. They feel safe and secure in their routines and normal ways, and having an unfamiliar person with absolute authority come into their territory and tell them "this is the way it's going to be because I said so" is a threat to them.

It made me realize how valuable and powerful rules and procedures can be in the classroom, both for classroom management and for creating a specific atmosphere. But it also showed me the importance of listening to my students. I am certain that the substitute would have had a much easier time if she had just taken two seconds to listen to what the kids were telling her. I am grateful I had this experience, because it's convicted a belief I have... I may be the teacher, but I can learn just as much from my students, if not more, as they learn from me!

Wow, this semester is flying by! I'm learning so much, both in my classes and in the real world (especially the hard lesson of time management!). :) Nonetheless, I am excited about what I'm learning, which has made me even more excited about my future in the field of education. The past few months I've been delving into the theories of educational psychology and classroom management, as well as seeing these theories applied in my practicum with my cooperating teacher. That is probably what I'm most thrilled about. I'm observing in a first grade classroom, and I absolutely love it! My cooperating teacher is everything I hope to be, and the kids in her class are fantastic. It's been fun being in the classroom and seeing what I've heard in class lectures put into practice. It's caused me to look forward to the future, and teaching itself, with great anticipation, and I'm excited about sharing my experience.

The greatest thing happened to me about a week ago....

I walked into my cooperating teacher's classroom and the students looked up at me, they all smiled and then a few said "HI MISS. HAMMERSLEY!!!!", oh and then the best part, one ran up and gave me a hug and then showed me what he was working on.

Now at school, usually they notice me, smile, come show me a picture sometimes, ask me a question, let me help them, but never had they shown one bit of excitement about me being in their classroom till that day.

The smile on their faces just made my day wonderful, on a friday afternoon it's a great feeling to know you mean something to them and they want you to be there. If I could know that everyday I would see faces like that: excited to see me, excited to learn, and excited to share, I know that teaching would be what I want to do for the rest of my life.

Really it's true, for some reason FINALLY....they love me, they really love me. :)

As you may or may not have noticed, blogging is a new skill for me! I just realized I haven't given any of my technology background, so I think I'll take this opportunity to explain myself.... :)

I am not technologically advanced, but I like to say I'm average or have a basic proficiency when it comes to technology. Growing up, I didn't even have a game system, like Nintendo. My parents are not very into technology, so even when the internet was introduced, we didn't jump on that bandwagon for a long while. I started using AIM in seventh grade, and convinced my parents I needed the internet for classroom projects. At the time, my mother thought the internet was a scary thing. Obviously, if you don't understand technology, it can be scary! To her, the internet was a way for "bad people" to do "bad things" like steal identities, break into your bank account, or stalk you! Because of my parents' concerns, my technology skills developed later than most.

My first actual experience with technology classes was in high school. I took a few computer classes that introduced me to Powerpoint and Excel. I had used Word before. These classes were beneficial to me, especially before college where these technologies are used on a daily basis! In my junior and senior year of high school, I did accounting. This required me to learn a processing system called ROS. It was a great experience.

Now, I am proficient in Powerpoint, Excel, and Word. I have an mp3 player, although it is not an iPod! I have a new digital camera that I got for Christmas, and I know how to load pictures onto my computer and use Adobe Photoshop. I use AIM and MSN Messenger, and I can use search engines to effectively find information I need for school projects. I do online banking and can use programs like TurboTax. My brother loves technology and computers, and my uncle is a programmer. I have learned a lot from both of them.

In terms of technology I can use in the classroom, I only knew about the Microsoft Office programs. Through this technology class I am taking in the School of Education, I have learned so many useful ways to incorporate technology into the classroom, and I've learned the importance of using it! I feel much more comfortable with my role as an educator, since now I feel like I can connect with my technologically advanced students!

Testing Problems

At my practicum last week I sat in on a teacher's lunch. That is the place to go if you want to really learn about the life of a school. Today's topic: testing in kindergarten. The kindergarteners were being tested that day with a puzzle test. Since I was talking to first-grade teachers, they knew all about the puzzle test. They are given the puzzle test results along with their new class roster and told to use them as a guide for assigning reading groups. Sounds great in theory, but the seasoned teachers had a huge problem with this. Why? Because they claim the test is a terrible test and predicts nothing. The children in special education for not being able to read scored highest on a test that tests reading, overall intelligence, and readiness for school. The highest achievers in every subject scored at the bottom of the heap. These teachers tried to use the results the first year and ended up with reading groups that made no sense. That was okay; it was a mistake and a bad test. It wasn't okay when they administered the test the following year. How can teachers be expected to get anything done when what they are given is false? Why are tests being given when they do not see to relate to their findings at all?

Education and Wellness

Recent research for an education paper and the culmination of a Wellness class have peaked my interest in the subject. We spend so much time debating what we can do to improve children's minds; meanwhile, their bodies are falling by the wayside. I understand that standardized tests put teachers under enormous pressure to cram in academics, but what happened to all the recess that children used to have?
In my practicum, kids have PE one day a week. If they are able to finish all their work, then they may get to play outside for a few minutes each day. While this is unrelated to fitness, I"m amazed that 3rd graders can stay focused for an entire day without any time to get their "wiggles" out. 6-6.5 hours is a long time to sit still! I observe for 5 hours/day and by the end of about 2 hours, I'm ready to jump, run, or at least stretch out.
But, despite the fact that it's nice to have a break, it's also crucial to children's health that good health habits are formed at an early age. Over 9 million children today are obese, and the government has decided that it's time to take action.
Action for Healthy Kids (http://www.actionforhealthykids.org/about.php) is an initiative that aims to combat obesity in the following three ways:
1.Increasing access to nutritious food choices in schools
2. Adding or continuing PE programs and extra curricular excercise activities
3. Educate administrators, teachers, parents and children

I think that this is an excellent initiative that is very necessary in our school systems today. Academics are so important, but bottom line is...obesity causes tons of health problems. Obesity leads to preventable deaths due to heart attacks, diabetes, etc. When it comes down to it, what good will it do if you're a genius, but your health is failing because you haven't taken care of your body?
Hopefully this will inspire schools to not push health and PE aside...children still need to know the importance of playing outside, having fun, eating healthily and taking care of their bodies. What's the possibility of including some standards for fitness? Or at least holding schools accountable for providing better options for fitness?

I mentioned a neat way that my cooperating teacher, Mr. Spence is using music and techology to teach poetry in a March 13th post, but I had no idea how truly comprehensive this project would actually be. Because it has taken a considerable amount of time during my practicum, I wanted to take the time to write about all the hardwork that Mr. Spence and his students put into it.

The finished products are in, and now that I've been able to see the entire unit, I am truly AMAZED at the finished product. As a refresher, Mr. Spence is currently working on a project with his students that involves each of them writing their own song. Never in my life have I seen such an incredible lesson that covers such an expansive array of different learning styles. The theme that sparked this unit is poetry; my teacher puts emphasis on understanding rhyme, rhythm, etc.

The assignment basically states that children can work in groups or individually, pick a popular song or write their own, and create a song that rhymes or follows the rhyme scheme that they already have. Mr. Spence works with the students on the lyric and the tune, they sing and record the song, and he records ALL the instruments. The students then call a Class of 2006 NOW CD that combines all their classmates songs. The students then use Powerpoint to create a music video, incorporating pictures they take with a digital camera, images they googled, custom animation, and so many other neat graphics. It's a great way for students to learn a program like Powerpoint while enabling them to add a personal touch to an assignment.

The coolest thing of the whole project is the JAMMY music awards that concludes the unit. Parents are invited as students dress up like their favorite rock stars. Mr. Spence gets a video camera and prepares questions for the students prior to the meeting. Parents attend the event, and kids play their song, show their music videos, and vote for their favorite video. Many of these songs are played at their fifth grade classroom. Unfortunately, I had class during the awards, but I'm sure it will turn out great.

The reason I love this unit is because it enables students with a variety of different learning styles to use their talents. I also love it because it shows what great things technology can do; who would have thought music videos could have been possible in the classroom before Powerpoint? And the music equipment Mr. Spence has to record all the songs is truly amazing. The neatest thing of all is that the kids have the CD in which to remember the class for years to come. This is truly an INCREDIBLE assignment that is very work intensive for the teacher, but it shows in the end how much that hard work truly pays off!

My technology teacher, Sheryl Nussbaum-Beach directed me to the following webpage that has great Jeopardy Templates.

Today was the first day that I used one of these games in my class, and the kids LOVED it. We played boys against girls and used a LCD projector so everyone in the class could see.

I created a Jeopardy game that was a SOL science review, so I looked online at the Virginia Department of Education website and looked for some of the different objectives that could be used. It's great tool for reviewing information and it provides an interactive learning environment because it really increases students' enthusiasm for success.

My cooperating teacher and another student teacher both wanted links to this Jeopardy template so they could use it in the future. So maybe I'm no Alex Trebek, but the kids didn't seem to mind!

Computer games as rewards?

As a kid, I remember zipping through an assignment to get to the end so I could play a computer game. How I loved Oregon trail and the classic number and word munchers. The race would begin from the second my teacher handed out papers. All of the students would scramble to finish so they could play on the computer as their envious classmates only watched.

Part of this problem could be due to computer availability. If there aren't enough computers, there will always be this little race because they are in low supply and high demand.

I think computer games can be great though, especially if you have a student who needs a different type of motivation to encourage them to work. In this respect, a computer game is great because it shows them that education can be fun. It also can reinforce principles you have in your classroom.

So what's the answer? I think 1) the best answer would be to have lots of computers in the classroom. However, I am also practical and realistic, and I recognize that sometimes you have to play the cards you're dealt. Other solutions could invovle 2) designated center times for the computers 3) rotation schedules and 4) partner games.

Obviously, there is a lot more to learning than just fun and games, but I also believe students should not be locked into the rigidty of the day so much that they do not enjoy school.