As an assignment for my technology class, we were to explore all the technology found in our school. Upon exploration I found that my school offers a wealth of opportunity for students involving technology. My school previously had a partnership with the College of William and Mary which provided the school money and the means to have all of the amazing brand new technology.
The classrooms are equipt with "ELMO"'s which are computer projectors, that can display a picture of a worksheet (similar to an overhead) or can display the computer screen. My cooperating teacher uses this technology daily. It not only is an update version of the overhead, but it allows the teacher to use online resources and other computer resources in a whole class enviroment. There are computers in every classroom and the computer lab is top notch. The computer teacher truly takes advantage of modern technology as well. The lab has about 30 computers and laptops as well as a PRS system. In both the lab and library there is a "smartboard", which the students respond to very well. There is also a cart of laptops that are avaliable for general classroom use as well.
Not only is the technology at my school amazing, but it is easy to access as well. One just nees to send out an email or ask a question and it is all readily availiable. The school makes it easy for classroom teachers to use technology in their classroom and as part of the cooperation with the College the teachers were taught in seminars how to use the tools in the classroom.
I am really impressed with how the technology has been incorporated into my classroom. Although it is not perfectly integrated, I know that the use of technology in my classroom is more than at other schools. My teacher does a great job of trying to expose the students to all of the technology, daily we use the "ELMO" projector, the students use the computer for AR testing and other projects, and I have seen the classroom set of laptops used for scavenger hunts online. I hope that the use of technology continues to grow. It is great to see the results of a partnership turn out so positively, I hope that when I have my own classroom I can embrace technology in the classroom as well. The more I learn about its benefits the more I know it will have a important and large place in my classroom.
The classrooms are equipt with "ELMO"'s which are computer projectors, that can display a picture of a worksheet (similar to an overhead) or can display the computer screen. My cooperating teacher uses this technology daily. It not only is an update version of the overhead, but it allows the teacher to use online resources and other computer resources in a whole class enviroment. There are computers in every classroom and the computer lab is top notch. The computer teacher truly takes advantage of modern technology as well. The lab has about 30 computers and laptops as well as a PRS system. In both the lab and library there is a "smartboard", which the students respond to very well. There is also a cart of laptops that are avaliable for general classroom use as well.
Not only is the technology at my school amazing, but it is easy to access as well. One just nees to send out an email or ask a question and it is all readily availiable. The school makes it easy for classroom teachers to use technology in their classroom and as part of the cooperation with the College the teachers were taught in seminars how to use the tools in the classroom.
I am really impressed with how the technology has been incorporated into my classroom. Although it is not perfectly integrated, I know that the use of technology in my classroom is more than at other schools. My teacher does a great job of trying to expose the students to all of the technology, daily we use the "ELMO" projector, the students use the computer for AR testing and other projects, and I have seen the classroom set of laptops used for scavenger hunts online. I hope that the use of technology continues to grow. It is great to see the results of a partnership turn out so positively, I hope that when I have my own classroom I can embrace technology in the classroom as well. The more I learn about its benefits the more I know it will have a important and large place in my classroom.
Today we learned about this cool, interesting blog site for teachers, students and their parents, and according to our professor, it is completely safe (imbee.com)! This is an aspect of technology that can be used anytime throughout the year and for various reasons. Not only that, but it will have a huge effect on students' interests. They will love knowing their stuff is published, and with the option of having some of their work printed for gifts to their parents is an added bonus.
Not only can the classroom community members access the blog, other teachers can see the student's work if they are added, even if they are in another state! I can already envison my future students and myself working with another pre-service teacher's future class. It could open so many doors to education. I didn't come from a technological background, but the more I learn about technology, the more excited I am about learning more so that my future class can become technologically savvy!
Not only can the classroom community members access the blog, other teachers can see the student's work if they are added, even if they are in another state! I can already envison my future students and myself working with another pre-service teacher's future class. It could open so many doors to education. I didn't come from a technological background, but the more I learn about technology, the more excited I am about learning more so that my future class can become technologically savvy!
One of the things I LOVE about the education program is the excuse to read children's books. As a kid, I absolutely LOVED reading and actually got in trouble because I'd read too much (yeaaaa I'd take my book to the dinner table). So, needless to say, I was especially excited when one of our assignments was to read 19 different children's books. I've started reading a few, but the library here at school doesn't have a great selection.
At lunch during my practicum yesterday, the other teachers were talking about the Children's Lit classes they had taken. This class has been eliminaated from the education program here, which disappoints me. We're covering a little bit in another class, and it's surprising what you can learn about children's books.
1. It didn't occur to me that picture books could be used for older kids.
2. I never took pictures and how kids would react to them into account.
I was also surprised at some of the books that my fellow students hadn't heard of! I guess it just depends on which books you read as a little kid, but I was really surprised when some people hadn't heard of the hungry caterpillar!
This makes me wonder how well I'll keep up with books that the kids love. I know I have a huge list of favorites, and I'm crossing my fingers that my students will love them too! I'm wondering what some good resources for discovering new books are? Any suggestions? Comments on favorite children's books? Specifc ways to use them in lessons?
At lunch during my practicum yesterday, the other teachers were talking about the Children's Lit classes they had taken. This class has been eliminaated from the education program here, which disappoints me. We're covering a little bit in another class, and it's surprising what you can learn about children's books.
1. It didn't occur to me that picture books could be used for older kids.
2. I never took pictures and how kids would react to them into account.
I was also surprised at some of the books that my fellow students hadn't heard of! I guess it just depends on which books you read as a little kid, but I was really surprised when some people hadn't heard of the hungry caterpillar!
This makes me wonder how well I'll keep up with books that the kids love. I know I have a huge list of favorites, and I'm crossing my fingers that my students will love them too! I'm wondering what some good resources for discovering new books are? Any suggestions? Comments on favorite children's books? Specifc ways to use them in lessons?
For technology class this we, we were required to complete a "Technology Inventory." This basically forced us to discover the technology available in our schools, and it was really interesting what I found out.
The school I'm in now is fairly new (read: 6 years old and ALREAdy adding on), so you'd think that it might be more "up with technology" than some older schools. I can't say this is really the case.
I've visited the computer lab, and it does seem well equipped. There are plenty of new computers and a smart board for the computer teacher to use with students. Most classrooms have about 5 computers that students can use and have internet connections available. And, of course, each teacher has their own computer. The library has a relatively impressive selection of media to check out, such as digital video cameras, digital cameras, etc. The only application the school DIDN'T have was video conferencing.
After listing that, I suppose the school is rather well equipped. But, what surprised me was the lack of technology use in the school. I know that incorporating technology may be harder for teachers that have been around for a while, and it's harder to use with younger children, but still.
There is one student with disabilities in my classroom that uses the computer frequently to do learning excercises. But I haven't really seen my students use technology otherwise. My teacher didn't know much about the applications when I asked. She did know that she had web space available to create her own page, but she said she hadn't had time and that they had been given just quick instructions on how to create their own websites.
Another thing that surprised me at the school was that the morning announcements are still on the PA system. When I was in high school, we had morning announcements on TV and I know my little sister (who was in elem school at the time) also had the closed circuit broadcast announcements. The elem school she was at was definitely not brand new or in an especially affluent section, so it's interesting to see the differences in how some schools have this and others don't.
So, I didn't think that my school had exceptional technological resources when I started this post, but after rereading what I've written, I think I'm changing my mind. There are definitely plenty of resources available, but they aren't used to their potential. Teachers don't really know how to incorporate them seamlessly, if at all. Hopefully all the WONDERFUL advice I'm getting in class this year will help me to be better at integrating technology into the classroom.
The school I'm in now is fairly new (read: 6 years old and ALREAdy adding on), so you'd think that it might be more "up with technology" than some older schools. I can't say this is really the case.
I've visited the computer lab, and it does seem well equipped. There are plenty of new computers and a smart board for the computer teacher to use with students. Most classrooms have about 5 computers that students can use and have internet connections available. And, of course, each teacher has their own computer. The library has a relatively impressive selection of media to check out, such as digital video cameras, digital cameras, etc. The only application the school DIDN'T have was video conferencing.
After listing that, I suppose the school is rather well equipped. But, what surprised me was the lack of technology use in the school. I know that incorporating technology may be harder for teachers that have been around for a while, and it's harder to use with younger children, but still.
There is one student with disabilities in my classroom that uses the computer frequently to do learning excercises. But I haven't really seen my students use technology otherwise. My teacher didn't know much about the applications when I asked. She did know that she had web space available to create her own page, but she said she hadn't had time and that they had been given just quick instructions on how to create their own websites.
Another thing that surprised me at the school was that the morning announcements are still on the PA system. When I was in high school, we had morning announcements on TV and I know my little sister (who was in elem school at the time) also had the closed circuit broadcast announcements. The elem school she was at was definitely not brand new or in an especially affluent section, so it's interesting to see the differences in how some schools have this and others don't.
So, I didn't think that my school had exceptional technological resources when I started this post, but after rereading what I've written, I think I'm changing my mind. There are definitely plenty of resources available, but they aren't used to their potential. Teachers don't really know how to incorporate them seamlessly, if at all. Hopefully all the WONDERFUL advice I'm getting in class this year will help me to be better at integrating technology into the classroom.
I've been neglect in my duties as an edu-blogger. Guilty as charged! The worst part is that I know I have missed out on a lot of great ideas. Thank goodness for Bloglines.com. I can get alllll caught up over the next couple weeks! But here I am, back in the game, and really excited about the opportunities this semester has to offer. I am still in my second grade classroom with the same teacher-mentor I had the honor to work with last semester. I have already attended the first day of school and Back to School Night, along with spending a few mornings and afternoons in the classroom each week. This semester will be challenging. I am working on my senior thesis for my Hispanic Studies major, as well as dividing my time among my education courses, my classroom practicum experience, and a job. Luckily, I'm ready (I think!) to step up to the challenge. I hear time management is a crucial skill that teachers need, both in and out of the classroom. So, here we go!
Part of my technology requirement this semester is observing 10 hours of teaching in technology. The 10 hours can also include co-teaching a lesson and teaching my own lesson that incorporates technology. I did my first official observation of technology 2 days ago, and I was actually rather surprised at what I saw! Remembering back to my elementary school days, our computer time was generally game time. Oregon Trail was definitely my favorite. However, this game was one-on-one interaction with the computer. I suppose it could be considered social, because everyone would be bragging about the river they just crossed, or whining about the oxen that just died. However, no teacher instruction was required, and the objective was just to make it through the Oregon Trail!
I observed a second grade keyboarding lesson 2 days ago. The children walked into the room and sat down on the red carpet in front of the Smart Board. The teacher quickly reviewed the "home keys" and "home position." Positioning of the wrist was reviewed, and the teacher touched on how the fingers should be placed. Then, the kids were let loose! They sat at their computers, put on their headphones, and spent the rest of the 45 minutes on a typing program called Type to Learn 3. Most of the kids seemed to enjoy the program, which has levels with typing activities that progressively get more complicated and add more keys. I was startled to find that the teacher was not really required to do anything but circulate around the room, troubleshoot and give a few pointers on finger positions to selected kids. The kids seemed to be in their own worlds, completely detached from eachother and the teacher.
Today in my teaching technology class at college, we reviewed the two most important parts of technology: the two C's, communication and collaberation. In my opinion, this use of technology really did...neither! The kids didn't talk to eachother, nor did they collaberate. It's true, children need to learn to type, especially in this technology focused world. I began to wonder, however, if typing could be more than just, well, typing!
I noticed that Ben, the Tech-Savvy Educator, was struggling with the same questions. How can educators teach keyboarding in a fun, interactive, motivating way? How can keyboarding incorporate communication and collaberation? He suggested chat rooms. I love the idea of online chatting and blogging, but as Ben said, there is always the question of keeping your students safe from the dangers of the internet and public chat rooms. Today, I learned about Imbee.com. I am very excited to get involved with this site. It basically provides a safe, policed environment where students can blog and communicate with parent and teacher involvement. While I myself have not used it yet, it comes highly recommended from my technology teacher, Sheryl Nussbaum-Beach. I'm thrilled about this new resource. It is one way for the students to use technology for any subject area, and even more importantly, they get to practice their keyboarding skills and hand/wrist position.
I also decided to take a look around for activities that teachers could use to teach keyboarding skills. I found a lot of fun activities that incorporate technology and keyboarding skills. This isn't the normal "ffff-gggg-let's-learn-to-type" method! Kids communicate and collaborate with these activities, as well as have fun and see a tangible result to their typing!
* Students may plan, process, and produce a classroom newsletter. Once "reporters" have completed their interview and research, they may compose individual newsletter articles at the keyboard. After the finished articles are processed, students may compile their classroom newsletter. The newsletter could include artistic touches such as cartoons that have been designed on the computer. (How fun is this?? It is relevant to their lives, they can share the newsletter with friends and family, and it practices keyboarding skills!)
* Students could pinpoint a certain time period in history and create a newspaper that highlights the tribal or cultural history of that period. They could also "modernize" an older tribal newspaper recreating it with today's technology. (This is fun, too! They are placing themselves in another time period, which involves them examining other perspectives. Great for accomplishing technology objectives plus another subject objective, social studies!)
* Allow students to view a collage for two or three minutes, mentally identifying the objects it contains. Students may key a list of all the items that they can remember from the collage.
More activites from the site I used can be found here.
* Categories: The category title is called out and students have a predetermined amount of time to key in the title and as many items that fit into the category as possible. Another category is announced and steps are repeated. Remind students of posture and hand positions throughout the exercise. Possible categories include: the names of teachers, holidays, items of clothing, presidents, pets, words that rhyme with _____, etc.
* Type that Tune: Play a recording of a song and have the students type as many of the lyrics as possible. Remind students of body posture and hand positions prior to starting.
Want more? I found these ideas here.
For the younger ones, I found this little rhyme.
(Left Hand)
Little finger A,
reach for B,
Same finger C, D, E,
Side by side F and G
(Right Hand)
First finger H,
reach up for I,
J, K, L -three in a row,
M and N side by side,
Use ring finger, reach up for O.
(Both Hands)
Both little fingers P and Q,
R, S, T not hard for you.
Up for U, down for V.
Left ring finger up and down,
Press W and X without a frown.
Reach up for Y and down for Z.
Now you have them all you see!
Students say this while they are typing.
Finally, I found a couple classroom environment things that teachers can do to change things up a little bit and make the classroom more interesting:
* Turn off the lights in the classroom; students get a kick out of the glow from the computers.
* Turn off monitors and have students type for three minutes; have students compare their results, just for fun.
As if that weren't enough, here is one more pdf page with a few activities.
This blog turned out extremely long. I guess that's what I get for not blogging in so long and being excited to start again! But now I have a couple questions for myself. When is it appropriate to begin typing? I've heard it's great to start early, because the children are exposed to technology constantly. I've also heard that students should be more intent on their handwriting in the first few elementary grades. Is there a consensus on this question??
Thanks for reading, it's good to be back :)
Part of my technology requirement this semester is observing 10 hours of teaching in technology. The 10 hours can also include co-teaching a lesson and teaching my own lesson that incorporates technology. I did my first official observation of technology 2 days ago, and I was actually rather surprised at what I saw! Remembering back to my elementary school days, our computer time was generally game time. Oregon Trail was definitely my favorite. However, this game was one-on-one interaction with the computer. I suppose it could be considered social, because everyone would be bragging about the river they just crossed, or whining about the oxen that just died. However, no teacher instruction was required, and the objective was just to make it through the Oregon Trail!
I observed a second grade keyboarding lesson 2 days ago. The children walked into the room and sat down on the red carpet in front of the Smart Board. The teacher quickly reviewed the "home keys" and "home position." Positioning of the wrist was reviewed, and the teacher touched on how the fingers should be placed. Then, the kids were let loose! They sat at their computers, put on their headphones, and spent the rest of the 45 minutes on a typing program called Type to Learn 3. Most of the kids seemed to enjoy the program, which has levels with typing activities that progressively get more complicated and add more keys. I was startled to find that the teacher was not really required to do anything but circulate around the room, troubleshoot and give a few pointers on finger positions to selected kids. The kids seemed to be in their own worlds, completely detached from eachother and the teacher.
Today in my teaching technology class at college, we reviewed the two most important parts of technology: the two C's, communication and collaberation. In my opinion, this use of technology really did...neither! The kids didn't talk to eachother, nor did they collaberate. It's true, children need to learn to type, especially in this technology focused world. I began to wonder, however, if typing could be more than just, well, typing!
I noticed that Ben, the Tech-Savvy Educator, was struggling with the same questions. How can educators teach keyboarding in a fun, interactive, motivating way? How can keyboarding incorporate communication and collaberation? He suggested chat rooms. I love the idea of online chatting and blogging, but as Ben said, there is always the question of keeping your students safe from the dangers of the internet and public chat rooms. Today, I learned about Imbee.com. I am very excited to get involved with this site. It basically provides a safe, policed environment where students can blog and communicate with parent and teacher involvement. While I myself have not used it yet, it comes highly recommended from my technology teacher, Sheryl Nussbaum-Beach. I'm thrilled about this new resource. It is one way for the students to use technology for any subject area, and even more importantly, they get to practice their keyboarding skills and hand/wrist position.
I also decided to take a look around for activities that teachers could use to teach keyboarding skills. I found a lot of fun activities that incorporate technology and keyboarding skills. This isn't the normal "ffff-gggg-let's-learn-to-type" method! Kids communicate and collaborate with these activities, as well as have fun and see a tangible result to their typing!
* Students may plan, process, and produce a classroom newsletter. Once "reporters" have completed their interview and research, they may compose individual newsletter articles at the keyboard. After the finished articles are processed, students may compile their classroom newsletter. The newsletter could include artistic touches such as cartoons that have been designed on the computer. (How fun is this?? It is relevant to their lives, they can share the newsletter with friends and family, and it practices keyboarding skills!)
* Students could pinpoint a certain time period in history and create a newspaper that highlights the tribal or cultural history of that period. They could also "modernize" an older tribal newspaper recreating it with today's technology. (This is fun, too! They are placing themselves in another time period, which involves them examining other perspectives. Great for accomplishing technology objectives plus another subject objective, social studies!)
* Allow students to view a collage for two or three minutes, mentally identifying the objects it contains. Students may key a list of all the items that they can remember from the collage.
More activites from the site I used can be found here.
* Categories: The category title is called out and students have a predetermined amount of time to key in the title and as many items that fit into the category as possible. Another category is announced and steps are repeated. Remind students of posture and hand positions throughout the exercise. Possible categories include: the names of teachers, holidays, items of clothing, presidents, pets, words that rhyme with _____, etc.
* Type that Tune: Play a recording of a song and have the students type as many of the lyrics as possible. Remind students of body posture and hand positions prior to starting.
Want more? I found these ideas here.
For the younger ones, I found this little rhyme.
(Left Hand)
Little finger A,
reach for B,
Same finger C, D, E,
Side by side F and G
(Right Hand)
First finger H,
reach up for I,
J, K, L -three in a row,
M and N side by side,
Use ring finger, reach up for O.
(Both Hands)
Both little fingers P and Q,
R, S, T not hard for you.
Up for U, down for V.
Left ring finger up and down,
Press W and X without a frown.
Reach up for Y and down for Z.
Now you have them all you see!
Students say this while they are typing.
Finally, I found a couple classroom environment things that teachers can do to change things up a little bit and make the classroom more interesting:
* Turn off the lights in the classroom; students get a kick out of the glow from the computers.
* Turn off monitors and have students type for three minutes; have students compare their results, just for fun.
As if that weren't enough, here is one more pdf page with a few activities.
This blog turned out extremely long. I guess that's what I get for not blogging in so long and being excited to start again! But now I have a couple questions for myself. When is it appropriate to begin typing? I've heard it's great to start early, because the children are exposed to technology constantly. I've also heard that students should be more intent on their handwriting in the first few elementary grades. Is there a consensus on this question??
Thanks for reading, it's good to be back :)
OK, so yet another post, but I have been walking around with these posts mentally in my head, and it is time I wrote them down.
Technology at Magruder Elementary isn't that great right now, but all that is going to change really soon! Right now, they basically have 3 computers per room, with four extra ones in the library. There is no computer lab, and the computers that are in the room are mostly used for AR quizzes because Magruder pushes them a lot. The school does have a technology person, but she doesn't fix the computers, just instructs the students on how to use them basically. They have to call the York County help line for technology help or to get someone to come and fix the computers. They have basic things such as printers, digital cameras, 1 scanner and the internet, but that is about it.
However, "hopefully in Novemeber", they say, they will be "infused". I am told that nobody can touch the new equipment until the teachers are all trained on it and so forth. They won't be getting a computer lab, but they will be getting laptop carts that classes can check out, and I believe the library is getting a few more computers. They will be getting I believe what is considered multimedia materials, such as a projector to use the screens in their classrooms to display what is on a computer for the whole class to see (kind of what we have in technology class). I'm not sure to what extent their new technology is, but my cooperating teacher said they were getting programs such as Claymation and so forth.
Well, that is about it for the technology in Magruder report; though, I would like to say that I found a cool technological toy in Wal-mart the other day. I found this 20 questions ball that will ask you 20 questions to try and guess what you think, and surprisingly, it is really good. Ten dollars well spent!
Technology at Magruder Elementary isn't that great right now, but all that is going to change really soon! Right now, they basically have 3 computers per room, with four extra ones in the library. There is no computer lab, and the computers that are in the room are mostly used for AR quizzes because Magruder pushes them a lot. The school does have a technology person, but she doesn't fix the computers, just instructs the students on how to use them basically. They have to call the York County help line for technology help or to get someone to come and fix the computers. They have basic things such as printers, digital cameras, 1 scanner and the internet, but that is about it.
However, "hopefully in Novemeber", they say, they will be "infused". I am told that nobody can touch the new equipment until the teachers are all trained on it and so forth. They won't be getting a computer lab, but they will be getting laptop carts that classes can check out, and I believe the library is getting a few more computers. They will be getting I believe what is considered multimedia materials, such as a projector to use the screens in their classrooms to display what is on a computer for the whole class to see (kind of what we have in technology class). I'm not sure to what extent their new technology is, but my cooperating teacher said they were getting programs such as Claymation and so forth.
Well, that is about it for the technology in Magruder report; though, I would like to say that I found a cool technological toy in Wal-mart the other day. I found this 20 questions ball that will ask you 20 questions to try and guess what you think, and surprisingly, it is really good. Ten dollars well spent!
I think that Miguel has a good lesson plan incorporating technology. With kids being exposed to technology, most likely of the video game type, earlier on in life, it is important to show them how they can do something fun but learn as well. That way instead of running to the playstation, they may run to the computer to make a book. However, there are one or two things I would suggest to Miguel to possibly improve his lesson plan.
The first thing I would suggest is to possibly do a rhyming poem. Depending on when in the year this technology lesson is occuring, some students may have lost some of their reading ability over the summer or still be on a first grade level. Rhyming words help with their phonological skills, and depending on if they are sharing with other second grade classes or second and first, it would be easier for the students not as literate to follow some of the poem if there was a pattern or rhyming. They may also enjoy writing it more if they can make it rhyme.
Another suggestion I have is that the outline seems kind of complex. I'm in a first grade practicum, so I do not know the extent that one grade makes on webbing, but it might be easier for them to just have a sheet of paper with columns that have the senses and have them list words and worry about the sentences after. If not a paper, maybe they could be shown how to use kidspiration to make webs to make it easier.
My final suggestion is that I can see you care about how students feel by stating that if they don't have positive comments they shouldn't speak and they should wait their turn, but in this same respect, I don't think it is fair to have the students vote on the five best poems. They are young and they are all going to want theirs to be the one you pick. If you don't have time to put all the poems on the blog or if you do pick only five, maybe you could make a class book to send to the other classrooms so that the other students who wrote their poems can have them possibly read during the other classes free time. Maybe instead of a class book, you could have them make individual books so at least their parents can see their poem (unless the parents have access to the blog site or a class webpage site).
Overall, I liked the lesson and think you did a good job. I think the kids would enjoy it.
The first thing I would suggest is to possibly do a rhyming poem. Depending on when in the year this technology lesson is occuring, some students may have lost some of their reading ability over the summer or still be on a first grade level. Rhyming words help with their phonological skills, and depending on if they are sharing with other second grade classes or second and first, it would be easier for the students not as literate to follow some of the poem if there was a pattern or rhyming. They may also enjoy writing it more if they can make it rhyme.
Another suggestion I have is that the outline seems kind of complex. I'm in a first grade practicum, so I do not know the extent that one grade makes on webbing, but it might be easier for them to just have a sheet of paper with columns that have the senses and have them list words and worry about the sentences after. If not a paper, maybe they could be shown how to use kidspiration to make webs to make it easier.
My final suggestion is that I can see you care about how students feel by stating that if they don't have positive comments they shouldn't speak and they should wait their turn, but in this same respect, I don't think it is fair to have the students vote on the five best poems. They are young and they are all going to want theirs to be the one you pick. If you don't have time to put all the poems on the blog or if you do pick only five, maybe you could make a class book to send to the other classrooms so that the other students who wrote their poems can have them possibly read during the other classes free time. Maybe instead of a class book, you could have them make individual books so at least their parents can see their poem (unless the parents have access to the blog site or a class webpage site).
Overall, I liked the lesson and think you did a good job. I think the kids would enjoy it.
I've come to realize that lesson-planning is probably what I've struggled with the most in my pre-service teaching experience so far. We just finished a group lesson plan project, and with four of us it took us roughly three hours to plan one lesson! I'm always amazed at the creativity some teachers have for even the most conventional subjects. I recently read through one such incredible lesson plan, and it has really inspired me to think outside the box.
Miguel Guhlin designed a second grade writing lesson plan and posted it in his blog. This is definitely one I can learn from! The way each phase of the lesson builds on the previous one is very well thought out, and I really like how it progresses from modeling, to group collaboration, and finally to individual students attempting it on their own. But what I love most is that the students are learning something without even realizing it. His lesson does a fantastic job of teaching the entire process of developing an idea and writing about it through poetry, but he teaches more than that. He seamlessly incorporates blogging with the content of the lesson, and essentially turns his students into successful bloggers! This is such a cool idea! I think kids would really latch on to this with enthusiasm. It serves as a wonderful tool for effectively teaching the content. I admire how he instructs his students to give positive feedback when they share their poems with the class. But seeing your own work published online and receiving feedback from others through comments would be an even bigger "pat on the back". This lesson plan really opened my eyes to the amazing possibilities lesson plans can create, and I think teachers with ideas as cool as this deserve their own "pat on the back".
Miguel Guhlin designed a second grade writing lesson plan and posted it in his blog. This is definitely one I can learn from! The way each phase of the lesson builds on the previous one is very well thought out, and I really like how it progresses from modeling, to group collaboration, and finally to individual students attempting it on their own. But what I love most is that the students are learning something without even realizing it. His lesson does a fantastic job of teaching the entire process of developing an idea and writing about it through poetry, but he teaches more than that. He seamlessly incorporates blogging with the content of the lesson, and essentially turns his students into successful bloggers! This is such a cool idea! I think kids would really latch on to this with enthusiasm. It serves as a wonderful tool for effectively teaching the content. I admire how he instructs his students to give positive feedback when they share their poems with the class. But seeing your own work published online and receiving feedback from others through comments would be an even bigger "pat on the back". This lesson plan really opened my eyes to the amazing possibilities lesson plans can create, and I think teachers with ideas as cool as this deserve their own "pat on the back".
I wanted to comment on Meg's playground experience since Proffessor Nussbaum-Beach read it in class last week. I come from a relatively small, country town, so racial tension isn't a foreign thing there, nor is it the norm either. I'm not writing this entry to suggest ideas on how to handle situations like that, but I did want to write about it because a semi-racial incident is the reason I am here at William & Mary pursuing a teaching degree.
My mom told me the other day that when I was in school, it was primarily white. I never paid much attention to race because I was young, and my friends were my friends. It wasn't until I got older that I even noticed race really or my parents explained some things to me about how some people might act to kindly towards me. While my mom remembered a time in my older brother's second grade class where one of his classmates said to her on a Parent-teacher evening, "You must be Jay's mom" (not a bad assumption seeing how my brother was the only black student in the class), she never remembered any racial comments or problems with my elementary career.
Anyway, back to why I am a bit racial concious today. When I was in the 11th grade, it was time to take college prepartory courses - the typical courses an accelerated, college-bound student took in 11th grade. I had all intents of going to college until that year (obviously that changed of course), but because of this one teacher, who was seemingly racist according to several people, I quit all my college and accelerated courses. At the beginning of junior year, in the running for valedictorian, I quit. I went to general ed classes for the first time in my life since i had started taking accelerated classes. The whole story behind this teacher is not important at this time, only that as normal, I was the only black student (or would have been) in his class, and it seemed from his actions that he was targeting me. Long story made short there, my father was on the verge of threatening to have the school fire him.
This, as well as the incident where my brother's first daughter's grandma said that "white and black people shouldn't mix (despite the fact that her daughter already had a mix child)", made me adamant about going to college after all and becoming a teacher. Because I had straight As (yes, straight As) until 11th grade, I was accepted here even with my downgrade to general education classrooms and a scatter of Bs and Cs I got in the last years of high school. Even while I am here, I still ponder racial questions, such as you are doing Meg with your 1st grade kids, but I ponder on myself as well as my current and future kids.
One of the reasons I came to William and Mary was because my guidance counselor said to me, "coming from a predominately white school, do you really want to go to a historically black school". This in itself makes me question all sorts of things. Just because I went to school where the population was mostly caucasion, does that mean I'm not black? The odd thing is that coming here has made me more aware of my race.
I remember my freshman roomate (who was white) asking me why I didn't wash my hair everyday. It seemed that I had to explain to some people, probably like your little girl will Meg about being "black" apparently. I mean why don't some people shower everyday? Does it matter as long as we're healthy and don't smell. Different cultures do different things and different people do different things. The other day, one of my other friends remarked to me (and another guy) that we didn't seem black. I suppose he's right - how can you seem a color? (Though I realize I have written black and white throughout this entry, but that is for typing sake).
Basically, what I'm wondering now about race is on top of what every normal pre-service teacher wonders, just to another extent. Will the students accept me (normal question)? Will they think i'm less intelligent because they are used to white teachers? Will I fit in with the rest of the staff? Will the staff see me as different, or an affirmative action hire, because of my race? How will the parents react to me as a teacher of color? It may seem trivial to worry about such things, but i do all the same. I just want to be seen as a highly-qualified, William and Mary educated teacher, and not just another face in a race to diversify a place.
My mom told me the other day that when I was in school, it was primarily white. I never paid much attention to race because I was young, and my friends were my friends. It wasn't until I got older that I even noticed race really or my parents explained some things to me about how some people might act to kindly towards me. While my mom remembered a time in my older brother's second grade class where one of his classmates said to her on a Parent-teacher evening, "You must be Jay's mom" (not a bad assumption seeing how my brother was the only black student in the class), she never remembered any racial comments or problems with my elementary career.
Anyway, back to why I am a bit racial concious today. When I was in the 11th grade, it was time to take college prepartory courses - the typical courses an accelerated, college-bound student took in 11th grade. I had all intents of going to college until that year (obviously that changed of course), but because of this one teacher, who was seemingly racist according to several people, I quit all my college and accelerated courses. At the beginning of junior year, in the running for valedictorian, I quit. I went to general ed classes for the first time in my life since i had started taking accelerated classes. The whole story behind this teacher is not important at this time, only that as normal, I was the only black student (or would have been) in his class, and it seemed from his actions that he was targeting me. Long story made short there, my father was on the verge of threatening to have the school fire him.
This, as well as the incident where my brother's first daughter's grandma said that "white and black people shouldn't mix (despite the fact that her daughter already had a mix child)", made me adamant about going to college after all and becoming a teacher. Because I had straight As (yes, straight As) until 11th grade, I was accepted here even with my downgrade to general education classrooms and a scatter of Bs and Cs I got in the last years of high school. Even while I am here, I still ponder racial questions, such as you are doing Meg with your 1st grade kids, but I ponder on myself as well as my current and future kids.
One of the reasons I came to William and Mary was because my guidance counselor said to me, "coming from a predominately white school, do you really want to go to a historically black school". This in itself makes me question all sorts of things. Just because I went to school where the population was mostly caucasion, does that mean I'm not black? The odd thing is that coming here has made me more aware of my race.
I remember my freshman roomate (who was white) asking me why I didn't wash my hair everyday. It seemed that I had to explain to some people, probably like your little girl will Meg about being "black" apparently. I mean why don't some people shower everyday? Does it matter as long as we're healthy and don't smell. Different cultures do different things and different people do different things. The other day, one of my other friends remarked to me (and another guy) that we didn't seem black. I suppose he's right - how can you seem a color? (Though I realize I have written black and white throughout this entry, but that is for typing sake).
Basically, what I'm wondering now about race is on top of what every normal pre-service teacher wonders, just to another extent. Will the students accept me (normal question)? Will they think i'm less intelligent because they are used to white teachers? Will I fit in with the rest of the staff? Will the staff see me as different, or an affirmative action hire, because of my race? How will the parents react to me as a teacher of color? It may seem trivial to worry about such things, but i do all the same. I just want to be seen as a highly-qualified, William and Mary educated teacher, and not just another face in a race to diversify a place.
Miguel's lesson plan using blogs seems like a good way to introduce young students into the field of blogging. However, there are a few things that I would change about his plan. First of all, towards the end of the lesson plan, it says that students will vote on the poem they like best and then assess their peer's work. Although I have never worked with second graders, it seems to me that they might be too young to judge each other's work. I fear that kids would not know how to give constructive criticism. Secondly, it often seems that incoroprating technology into lesson plans can end up taking lots of time. Having to sign in each child to his or her blog may take valuable time away from teaching. I have observed that both teachers and students get frustrated in lessons that require so much individual attention.
Finally, while I am a proponent of using technology in the classroom, I also have my reservations about children and blogging. I believe that it should be introduced at an older age because more and more children are becoming addicted to computers and video-games as their free-time activities. Yes, technology has added so much to our society, but I believe that it can also be detrimental to human interaction-- especially among children who have grown up with it. I believe that too much time spent on the computer could reduce children's desire to read literature in old-fashioned print. I am not trying to bash blogging and technology, but I am also cautious about the number of assisgnments I would use the Internet and blogging as a main component.
Finally, while I am a proponent of using technology in the classroom, I also have my reservations about children and blogging. I believe that it should be introduced at an older age because more and more children are becoming addicted to computers and video-games as their free-time activities. Yes, technology has added so much to our society, but I believe that it can also be detrimental to human interaction-- especially among children who have grown up with it. I believe that too much time spent on the computer could reduce children's desire to read literature in old-fashioned print. I am not trying to bash blogging and technology, but I am also cautious about the number of assisgnments I would use the Internet and blogging as a main component.
After speaking with teachers at DJ Montague, and observing the technological resources available, I am awed by the advancements that have been made since I was in elementary school. I remember that the availability of computers was far and few between, despite the fact that I went to school in one of the wealthiest and highly regarded counties in the nation-- Fairfax County. Every classroom certainly did not have a computer of its own, let alone a computer for each teacher. I also do not remember any trips to the computer lab or lessons relating to technology in general. Furthermore, the World Wide Web had not yet become mainstream. I do not even remember having dial-up in my household until middle school. However, it has been almost a decade since my last year in elementary school, and times have changed. Today, kids seem to be clicking away at their mouses, downloading songs on iTunes, and Instant Messaging on a daily basis. Today, students in my school have widespread access to the Internet and computers. Their predisposition to technology from a young age has allowed them to become adept at computer skills.
Not only that, they also have access to engaging technological educational tools such as the "Personal Response System." Using this system, students can each answer questions that are projected on a screen, using a remote-control-like device. The class results are instantly calculated, so that the teacher can use the quiz as an assessment tool for how much their students have learned and the students can see how they did as a class. Not only is this useful for teachers, but students seem to love the interactive system.
Students are also using technology in subjects that are not traditionally considered to be related to technology. A perfect example of this is the nationwide "Accelerated Reading" program, which provides online quizzes that are related to educational literature. After completing a set of tests, the teacher can print out each students' responses and use it as an assessment tool. All of these technological tools are great educational devices that should be utilized often, to increase creativity and engagement among students in the classroom.
Not only that, they also have access to engaging technological educational tools such as the "Personal Response System." Using this system, students can each answer questions that are projected on a screen, using a remote-control-like device. The class results are instantly calculated, so that the teacher can use the quiz as an assessment tool for how much their students have learned and the students can see how they did as a class. Not only is this useful for teachers, but students seem to love the interactive system.
Students are also using technology in subjects that are not traditionally considered to be related to technology. A perfect example of this is the nationwide "Accelerated Reading" program, which provides online quizzes that are related to educational literature. After completing a set of tests, the teacher can print out each students' responses and use it as an assessment tool. All of these technological tools are great educational devices that should be utilized often, to increase creativity and engagement among students in the classroom.
As I mentioned in my last post, I am a technology skeptic, particularly in the classroom. So I don't warm easily to ideas such as Miguel's 2nd grade poetry lesson with blogs--but I can see this as an activity that would get students excited about poetry (or poetry insomuch as it is a segue into the illustrious world of blogging). For effective content delivery, I believe that students must have some connection and interest to the material--so, if they are not interested in poetry (and how many second graders confess a love for verse with delicately woven imagery?), they can at least be interested in blogging. Because let's face it, blogging is prettttty cool. Especially to second-graders.
For me to be sold on this lesson (and I think this is already in there), I would need to be convinced of the necessity of the blog. If the students are blogging just to blog, for the sake of publishing on the web--or even for the sake of publishing to a community of other schools--it is, in my opinion, technology for technology's sake. So then the act of typing into blogs and learning the blogging technology and all of the steps involved is just a waste of instructional time. Unless the blogging grows into further opportunities for the students to read, share, communicate and collaborate within the online community. Then the blogging technology multiplies the meaningful opportunities requiring use of their language arts skills in reading and commenting on others' projects, and possibly furthering development of their own. Maybe this means that the writing process of brainstorm-draft-edit-publish gets transferred digitally, with extensions out into the community for edits by peers or even older elementary students at partner schools (which seems to more accurately reflect the work process where documents are shared and commented on digitally, be it at the university or the workplace). With that, I could be sold--then technology really is being used as a tool to go beyond what we have.
For me to be sold on this lesson (and I think this is already in there), I would need to be convinced of the necessity of the blog. If the students are blogging just to blog, for the sake of publishing on the web--or even for the sake of publishing to a community of other schools--it is, in my opinion, technology for technology's sake. So then the act of typing into blogs and learning the blogging technology and all of the steps involved is just a waste of instructional time. Unless the blogging grows into further opportunities for the students to read, share, communicate and collaborate within the online community. Then the blogging technology multiplies the meaningful opportunities requiring use of their language arts skills in reading and commenting on others' projects, and possibly furthering development of their own. Maybe this means that the writing process of brainstorm-draft-edit-publish gets transferred digitally, with extensions out into the community for edits by peers or even older elementary students at partner schools (which seems to more accurately reflect the work process where documents are shared and commented on digitally, be it at the university or the workplace). With that, I could be sold--then technology really is being used as a tool to go beyond what we have.
Reflection on 2nd Grade Lesson Plan: http://www.edsupport.cc/mguhlin/blog/archives/2005/11/entry_668.htm
There's nothing more rewarding to a student than to be praised by others when you have worked hard on an assignment. Adding students work online is a great way to maximize student feedback and exposure. Even though it is password protected, the students have the opportunity to collaborate. The internet broadens our connections and our resources, so I guess it makes sense to ask, why not take advantage of it?
Although password protection is most likely a necessity in this day and time, I wonder if Miguel might find a way to share the password with parents. Parents too would love to see their students work, and it's a great way to share with families, without sending home papers that seem to get lost in the bottomless pit of backpack.
Here's another thought: although this was one unit, I think it might be neat to post multiple examples of student work throughout the year. This way, students have a way to review their work and the progress they've made. Maybe you could even make it a schoolwide initiative to show progress across grades!
There's nothing more rewarding to a student than to be praised by others when you have worked hard on an assignment. Adding students work online is a great way to maximize student feedback and exposure. Even though it is password protected, the students have the opportunity to collaborate. The internet broadens our connections and our resources, so I guess it makes sense to ask, why not take advantage of it?
Although password protection is most likely a necessity in this day and time, I wonder if Miguel might find a way to share the password with parents. Parents too would love to see their students work, and it's a great way to share with families, without sending home papers that seem to get lost in the bottomless pit of backpack.
Here's another thought: although this was one unit, I think it might be neat to post multiple examples of student work throughout the year. This way, students have a way to review their work and the progress they've made. Maybe you could even make it a schoolwide initiative to show progress across grades!
Around the Corner, highlights a second grade lesson that uses blogs to post student work.
In the lesson second graders will learn how to properly plan for the writing process and how to write a poem. I especially liked how the lesson not only truly integrated technology but the technology allowed the results to really shine.
The students were to watch a PowerPoint presentation that showed various pictures of animals, after picking one animal the students were to make a "word map" to describe the animal and how the animal feels. The the students were then told to use the "word maps" to write a poem about what it would be like to be the choosen animal.
I loved how the assignment encouraged student's imaginations to take control. I thought that posting of the 5 poems voted best in the class on the classroom blog probably encouraged the students to do their best. It would be really neat as second graders to see your work posted online for "all" to see. However, I wish that all the children's poems could have been posted so that each child could share in that excitement.
I really liked how by posting the finished poem on the classroom blog to share with other classes the student's work was really published. I can remember in my second grade class we had "writing workshop" where the final stage of the writing process, publishing, meant making pictures to go with our stories which we had written and reading them allowed to the class. By using the technology avaliable today the teacher has taken the writing process one step forward by actually publishing the poem for many to see, in a professional-like atmosphere. It would be very rewarding as a student.
It will be interesting to see how successful this lesson is. I hope it works out well because I would definitely try this lesson in my own classroom.
In the lesson second graders will learn how to properly plan for the writing process and how to write a poem. I especially liked how the lesson not only truly integrated technology but the technology allowed the results to really shine.
The students were to watch a PowerPoint presentation that showed various pictures of animals, after picking one animal the students were to make a "word map" to describe the animal and how the animal feels. The the students were then told to use the "word maps" to write a poem about what it would be like to be the choosen animal.
I loved how the assignment encouraged student's imaginations to take control. I thought that posting of the 5 poems voted best in the class on the classroom blog probably encouraged the students to do their best. It would be really neat as second graders to see your work posted online for "all" to see. However, I wish that all the children's poems could have been posted so that each child could share in that excitement.
I really liked how by posting the finished poem on the classroom blog to share with other classes the student's work was really published. I can remember in my second grade class we had "writing workshop" where the final stage of the writing process, publishing, meant making pictures to go with our stories which we had written and reading them allowed to the class. By using the technology avaliable today the teacher has taken the writing process one step forward by actually publishing the poem for many to see, in a professional-like atmosphere. It would be very rewarding as a student.
It will be interesting to see how successful this lesson is. I hope it works out well because I would definitely try this lesson in my own classroom.
Technology Inventory
The Technology Inventory was a great tool for learning about the resources that are available to me in my practicum. I cannot imagine how terrible it would be to plan an excellent lesson in the classroom, only to realize that you lack the means to implement it.
I'm glad to see that our school has access to digital video cameras. These will be extremely useful as student teachers. It will be a great way to showcase our work, and possibly add as artifacts in our electronic portfolios. I am also pleased to know that LCD projectors are available to us as student teachers. Because there are a limited number of classroom computers (2 in my classroom to be exact) there will have to be more whole group activities, and LCD projectors are a useful tool for incorporating the entire class.
Being in a school with good technology is great for teachers and students alike. Teachers can use it to engage students of all backgrounds, and the students who do not have it in the home can have exposure to it.
My main question/concern is that suppose I teach in a school one day that lacks the technology I hope to incorporate into my curriculum. What can I do to help improve the technology in this type of setting? How do I convince parents and administrators that it is essential to the curriculum, and what individual initiatives could be taken to improve the technology in the school?
The Technology Inventory was a great tool for learning about the resources that are available to me in my practicum. I cannot imagine how terrible it would be to plan an excellent lesson in the classroom, only to realize that you lack the means to implement it.
I'm glad to see that our school has access to digital video cameras. These will be extremely useful as student teachers. It will be a great way to showcase our work, and possibly add as artifacts in our electronic portfolios. I am also pleased to know that LCD projectors are available to us as student teachers. Because there are a limited number of classroom computers (2 in my classroom to be exact) there will have to be more whole group activities, and LCD projectors are a useful tool for incorporating the entire class.
Being in a school with good technology is great for teachers and students alike. Teachers can use it to engage students of all backgrounds, and the students who do not have it in the home can have exposure to it.
My main question/concern is that suppose I teach in a school one day that lacks the technology I hope to incorporate into my curriculum. What can I do to help improve the technology in this type of setting? How do I convince parents and administrators that it is essential to the curriculum, and what individual initiatives could be taken to improve the technology in the school?
From a technology integration standpoint, I consider myself fortunate to find myself in a practicum placement so committed to technology integration. The resources at the school are really quite stellar (to be honest, I think it would be easier for me to meaningfully use technology--outside of everyday computer use--at my placement elementary school than it would be for me to do the same at my university). And when I say resources, that certainly includes all of the machines and software available for student and teacher use--but it also includes the wealth of people who are not only versed in technology but also committed to its application in the classroom, and thus willing to facilitate that integration, even for a student-teacher.
At my school, we have many tools available for use: digital microscopes, wireless laptop carts, digital video cameras, scanners, electronic personal response systems. Computers in every classroom. The next-generation camera overheads which use digital images of the worksurface rather than just the reflection of light. And, I get the impression that they are utilized.
However, it still seems that there is a disconnect between what the classroom teacher feels comfortable using (or perhaps just what she feels is worth her time to use), and what is available to use. I asked my mentor teacher, who is only 5 years out of my university--so still young and receptive to new ideas--if she was familiar with WebQuests. She said, very candidly, "You know, I've heard of them, but I've never actually seen them. I feel like once you leave the School of Ed you just don't hear about technology anymore." I just can't help but feeling, what a shame! There seem to be so many schools where good technology practices and integration are lost--where the technology doesn't contribute to student learning, it's there just to be "technology". And this school has already moved past that trip-up of using technology for technology's sake--yet the potential remains underdeveloped.
I'm starting to see areas where technology can be a powerful tool (I admit freely that I am a technology skeptic, so it took me a lot to be convinced of the usefulness of technology in the classroom). WebQuests have been in the back of my brain for the past couple of weeks, and I've also been reflecting on the teaching of Social Studies a lot, too. Particularly within Social Studies, we have the difficulty of teaching students to empathize with all sides--take, for example, the Native Americans and the Spaniards with Christopher Columbus. Too often we teach only Christohper Columbus and celebrate his "discovery", yet neglect to devote appropriate discussion to the complexities of the cultural melange. This is a topic to which a WebQuest would be well-adapted--allow students to take the different perspectives, some on the side of Columbus and others on the side of the native peoples. Through researching and reading, and the development of learned material into their perspectives through journaling as their roles or through letter writing, students would learn and share both sides of the story. When put into action, technology integration has the potential to be very powerful.
Another thing that I find a little disheartening in a school that is set to excel (and according to many already is excelling) in terms of technology integration is the way in which I feel like technology is sort of marginalized in the classroom. There is one computer in every classroom for student use, but I all ever see it used for is to administer Accelerated Reader tests. And, this is great, because most of the kids love AR--but unfortunate for the technology, which is relegated to it's one, entry-level task. It could do so much more! So much potential! I would love to see technology integrated more into the classroom for things such as centers.
I suppose for now I must content myself with changing what I can as a student teacher. And then, when I am veritably employed, go tech-wild. Yeeehaw! I can only hope to have the abundance of resources and breadth of integration as in my practicum school.
At my school, we have many tools available for use: digital microscopes, wireless laptop carts, digital video cameras, scanners, electronic personal response systems. Computers in every classroom. The next-generation camera overheads which use digital images of the worksurface rather than just the reflection of light. And, I get the impression that they are utilized.
However, it still seems that there is a disconnect between what the classroom teacher feels comfortable using (or perhaps just what she feels is worth her time to use), and what is available to use. I asked my mentor teacher, who is only 5 years out of my university--so still young and receptive to new ideas--if she was familiar with WebQuests. She said, very candidly, "You know, I've heard of them, but I've never actually seen them. I feel like once you leave the School of Ed you just don't hear about technology anymore." I just can't help but feeling, what a shame! There seem to be so many schools where good technology practices and integration are lost--where the technology doesn't contribute to student learning, it's there just to be "technology". And this school has already moved past that trip-up of using technology for technology's sake--yet the potential remains underdeveloped.
I'm starting to see areas where technology can be a powerful tool (I admit freely that I am a technology skeptic, so it took me a lot to be convinced of the usefulness of technology in the classroom). WebQuests have been in the back of my brain for the past couple of weeks, and I've also been reflecting on the teaching of Social Studies a lot, too. Particularly within Social Studies, we have the difficulty of teaching students to empathize with all sides--take, for example, the Native Americans and the Spaniards with Christopher Columbus. Too often we teach only Christohper Columbus and celebrate his "discovery", yet neglect to devote appropriate discussion to the complexities of the cultural melange. This is a topic to which a WebQuest would be well-adapted--allow students to take the different perspectives, some on the side of Columbus and others on the side of the native peoples. Through researching and reading, and the development of learned material into their perspectives through journaling as their roles or through letter writing, students would learn and share both sides of the story. When put into action, technology integration has the potential to be very powerful.
Another thing that I find a little disheartening in a school that is set to excel (and according to many already is excelling) in terms of technology integration is the way in which I feel like technology is sort of marginalized in the classroom. There is one computer in every classroom for student use, but I all ever see it used for is to administer Accelerated Reader tests. And, this is great, because most of the kids love AR--but unfortunate for the technology, which is relegated to it's one, entry-level task. It could do so much more! So much potential! I would love to see technology integrated more into the classroom for things such as centers.
I suppose for now I must content myself with changing what I can as a student teacher. And then, when I am veritably employed, go tech-wild. Yeeehaw! I can only hope to have the abundance of resources and breadth of integration as in my practicum school.
Classes have begun, and while I was eager to be back on a college campus, it's even more fun to be back to school in a first grade classroom! The beginning of our semester has been somewhat of a whirlwind, but I find that being thrown right into everything makes it that much more exciting.
The first day of class our professors mentioned that in addition to observing in the classroom, we would also be teaching. My first reaction was, "I'm not ready for this!". However, my excitement grew and my nervousness subsided (somewhat) as we explored the idea more. My first day back in my practicum with first grade was met with great anticipation. I was so anxious to meet the new students, learn more from my teacher, and get my feet wet in the classroom. I did more than get my feet wet that day...
Around 10:30 that morning, an announcement was made that a major water line in the county was broken, and the school was without water. As a result, all students were to be dismissed as soon as their parents could be reached. My teacher asked me to help by either calling all the parents or by taking over and reading to the class and carrying on with their morning routine. I chose to read the book and be with the class. I was kind of surprised and taken back with my own answer... what about the "I'm not ready for this!"? It was my first day back, and instead of gradually easing into the role of "teacher" like I had anticipated, I sort of dove right in. It might sound silly, but I sort of shocked myself. And the funny thing is, it was the best experience I've had in the classroom yet! It felt so natural, and what's more important, it proved to me that I am ready for this. I still have so much to learn, but this was just the experience I needed to gain the confidence that I can do it. So here we go... first grade, full speed ahead, and no turning back!
With a month of classes behind me, I'm in the midst of the education program and getting ready to start multiple lesson plans. After spending two hours of group debate and planning for one lesson, I'm beginning to appreciate the amount of time that goes into a single lesson plan. I was excited to read Miguel Guhlin's blog with a lesson plan for teaching poetry to second graders.
He promoted the use of ClassBlogmeister to publish 2nd graders poems online. This would enable other classrooms to read and comment on the poems posted. Without having an account on ClassBlogmeister, I haven't had a chance to see exactly how this works, but I'm excited about the concept. As I was reading Miguel's blog, I thought that he was simply going to photocopy the poems and distribute them to the students, but then I realized that they were going online. What a great way to make all the poems accessible to the entire class! Not to mention the excitment of actually seeing your poem online! This sounds like a wonderful way to share the poems, without wasting paper...and I like the fact that students get to read the other students' poems and analyze/critique/comment on them.
I'll have to look into this ClassBlogmeister for when I'm student teaching. Anyone else have experience/ideas with this tool?
He promoted the use of ClassBlogmeister to publish 2nd graders poems online. This would enable other classrooms to read and comment on the poems posted. Without having an account on ClassBlogmeister, I haven't had a chance to see exactly how this works, but I'm excited about the concept. As I was reading Miguel's blog, I thought that he was simply going to photocopy the poems and distribute them to the students, but then I realized that they were going online. What a great way to make all the poems accessible to the entire class! Not to mention the excitment of actually seeing your poem online! This sounds like a wonderful way to share the poems, without wasting paper...and I like the fact that students get to read the other students' poems and analyze/critique/comment on them.
I'll have to look into this ClassBlogmeister for when I'm student teaching. Anyone else have experience/ideas with this tool?
Class Blogging
For my Teaching with Technology class, we recently had to read an article by a second grade teacher named Miguel. The article was a blog entry he made that described a new lesson plan his class was using. The basic premise of the assignment is for the class to write a poem as a model, then each student writes his or her own poem. All the poems are then posted on a blog that only their partner class can see. Limitless assignments follow: voting on each others poems, ranking them, etc. Before commenting on the technology aspect of the lesson, I would like to say that I really enjoyed the webbing method and pictures Miguel used to get the students started on their poems. I thought the instructional method was wonderful.
As far as technology goes, I think the lesson was a good start. It would be fun for the students to feel the ownership that goes with publishing on a blog. I would also be a good composition and editing exercise for the students to read, rank, and vote on others' poems. I like that the students get to read others' work the moment it is finished and to be able to comment on that work just as quickly. This activity could be done through letters as well, but the immediacy of the blog makes the assignment more interactive. It would also be a good typing lesson for the students to enter their own poems.
I do wish that the poems could be seen by more people so that the students could feel that 'limitless' feeling that goes with the whole internet. I also think that the students should be able to reach more classrooms and children than just one other. I wish classes could read a variety of classrooms' blogs from a variety of places. I think that would make the assignment much more fun.
For my Teaching with Technology class, we recently had to read an article by a second grade teacher named Miguel. The article was a blog entry he made that described a new lesson plan his class was using. The basic premise of the assignment is for the class to write a poem as a model, then each student writes his or her own poem. All the poems are then posted on a blog that only their partner class can see. Limitless assignments follow: voting on each others poems, ranking them, etc. Before commenting on the technology aspect of the lesson, I would like to say that I really enjoyed the webbing method and pictures Miguel used to get the students started on their poems. I thought the instructional method was wonderful.
As far as technology goes, I think the lesson was a good start. It would be fun for the students to feel the ownership that goes with publishing on a blog. I would also be a good composition and editing exercise for the students to read, rank, and vote on others' poems. I like that the students get to read others' work the moment it is finished and to be able to comment on that work just as quickly. This activity could be done through letters as well, but the immediacy of the blog makes the assignment more interactive. It would also be a good typing lesson for the students to enter their own poems.
I do wish that the poems could be seen by more people so that the students could feel that 'limitless' feeling that goes with the whole internet. I also think that the students should be able to reach more classrooms and children than just one other. I wish classes could read a variety of classrooms' blogs from a variety of places. I think that would make the assignment much more fun.
I began down the path of education not only to inspire my students but also to be inspired by them.
Today I spent some time in a Kindergarten classroom. When I set foot in the door I sensed a feeling of relief, I guess sometimes the "grind" of being in my third grade practicum even gets to me. I can't imagine how the students feel. It was great to see students free to explore the world around them and take learning into their own hands.
I took a look around and smiled when I saw a young girl on the computer playing educational games. I was happy to see that even at that young age this teacher had made sure that a computer was avaliable for student use in the classroom and by all means encouraged it. I began talking with the teacher and she mentioned that the little girl on the computer was born with severe autism and using the computer was one of the few things she did in the classroom. The teacher explained the frustration she felt when the little girl wouldn't participate in "circle time" or classwork. But she continued on to say that although she was not doing these things she was very very smart and was always reading or on the computer. I loved seeing the use of technology in such a positive way. Although the little girl would probably be best moving along with the class, it was great to see the computer and all of the education it can provide used in such a great way.
Yet, as the teacher called the students for "circle time" the little girl put her headphones down and headed to her name which was pasted to the floor. She drifted somewhat but chimed in for a few verses of "who stole the cookies from the cookie jar" and jumped up and down as we counted out the number of days we had been in school. Then as the rest of the students learned to take "bunny hops" when putting glue onto paper, she was right there with them. I was amazed, I knew that this was a big deal and when I looked at the teacher's face she glowed. She was so proud of that little girl.
Today I was inspired not only by the small but at the same time very large steps taken by this one little girl, but I was inspired by a teacher not willing to give up and who was willing to do anything necessary to make everyone in her class a part of
Today I spent some time in a Kindergarten classroom. When I set foot in the door I sensed a feeling of relief, I guess sometimes the "grind" of being in my third grade practicum even gets to me. I can't imagine how the students feel. It was great to see students free to explore the world around them and take learning into their own hands.
I took a look around and smiled when I saw a young girl on the computer playing educational games. I was happy to see that even at that young age this teacher had made sure that a computer was avaliable for student use in the classroom and by all means encouraged it. I began talking with the teacher and she mentioned that the little girl on the computer was born with severe autism and using the computer was one of the few things she did in the classroom. The teacher explained the frustration she felt when the little girl wouldn't participate in "circle time" or classwork. But she continued on to say that although she was not doing these things she was very very smart and was always reading or on the computer. I loved seeing the use of technology in such a positive way. Although the little girl would probably be best moving along with the class, it was great to see the computer and all of the education it can provide used in such a great way.
Yet, as the teacher called the students for "circle time" the little girl put her headphones down and headed to her name which was pasted to the floor. She drifted somewhat but chimed in for a few verses of "who stole the cookies from the cookie jar" and jumped up and down as we counted out the number of days we had been in school. Then as the rest of the students learned to take "bunny hops" when putting glue onto paper, she was right there with them. I was amazed, I knew that this was a big deal and when I looked at the teacher's face she glowed. She was so proud of that little girl.
Today I was inspired not only by the small but at the same time very large steps taken by this one little girl, but I was inspired by a teacher not willing to give up and who was willing to do anything necessary to make everyone in her class a part of
These are the blogs of preservice teachers.
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- Be all that you can be. Find your future--as a teacher.
- Beginning at 50
- From Student to Teacher
- I Want to Stay in Kindergarten Forever
- Nobody need wait a single moment...
- Precious Moments
- prof a l'avenir
- success is a journey not a destination.
- Teaching to Learn, Learning to Teach
- Technology Teaches
- the First Year
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