Final Reflection

Final Reflection

After these technology courses, I have a different perspective on technology devices and how to use them not only in an educational setting but also personally.  Also, I can see how so many options are available and need to be available rather than choosing to use only one.  Some people are very comfortable using technology in their everyday lives and see it as essential.  Others could go through a day quite easily without using much.  For example, a computer is almost essential in all homes these days, but some people prefer laptops or iPads to the desktop.  The mobile devices allow them to work anywhere in their home while doing other tasks; whereas, a desktop needs to be used in one room generally allowing only for the computer task.  The mobile devices are probably used more often because they allow for the quick and constant connection while the desktop computer becomes less convenient and less used.  Just as computers in the home have various uses and benefits for various people, so do other technology programs.  Different users have different preferences just as students learn in multiple ways.  We need to offer options to our students, so they are all able to learn in the best way possible.  For example, if we do projects in our classrooms, offering a multitude of options for presenting those projects will allow the students to use the one that best fits them as well as provide variety and excitement rather than bore the students (and teacher) with the same form of presentation.  Not only will the students learn about and get excited about new technology, they will also be showing off their learning.  The whole point here is variety is needed when using technology (programs, etc.) in the classroom.

Another realization I had, after exploring the various technology programs in class, is that some work better with small groups than whole classes.  For example, I have iPads in my classroom, but I generally use them with small groups or individual students.  There are many apps that work very well for only one user at a time.  Unless there are enough devices for all students, which can be tough with budget constraints these days, the devices are not getting used as much as they could.  I find that many of the apps my students use are great supplemental resources, which is why they work well in my classroom, a supplemental classroom.  I often offer the apps to classroom teachers, but they rarely get the opportunity to try them or use them because of either lack of devices or lack of understanding on how to incorporate them into a full class of students.  Another example of how group size matters is with the use of more time-invested programs, such as Wikis or VoiceThread.  Creating a Wiki or VoiceThread as a supplemental resource would not have the same value or benefits as they would being used for a whole class.  I am not saying they would not be useful; there are simply better tools for different group sizes. 

After looking at the list of technologies we have experienced in class, a few stand out in my mind.  I am happy I had the opportunity to try out several of these tools, so I could figure out how each of them may be useful for the ELLs in my classroom.  For example, I may not use a Wiki in my classroom, but it is helpful for me to know how to navigate one, so I can help my students.  After working on the literature circle Wiki project with Erin, I realized how user-friendly it is to use.  I also think Wikis work well for ELL students because they can be very visual and explicit or even multilingual with the information being available when the students need it.  Blogs also stand out as a useful tool for ELLs whether it be a resource for my students to look at or a place for them to publish their writing.  I often work on writing activities and am searching for ways to keep the students engaged.  A piece of paper and pencil are definitely easy and always available, but I think it is nice to change the tools (again have variety to meet all the students’ needs).  For example, some students can focus better when writing on paper with a pencil while others may find it easier with a keyboard on the netbook.  Some students even find touch screen keyboards on the iPad to be better than a standard keyboard.  I like that all the students can feel successful and get into their writing because they have the right tools.  Another program I have started to use more often with my students is Google Docs.  I have discovered a few benefits from working with the program: the students are able to collaborate on a single writing and help each other—some are great at contributing ideas while others are better at spelling or grammar, the students are beginning to create a habit of sharing their writing with me—I then get updated writing samples, and the students can access their writing from anywhere they have access to the Internet rather than needing a thumb drive or a school computer (for the network).  I look forward to trying some of the other technologies we learned about to see how they work with the students in my classroom.

I am thankful for having the opportunity to try several technology programs in this course.  Of course, I would have been able to try many of them on my own, but it all takes time and a bit of comfort to explore.  I have also realized that the more opportunities I get to use or explore a program, the better I understand it and better chance I have of finding potential use for it.  Overall, this course has made me think not only of how to effectively use technology in my classroom but also how others are affected by it.   

Reflection on Cognitive Surplus: Creativity and Generosity in a Connected Age by Clay Shirky

When I began reading Shirky’s Cognitive Surplus, I was not very impressed.  To me, it seemed he was trying to say that everyone had all this free time, and all they did was watch television with that free time.  I was not so sure I would be able to connect at all to the book.  Well, I did find some intriguing parts that sparked some thought about technology in the education world.

Lately, almost all topics to discuss in the world of education are about technology.  These discussions are generally always about the technological devices that schools do or do not have.  I found these discussions coming to mind when Shirky discussed the “milkshake mistake” (p. 14).  The focus is so dependent on the devices rather than on how to use the devices with our students.  The discussion should really be about what we want to do with the devices in order to better the teaching and learning in our classrooms.  We always want the new and fun “toys,” but we, as educators, need to have a purpose behind these “toys.”  We learned that in Nye’s Technology Matters. 

The media is all about consuming, producing, and sharing (Shirky, p. 22).  People, especially students, are very interested in making and sharing things with their friends.  The Internet allows for them to do that.  After reading this, I really started to wonder if our current education system allows those same options for our students.  If students really want to share what they have learned, are we able to give that to them?  Project-based learning is one way we allow students to learn, create, and share.  Knowing that students are craving this makes me think that education needs to continue shifting to fit the students.  I think, in many ways, it is going in the right direction.  I also know that not every student fits that mold, so education needs to continue to offer a variety of options to the variety of students we have. 

All people, students in particular, seem to be extremely attached to their mobile devices.  People have the constant need to be connected to everyone at all times.  Shirky says, “Our social media tools aren’t an alternative to real life, they are part of it” (p. 37).  I find this very true.  Being able to stay connected to our friends and family through our cell phones is no longer an option, it is a necessity for most.  Their phones are a part of them and the first thing they grab before they leave their homes.  Knowing this, I think it would be to our advantage if education could find more useful ways to use cell phones in the classroom. 

With the ease of publishing comes more errors and less quality work out in the public domain.  For example, I have seen more errors in published books and on menus than I have in the past.  I do not think that everyone being able to make that final product easier is always a good thing.  Because so many errors can be seen in something published or available to all, students are not seeing the difference between types of writing.  They do not see that there are times they should not be using text language; sometimes, they do not even realize there is another way to write words.  For how much longer will the formal word or way of writing be valued?  Will we still need to teach it?

The new technological tools that become available are valuable and great for the classroom, but knowing how to use the tools is where the real value is.  Shirky argues this as well (p. 140).  When we have tools to use in the classroom, such as iPads, netbooks, and iPods, they are only valuable if people know how to use them.  These devices can be great fun, but the world of education needs them to also be useful.  If teachers and students work together to show off their “tricks” with the tools, great success can be had. 

Technology continues to grow because people create and share their knowledge.  As long as people continue that process, technology will continue to improve and be created. 

References:

Nye, D. E. (2007). Technology matters:  Questions to live with. Cambridge, MA:  MIT Press.

Shirky, C.  (2010).  Cognitive surplus: Creativity and generosity in a connected age.  NY: The

Penguin Press.

The Shallows Reflection

Nicholas Carr’s The Shallows intrigued me.  I found myself connecting personally and professionally.  Seeing how the Internet, or Net as Carr refers to it, affects the brain fascinated me and allowed me to come to some realizations in my own life.  To some degree, I believe I am one of those who brain has been affected by the Internet.  According to Carr, the Internet isn’t taking his mind, but it is changing it (p. 5).  He claims he can no longer stay “calm, focused, or undistracted” (p. 10).  I feel the same way as I struggle to focus on one task whether it is around the house or while I am at school.  Even when it came to writing this reflection, I found myself struggling to focus even though I found the book quite interesting.  As I was reading, I thought it was going to be so easy to write since I made so many connections.  Wow, I was wrong!  As I write, I think of how so many students also have a difficult time focusing. 

With the birth of the Internet, there came a new way of thinking.  People have a constant need to be doing something.  Not only do they feel they need to do something, they are easily distracted while doing it and typically move on to something else before finishing one task.  The Internet has molded us into this distracted being by providing us with a steady flow of information through random continuous clicks.  I know I struggle to focus on one task quite often.  For example, I start with one thing around the house, such as picking up toys.  I am then distracted by the dust on the tables and feel I need to now dust.  So I start to dust without having finished picking up all the toys and see yet another thing.  I now want to start my third task without having finished the first or second.  Research has shown that the adult brain is plastic-like and able to change just as a child’s developing brain (Carr, p. 21).  It could be that the Internet has done this to me, or it could be that I now simply have more things to remember considering I have two children as well as a long list of my own things to do and keep organized.  After reading through several chapters in Carr’s book, I continued to connect with what he was saying.  I, too often, feel distracted and as if I am bouncing around from one thing to another. 

If the Internet is so distracting, how will we, as educators, get students to focus?  We need students to be able to read and write because we are a literate society.  Reading and writing require focus and in-depth thinking, not only memorization and recitation as the oral cultures did (Carr, p. 57).  Little do the students realize that what they are constantly doing is reading and writing while on the Internet.  Their reading is generally not of long pieces, nor is their writing in several paragraphs, but it does need to be clear and coherent.  Will there be times they need to read and write longer pieces?  I believe there will be.  This means educators need to prepare students for it but also incorporate and use what they do daily to get there.  We can use the technology to start with writing clear and concise short pieces and work our way to longer ones.  For example, we can have them start with sending short messages to friends but requiring them to include a clear message by incorporating good word choice and organization.  To demonstrate the importance of the message, have it read alone with no context.  It will show the students the importance of using accurate words.  We can eventually move into a longer piece, such as a research paper.  If we allow them to use the “fun stuff” (iPads, computers, cell phones, or others) to build background, maybe we can use that information later to get them to retain the important concepts.  The students need to see the value and connection to how it will impact their lives before they will begin to bank any of it in their memories. 

The writing process is more important than the final product.  This is what many English/language arts teachers I know stress to the students, yet students just want to get the work done and have that product in hand.  As I was reading through the chapter, “The Very Image of a Book,” I found it interesting when Carr discussed the online or e-books (p. 107).  He pointed out that electronic text or books could be on-going and never done.  As much as students are considered digital, I would have to say they absolutely do not like this concept of on-going when it comes to work.  When it comes to the writing process, they seem to focus only on the end, the “published” product.  I think they would hate hearing that their work is never done or that it could be continuously revised.  Why is this?  Do they really not care what they are producing; do they only care that it is done?  Is the system (of school) training them that the final product is all that matters?  Are we assigning them work they really just have no interest in, so they feel they just need to get it done?  These are questions I wonder and am not sure I could really answer.

Memorization is still a part of education, but should it be?  So much information can be found at our fingertips after typing a few words into Google.  According to Don Tapscott, a technology writer, “Memorization is a ‘waste of time’” (Carr, p. 181).  What about the simple basics that we consider building blocks?  Sometimes there is information that is first memorized but later becomes known or learned information.  For example, how can students do math well if they do not know their math facts?  If the facts are not learned early on, they become gaps in students’ learning and make for a difficult journey through the years of math.  I would disagree with Tapscott by saying not all memorization is a waste of time.  

Being in the world of education, we know we are up against the Internet, a world of distraction and endless information.  Since students have so much information at their fingertips, why do they need to go to school and learn?  Students are humans who are meant to do multiple tasks unlike machines that are typically responsible for one.  They need to be universal and well-rounded.  We know many or all of our students will have multiple jobs throughout their lifetimes.  How will they perform the necessary duties if they do not have knowledge within themselves?  We want them to show their creativity and have initiative.  We want them to make connections.  They cannot make connections without a little background knowledge in which to connect.  We want them to survive and be able to react to others and to situations.  One cannot pull out a cell phone or iPad in an emergency situation in order to search what steps need to be taken.  We want immediacy, but sometimes that immediacy needs to come from within us, from the knowledge we own.  Educators need to understand where students are coming from in order to teach them.  To know how much technology has influenced the students and ourselves is the first step to getting the students the knowledge they will need to succeed in life. 

Carr, N.  (2010).  The shallows: What the internet is doing to our brains.  NY: W. W. Norton &

Company.

Reflection on Technology Matters: Questions to Live With by David E. Nye

In Technology Matters: Questions to Live With, David Nye discusses ten questions about technology that he considers to be unanswerable.  He devotes an entire chapter to each question simply trying to get people thinking knowing there is neither one answer nor the right answer.  Nye first asks about the definition of technology and gradually increases the depth of his questions to how technology socially, politically, economically, and culturally affects our society. 

Nye wants people to think about technology differently; he accomplished that immediately with me.  From the moment I opened the book, I had already started questioning my own thoughts of technology.  Nye discusses Jane Goodall’s work with chimpanzees (p. 1).  He considers the twig the chimpanzee used to extract termites from a hill, so he could eat to be a tool or intentional use of an object therefore, making it technology.  This was the first time I had ever thought of anything other than an electronic device.  It opened my eyes to the idea that just about anything newly created can be considered technology.  At first, it was a very strange concept, but I am now willing to think about it more objectively. 

Nye states technologies are for social evolution and not necessity (p. 2).  He discusses humans enjoying the act of finding new uses for things.  I would have to agree with him on this.  I have never thought of technologies, or electronics, to be necessities in life.  They just become so accessible and commonly used that they feel like necessities eventually.  Even as I think of any new creation (not electronic) that makes our lives easier, quicker, or simpler, I believe these to ultimately feel like necessity.  I am now torn though because I think some of these “things” do become necessities (maybe not in the truest sense) in the way most of us live today.  For example, the microwave is something some feel they cannot live without while others rarely, if ever, use it.  It has become a main source for cooking in some homes.  I guess this was Nye’s intent with these questions.

On pages 185 and 186, Nye asks if technology is expanding our knowledge of the world, or if it is putting us into sensory overload.  He has reasons to support each.  In my opinion, yes, we learn more from new inventions, such as how to find information or answers instantly with the internet.  And yes, we also go into sensory overload because we feel like we need to be multi-tasking with almost all we do today.  For example, we can watch television while working on our iPad and talk to people in the same room all at the same time.  I think so many technologies are now mobile making it too easy to use while trying to do other tasks.  It also makes it seem like the only option.  These new readily-available technologies are “mind toys” making us think we can do several mental tasks at once; whereas, if these technologies were “physical toys,” would we believe the same?  Would we feel like we need to eat while driving a high-tech ATV as it goes through the roughest terrain?  It makes me wonder.  There are definite advantages to being able to multi-task, but there are also some definite disadvantages.  I love being able to do work on my computer while being around my family, but I also know it can put me into a frenzy when I cannot concentrate when full focus is needed.  This also makes me think about students with ADHD or ADD.  Is all the multi-tasking making us feel like we need to be doing more than one thing at a time?  And if we can’t, are we now at a disadvantage?  If we need to be multi-tasking, are we teaching in a way students are able to multi-task?  Or are we still teaching with the students expected to do one thing at a time and then wondering why they seem squirrely?  This question of Nye’s leaves me wondering a lot.

How does technology matter?  Socially, technology has gone from people only communicating face-to-face to using telephones in order to connect to neighbors to using computers to connect to people around the world.  As Nye shows through his discussion of how the Amish prefer face-to-face communication rather than e-mail, technology also differs culturally (p. 210).  Economically, people need to consider what it takes to create and sustain these “toys,” but is it always considered?  Again, it makes me wonder.  I know there are many recycling programs available, but are they accessible enough to the people using these new technologies?  When an iPod breaks, does it sit around a house, get tossed in the garbage and eventually into a landfill, or go to a recycling program to reuse as many parts as possible? 

The United States seems to be a culture that wants to be “ahead of the game” in every aspect.  I think we use new technologies every chance we can to advance ourselves.  We have safety and communication tools for our soldiers to use when they are overseas, such as Skype for staying connected to family and friends back home.  We have Facebook for individuals and groups to keep people informed on personal issues as well as business news.  We thrive on the “new and upcoming” gadgets.  We, as a society and culture, want the newest, latest, and greatest.  We feel it will keep us ahead of all others. 

Now, knowing that technology can benefit and hinder us, how will that affect the use of it in my classroom?  I know that the students want these fabulous “new” gadgets to use in the class.  It is my job to find the value and educational uses rather than simply allowing them to enter the room because I think the students will benefit from them.  I don’t want the “toys” to be a hindrance simply because I don’t know the best use for them.  I know my students thrive on the newest, so I will need to do what I can to learn about them as well as learn how to use them.  For example, I have iPads to use with my ELL students.  I want to maximize their learning with these “new toys” whether it be with games to extend their learning, the camera for taking pictures to use for projects, or an app for translating.  I need to find the ways to make the most of their learning rather than distract them from learning.

Reference: 

Nye, D. E. (2007). Technology matters:  Questions to live with. Cambridge, MA:  MIT Press.

Google Sites, Docs, and Diigo

Of these three new technology tools, I can see myself really using two quite often.  I am not so sure I am sold on the third one quite yet.  It could be that I am so new to it, or it could be that it just simply doesn’t work for me.  Google Sites and Google Docs have some great advantages for me and my ELL classroom, but Diigo isn’t showing the same potential.  

Google Sites was new to me when we first began looking at it in class.  After creating and setting up many of the pages during class, I realized how easy and truly beneficial it could be for my students (and colleagues).  At this point, I don’t know how beneficial it would be for the parents of my students.  I see the face-to-face contact or phone calls being more used and working better with them.  Within Sites, I like how I am able to use so many Google features, such as Translate (words, sentences, paragraphs, or even entire websites), which happens to be extremely valuable for my newcomer student.  I am really excited about being able to share all my links/websites for ELL games and activities again with my students.  After our district website changed, my links were removed from the school page.  It has left me writing down websites for students and having them copy them into their browser.  Not only will a simple click be helpful for my students, but it will also be helpful to my colleagues once I create a Resource page with sites I find relating to their content areas.  The resources for my colleagues may be more useful in Diigo, but I’m just not sold on it yet. 

I just recently became a more frequent user of Google Docs, but it was more because I had to rather than by choice.  At first, I really did not like them.  I found the document to be so limiting because I was so used to Microsoft Word.  I am beginning to like the document more because of the ease of sharing, the automatic saving, and the fact that I can access it from anywhere and on any computer/mobile device.  It is more convenient, which happens to be how technology is sold.  The Forms were a brand new concept for me when it came to creating one.  I had filled out surveys for others before without realizing they were done through Google.  I like that the Forms are not only surveys but also used as quizzes or assessments.  It’s nice to have the data right at my fingertips and be calculated for me.  I could see myself using the Forms with my colleagues to get feedback on the ELL program in my building.  I could also see myself using Forms with my small groups of students.   

The Google Sites and Docs should work well for my students because our district has given all students a Gmail account.  The ease of linking directly to the site after logging into their email account will make it a much easier find.  I’m hoping it will also be so easy for the students that they will actually use and refer to it. 

I do not have the same feelings for Diigo as I do for Google Sites and Docs.  I found Diigo to be frustrating and sporadic.  I felt like I had to go to so many places for various things just to bookmark a site.  I realize Diigo is more than a bookmarking tool, but I do not see the value in it yet.  It may very well be that I do not understand it well enough.  At this point, I don’t plan on using Diigo with my students or colleagues unless others can show me the true benefits.  Vicki Davis from Solomon and Schrum’s Web 2.0 (2010) states that Diigo Lists is a “powerful feature,” but I haven’t experienced that.   I didn’t refer to the tags or lists much, if at all.  Also, I’m not sold on the tag feature considering the user is the one tagging.  I think it’s too easy to only list a few tags.  One or two features within Diigo I do like are the highlighting and sticky notes.  It works well for my brain to be able to have “marking” on a page, so I can quickly find the information I need.  I’m hoping to have someone else work with me to show me the true value Diigo could offer. 

My plan is to continue to use Google Docs with my colleagues and receive them from my students for writing samples.  I am hoping to create and use my Google Site in the near future with my students.  Diigo will be put aside for now until I learn more about the benefits of using it.  

Reflection of Wikis and Blogs

Reflection of Wikis and Blogs

I have no solid background of using wikis and blogs, educationally or personally.  I have looked at both before now, but I have never actually used or created either one myself.  The first time I had the opportunity to do this was for our grad classes.  Our school, more specifically each grade level and some individual specials teachers, use wikis to communicate to students, parents, and other staff members.  I have found that I can navigate the wikis fairly easily because I simply had to click on links or read the information written.  

Wikis
I have learned that wikis are great for collaboration among people.  All people can contribute to “the conversation” and keep others informed on a topic...lessons, resources, assignments, etc.  I think it’s great that things like videos, images, and links can be included rather than simply having text.  Very few people enjoy looking at pages overloaded with text.  We get bored easily and then tune out quickly.  Not only do wikis work for adults, but they also work for students.  They may actually be better for students because they are in a format familiar to what they like and prefer.  

Wikis, as long as they are visually appealing, could be a great and valuable tool for my ELL students.  I’m just not sure how valuable one would be for the parents of my students.  After surveying my students, I have found that many of their parents do not typically use computers for keeping up with school news.  They find it confusing, inconvenient, or too impersonal.  I’ve also had some parents tell me their children won’t help them navigate the various school “tools,” making the “tools” uncomfortable and difficult for them to use.  As for a wiki for my students, I would like to create one with the various resources, such as websites of educational games and activities.  Not only would the websites be listed, but I could also visually show them how to access information within specific websites through the use of youtube video clips.  Too often, students (not only ELL) are overloaded with words.  The students would also be able to share other sites they find useful.  I like that I wold then be able to remove any I think aren’t really appropriate.  Because students love being on a computer, a visually appealing wiki seems to make sense for supporting my ELL students.  

Blogs
I have learned that blogs can also be a great tool for my students.  At first, I was hesitant thinking they were simply a way for people to “talk” online about their personal lives.  It was just a way to vent.  After viewing some of the educational blogs, I discovered I was very wrong.  I found one blog I really liked.  It was http://targetenglish.wordpress.com.  This blog happened to be more professional than just the average personal blogging, but I found the format to be something I really found useful.  The whole blog site was in a “how to...” format.  It was quite clear by the title of the blog what was going to be explained.  Within the blog, the information was given in clear steps.  I immediately thought of how great this would be for my ELL students.  So often I break explanations down into steps when I work with my students.  I also like how the students would be able to comment and ask questions or say whether or not the explanation made sense to them.  I saw the light!  Blogging has really come to the top of my list of what I would like to try with my students.

Blogging hasn’t been used in my classroom yet, but I think it will be soon.  I would really like to start using it as a way to have that extra resource available to students.  Since I supplement most of the classes my students have, this would be a way for me to give more explanation to the concepts learned in their other classes.  Since I don’t get to see all of my ELL students daily or even every other day on a regular basis, they could still benefit from my help through my blog.  Not only would the students be able to get the help, but the staff members in my school building would also be able to see how I am helping the students.  They could contribute to the conversation or borrow and use ideas in their own classrooms.  Blogging, you’ve become a new goal of mine!

Hi!

Hi!  This is my first blog. :)