Opinion Paper #1

Opinion Article
Amanda Calame Hood
“How to Thrive—Not Just Survive—in a One-Computer Classroom”
By Gloria Chaika

Position Statement: One computer classrooms are more difficult environments in which to integrate technology for the enrichment of the academic lesson and to meet the needs of the 21st century.

Throughout the classrooms of America, one will find countless numbers of classrooms where teachers are asked to integrate technology, teach digital citizenship, technologically enrich their lessons, and teach critical 21st century skills that our students will live and thrive by in the future. Many of these innovative teachers face a glaring obstacle in meeting all of these goals. Many of these fantastic teachers are forced to become “scroungers” (Chaika, Education Week) that must beg, borrow, and steal for technology pieces that make their classroom fit into a technological world. Even after scrounging, some of our best teachers are positioned to be inventive about management styles and equal opportunities.

From the personal experience of teaching math in a one computer classroom, there are two major obstacles to overcome. For many teachers, the time that is required to implement a technology based lesson is a deterrent, considering many classrooms have 26-30 students. The time that it would take for every student to be engaged on a single computer for equal opportunities can be too much to sacrifice. The article suggests several strategies for organization and management that will help minimize time, but ultimately, the teacher must be willing to sacrifice and work smart to integrate technology into classroom lessons.

The second major obstacle that teachers face is the fear of using technology. Many times, schools purchase equipment but do not allow adequate time or opportunities for teachers to be sufficiently trained in how to seamlessly integrate the technology. If schools are going to place technological demands on teachers, they must provide a structure for training. Through the integration of the classroom technology package in Hoover City Schools, we were able to experience the importance and significance of individualized training and how the successful implementation of some pieces has compared to the strained implementation of others.

Overall, for those teachers that are facing their technologically literate students with one computer, they must make the ultimate decision to integrate the technology into their lessons regardless of the lack of accessibility, lack training, and strain on teaching time. Teachers must use strategies such as the ones mentioned in this article to work smarter and more efficiently in integrating technology, so that the technology does not become a barrier instead of a bridge.


Works Cited
Chaika, Gloria. “How to Thrive—not just Survive—in a One Computer Classroom”, Education Week,
2003.http://online.montevallo.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapp s%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_4499_1%26url%3d. 02/01/10.

Opinion Paper #2

Opinion Article
Amanda Calame Hood
“How to Teach with Technology”
By Sara Bernard

Position Statement: There is a multitude of technology based projects supported by accessible programs that can help teachers develop innovative lessons submerged in technology.

There are extensive resources available to teachers who are interested in developing engaging lessons to make math, science, language arts, and social studies more interesting than just using a textbook. Many of these resources are based in simple programs that are available for free through Microsoft or internet based programs. Skype, videos, podcasts, digital journals, and texting are simple ways for teachers to make connections with their students. Application of information is so much more beneficial to the student versus regurgitation of information from notes and a textbook.

Engaging students through technology based projects tends to meet a student in the world they live in. Today’s students are immersed in technology throughout their daily lives. Videos, movies, music, blogging, texting, and social networks are just samples of the normalcy of technology to our students. Instead of forcing them to learn information as we did years ago, we should work outside of our comfort zone to broaden our repertoire of strategies that embrace the technology that is so familiar to our students. We should not drag our students back to the “good ole’ days” for them to learn multiplication, chemistry, or biographical information; we should embrace the future and the technology that rules it. Not only are we to teach information, we are responsible for teaching our students to be successful in today’s world. That world includes Skype, videos, podcasts, interactive boards, blogs, wikis, and social networks. Student learning will reach new heights if we, as educators, embrace this technology instead of avoid it.

Works Cited
Bernard, Sara. “How to Teach with Technology”, Edutopia, June 2009. http://online.montevallo.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_4499_1%26url%3d. 02/21/10.

Opinion Paper #3

Opinion Article
Amanda Calame Hood
“Learning with Blogs and Wikis”
By Bill Ferriter

Position Statement: Using technology can greatly benefit educators by providing a virtual medium for professional development discussions and the sharing of ideas and strategies.

As professionals, very seldom are educators provided relevant professional development that directly impacts instruction or learning. We are simply bogged down with generic in-services that teach us about cleanliness, confidentiality, record keeping, parent conferences, and Lee v. Macon. The reality of learning is that to be a great teacher, one must be a continual learner. Educators should be placed in a situation that encourages free thinking, content knowledge growth, and collegial support for new ideas and strategies.

The reality of a day in education is that there is seldom time for collaboration. There are very few other professions that require constant supervision and instruction of individuals who have and extremely short attention span. We must also consider the planning that is involved in having relevant, engaging activities that align with the curriculum to meet the needs of all learners. When are we supposed to learn from each other, or plan engaging development? The answer is- we have to embrace technology!

Blogs and wikis have been emerging as a common simplistic way to communicate with others that live within and outside the realm of your regular day. By creating an educationally based blog, the number of educators that you are connected with grows at exponential rates. Instead of relying on the limited number of individuals that teach down the hall from you, you will create a network of professionals from a variety of backgrounds that have similar interests in improving instruction and increasing learning. This networking gives an educator a personal library of experiences that can be shared with all readers.

When first using technology, it can be cumbersome and time consuming. With dedication and perseverance, the learning that occurs can lead to time saving and innovation. Blog Readers serve as a great source for scanning a large number of websites and other blogs for updated comments, topics, and discussions. These types of programs save all bloggers and readers time from scanning and navigating a large number of website. It will be as simple as checking one website.

Technology (blogs and wikis) can serve as a great resource for educators who feel isolated, frustrated, and trapped in their own professional world. It is a hope that all educators have the desire to learn and grow, even if it is through nontraditional sources!!

Works Cited
Ferriter, Bill. “Learning from Blogs and Wikis”, Educational Leadership, February 2009, vol. 66, article 5. http://www.ascd.org/publications/educational_leadership/feb09/vol66/num05/Learning_with_Blogs_and_Wikis.aspx. 04/16/10.

ED 529 Assignments

http://alex.state.al.us/lesson_view.php?id=29244

Assignment #15

A number of technologies have been presented this semester to help you reach outside of your immediate surroundings for personal growth and instructional purposes. How could you use these technologies to help yourself create better learning opportunities for your students? How could you use them to help yourself continue to develop as a teacher throughout your career? What are the benefits of using the communications tools? What are the dangers? How can technology help you better reach out to all of your students regardless of their race, gender or economic status?

Exercise 14

How can development tools help you develop students' higher order thinking skills and creativity? How can these tools help students be more productive? What makes these tools suitable for your classroom?

Trick or Tip

Post one tip or trick dealing with technology that you have used in your classroom, read about, or seen in use. Be sure to include your name with the post!

Think of the productivity tools discussed in class and ways you have used them. (Word processing, spreadsheets, databases, presentation software, concept mapping, and free productivity tools) How have productivity tools helped you be more productive? More organized? More productive? How can you incorporate the learner center principles into your approaches to using these tools?

A teacher you work with has asked for your help in designing technology-related activities capitalizing on the wide variety of technology resources available in the room (assume the kind of technology you choose will be in the room).

How would you design the initiating activity(s)? How many would there be? How would you choose to integrate technology into your teaching, students’ learning, and the assessments? What technology would you choose?

How would you assist the teacher in understanding how the technology you use in the initiating activities could be used again in the guided learning and culminating performance – for instruction, learning, and assessment? What resources would you direct him/her towards?

Locate a state standard(s) for the grade you are teaching. Identify a standard that can be addressed through a short unit (one to five days).
Now visit the ISTE NETS standards to see whether one or more of those is appropriate for helping you meet the content standard(s) you have selected.
If so, identify the tools, such as software or websites that you will be using or have used in a past lesson. Now that you have the standards in mind and have selected your technology, think about how you might assess or did assess whether your students have met the standard(s).
Will you use quizzes? Tests?
A performance-based task?
Next, think about the learning activities. How will each activity address the standard(s) you have selected? How will the activities help your students succeed on the assessment?

Online Excercise 5

Think about your classroom. In your mind, where do you see the technology in that room? (Think of all the possible technologies—computers, LCD projectors, handhelds, laptop carts, and more.) How will you set up the classroom to support students in working both with technology and with each other? Ask yourself the following questions:
Will the kinds of technologies you have envisioned support all of your students regardless of their learning strengths and weaknesses?
Will these technologies support your students in working together?
Will students have enough access to technologies to meet their learning needs?
Now think about teaching in that classroom:
How will you know students are learning what you intend them to learn?
How will you identify their preferred learning style and differentiate instruction in the classroom for them?
If they are not learning what you intend, how will you address that?

Welcome to Class!

I have just started my final class to complete my EDS degree! Amen!! It is the first day and we are creating our first blog! Welcome to the experience!!