The document camera is definitely one of my favorite pieces of classroom technology. There is so much that can be done with it and I think it is truly an important asset for a teacher to have. In a first grade classroom, I have seen it used for making science journals. The teacher makes the example right there in front of the class as they help think of more examples or ideas to add to it. Charts, pictures, or just note taking was done with the document camera. While the students were thinking of what to add next, they were able to look up at the board and see how a certain word was spelled or how much they should have written down at any given point. This piece of equipment is also great for sharing the class's work without the worry of it ripping or tearing by passing it around physically.
YouTube is another great resource for teachers, though I know its risks. Right now, my school district does not even allow teachers to use this site. Even if the video is 100% appropriate and educational, it's the advertisements at the beginning of each one that might cause harm. The ads are random and can be different each time you watch the same video. Even if the teacher viewed it at home, the next day in class might bring something unwanted. Instead, my school highly promotes Discovery Education for us to use. A related issue is with the music site Pandora. The ads and banners on the page are also random and may not be fully appropriate for teachers to use in class. We are now no longer to use this site and are encouraged to use others.
After some research about YouTube, I came across something the site actually provides for educators. "YouTube for Schools" is a way school districts can provide teachers with the YouTube they are familiar with, without the worry of unwanted content. While I'm unsure about the other risk that the advertisements provide, this is a sure way for the video itself to be safe and welcomed by parents.
Resources:
Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.
Schools (6 December, 2011). YouTube for Schools: Join the Global Classroom Today! Retrieved 25 October, 2015, from https://youtu.be/NegRGfGYOwQ
During my first two years working for the school district, having a school email served little to no purpose for me. My first year, spend with an afterschool program, I was not even told I had an email address. When I returned as a part-time lunch/recess aid, I found literally thousands of emails from the previous school that I didn't even know I'd had access to (and boy did those take a while to delete)!
This school year, my first year as a full-timer, I couldn't imagine the day without the use of email. I send at least ten a day for all sorts of reasons. In the media center, I let teachers know when books are ready for students, if a student made bad choices with me, or what their students' progress reports for tests they've taken on books. Email is essential for schools to run effectively. In my observations, I have also seen that it is a big part of the educator's day as well. Teachers communicate daily with parents to let them know how their child is doing, what is going on in the school, or even what was learned that day. Many parents are unable to volunteer in their child's classroom due to work or other priorities. Email keeps that important element of communication open for those with little extra time on their hands.
Something many people dislike about email, however, is how it is an asynchronous communication. When communicating via email, text message, or through other online sources, there isn't a guarantee you will get your response right away. Many times, email is a waiting game. While it's contents may be of importance, it is not dire that the receiver read it the second it is received. A phone call would be an example of the opposite! When being asked a question on the phone, an answer must be given right away, known as synchronous communication. Both types of communication are great for many different things. Asynchronous is great for asking a question you know will take some time to get or for making announcements that don't even need a response. Synchronous communication is great for that face-to-face feel and for relaying urgent, time-sensitive information.
Sending physical letters is what I like to call extreme-asynchronous communication!
Something I found very interesting in the reading was how researchers have found texting to be a positive influence on children's reading proficiency. While some abbreviations made through text and email by youngsters seem a bit ridiculous, it does promote the freedom to write words as they hear them and practice the phonetics they might have learned in class. Being able to communicate through text is fun and interesting to children - let's face it, most children do have smart phones today! Communicating outside the traditional face-to-face or phone call methods can give children control of their conversation and might even prove to be educational to them. They will further learn the ins and outs of their phone, as well as begin to remember where certain letters are on a keyboard (a must for adults wanting to type without frustration!). Jan V. Pixabay
Resources:
Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.
"Will the child program the computer or will the computer program the child?" (Papert, pg. 56). This intriguing quote really made me stop and think. I've always had the mindset that everything I do with the young children I work with affects them, even if neither of us realizes it just yet. These young minds are absorbing so much at once and will retain things I say to them that I won't even remember saying - computers are no different. Students of all ages now have access to many types of technology that will help them progress academically and, in today's world, even socially. As working on computers will help expand their knowledge not only of technology, but of problem solving and working independently, students will continue to learn more about what computers are capable of each time and could eventually improve how easily some programs work. I have seen for myself problem solving and independence through navigating technology. Though this is very different from what a student might do in a classroom, recently I had issues with my dryer at home and was able to get it fixed without calling maintenance by finding tutorials, videos, and articles online (It has worked perfectly since!).
Concept-mapping software is a great tool for teachers to use as part of their daily activities. Programs like Kidspiration allow students to map out all sorts of ideas with personalized visuals and hands-on learning through a computer. Adding personal touches to school work, such as choosing what color font to use, will increase the student's focus on the task at hand by making disliked subjects more interesting. Students can use programs like this to make charts, graphs, or even to solve math problems as shown below! Another great mind-mapping tool that can be used on mobile devices is Mindly. This is also a great visual students can use to link their thoughts together, take notes, or brainstorm. I think the element of customization, such as choosing colors and shapes, is what will help students feel they have control of their learning environment.
An important part of teaching is getting your students attention with some sort of hook or interesting opening statement. What I found really interesting in the reading was the section about the video game club created for students in a high school. So many students have gaming systems or participate in some form of video games on a daily basis, so it is no surprise that two-thirds of the school in question were interested in this club (Maloy, pg. 176). Unlike my high school's video game club, the school mentioned in the book did not have its participants simply play video games during its time, but review their storylines, graphics, and overall gameplay. This club wrote reviews and even ended up designing their own game concepts; tasks most gamers would absolutely love! Clubs like these spark the students' creativity, keep their interest, and build social skills as friendly debates and predictions are made about what might happen next. While the basis of the club is video games, what was accomplished in this particular club was so much more!
Children in today's world are exposed to so many types of technology and at such a young age. Working on computers throughout their academic careers will ready them to tackle challenges both inside and outside of school. The programs students might use will help them further understand the concepts they are learning about in a fun, interesting way that may vary from what was learned in class (many times, a concept presented one way may not make sense to everyone!). Lastly, remembering to intertwine the students' interests with skills such as problem-solving, thinking outside the box, and thoroughly analyzing content will help advance students' sense of world and self. Extracurricular activities, in my opinion and as promoted in the text, should highly promote academic skills while still keeping the participants' attention.
Resources:
Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.
Papert, S. (1996). The Connected Family: Bridging the Digital Generation Gap. Atlanta, GA: Longstreet Press.
TeacherTube Math (2009, August 28). Area Models for Multiplication Partial Products. Retrieved October 4, 2015, from https://youtu.be/mjYYbwuued0
