Some Final Thoughts
10/16/16
My “Integrating Technology into Programing, Services, and Instruction” course at Dominican University came at a wonderful time in my career. The insight I gained from the readings, creative projects, reflections, and the work of my classmates’ has helped prepare me for the 21st century classroom. Prior to the course, I did not feel confident in my ability to incorporate technology into the classroom, in a way that was relevant for my students. I mainly used technology as a direct tool substitute, with little functional change. This course has opened my eyes to the value of creating a student-centered classroom and incorporating technology in meaningful ways to enhance learning outcomes.
I have come to a place where I feel confident integrating a plethora of tools (see “RESOURCES” page) to create a more engaging and enriching classroom experience. I see the ways the 21st century classroom is evolving and I know that my role as an educator must change to better serve the needs of my students. I now see that there are limitless ways I can incorporate technology into my teaching and as a way for students to gain knowledge and demonstrate understanding. Technology enables students to learn and grow independently, with the teacher as a facilitator for support. Tools allow students to explore personal interests and receive support in challenging areas. Apps such as Shadow Puppet, Popplet, and Piktochart empower students to create imaginative products of learning.
I look forward to the future as a 21st century educator. I plan on expanding my professional development on my own by researching and exploring cool tools and apps to use in the classroom. I hope to one day teach at a school where technology is 1:1 so I can incorporate tools into learning on a daily basis and set students up for successful futures!
10/16/16
My “Integrating Technology into Programing, Services, and Instruction” course at Dominican University came at a wonderful time in my career. The insight I gained from the readings, creative projects, reflections, and the work of my classmates’ has helped prepare me for the 21st century classroom. Prior to the course, I did not feel confident in my ability to incorporate technology into the classroom, in a way that was relevant for my students. I mainly used technology as a direct tool substitute, with little functional change. This course has opened my eyes to the value of creating a student-centered classroom and incorporating technology in meaningful ways to enhance learning outcomes.
I have come to a place where I feel confident integrating a plethora of tools (see “RESOURCES” page) to create a more engaging and enriching classroom experience. I see the ways the 21st century classroom is evolving and I know that my role as an educator must change to better serve the needs of my students. I now see that there are limitless ways I can incorporate technology into my teaching and as a way for students to gain knowledge and demonstrate understanding. Technology enables students to learn and grow independently, with the teacher as a facilitator for support. Tools allow students to explore personal interests and receive support in challenging areas. Apps such as Shadow Puppet, Popplet, and Piktochart empower students to create imaginative products of learning.
I look forward to the future as a 21st century educator. I plan on expanding my professional development on my own by researching and exploring cool tools and apps to use in the classroom. I hope to one day teach at a school where technology is 1:1 so I can incorporate tools into learning on a daily basis and set students up for successful futures!
My Makerspace Proposal
10/5/16
A component of 21st century education is the phenomena of the Maker Movement. A makerspace is a planned area of a school, filled with tools, resources, and equipment, for students to interact and explore with. It sparks curiosity, collaboration, engagement through doing, and self-directed learning. The makerspace promotes a generation of innovators, creators, designers, artists, and inventors.
It is hoped that this unique student-centered environment will inspire students to be excited about thinking and learning. The design cycle will support inquiry, analyzing, investigating, and evaluating skills. It is expected that developing these abilities will have a positive impact on future success in the career world.
An appropriate location for a makerspace is the school library. This site would be fitting because it is a communal area, spacious, and a site that is becoming outdated. Revamping the school library with a makerspace would make this an area that supports 21st century learning.
The physical setup of a makerspace is carefully planned. There needs to be storage shelfs/bins/containers for the supplies to be organized. Large tables, including floor tables, would be spacious for students to work on and specific stations to be set up. A computer row is necessary for students to conduct research.
The makerspace starts with basic stations: Legos, take-apart, building, and technology. The Lego-station has challenge cards if students initially need inspiration. The take-apart, “breaker space” station contains donated supplies of old gizmos (phone, VCR, electronic toys, radios) A tool kit is needed for students to interact with these gadgets. This sparks curiosity in how things work, promotes repair skills, and allows reinvention with parts. I would begin the building station by collecting recyclables, like toilet paper rolls, bottles, boxes, and cans. Organized art supplies (glue, scissors, tape, clothespins, etc…) are stored in this area for students to construct with their imaginations. My technology station needs a basic starter kit, which could be found at the site “Makey Makey”.
To promote teacher enthusiasm about the makerspace, I would initially educate them on its purpose by sharing articles and videos. Then, I would ask that our next meeting be held at the makerspace. I would divide the teachers into groups, provide challenge cards, and have them rotate throughout the stations. This interaction would get teachers excited about the endless possibilities of a makerspace. With this enthusiasm, teachers would be more opt to become involved with the school makerspace.
10/5/16
A component of 21st century education is the phenomena of the Maker Movement. A makerspace is a planned area of a school, filled with tools, resources, and equipment, for students to interact and explore with. It sparks curiosity, collaboration, engagement through doing, and self-directed learning. The makerspace promotes a generation of innovators, creators, designers, artists, and inventors.
It is hoped that this unique student-centered environment will inspire students to be excited about thinking and learning. The design cycle will support inquiry, analyzing, investigating, and evaluating skills. It is expected that developing these abilities will have a positive impact on future success in the career world.
An appropriate location for a makerspace is the school library. This site would be fitting because it is a communal area, spacious, and a site that is becoming outdated. Revamping the school library with a makerspace would make this an area that supports 21st century learning.
The physical setup of a makerspace is carefully planned. There needs to be storage shelfs/bins/containers for the supplies to be organized. Large tables, including floor tables, would be spacious for students to work on and specific stations to be set up. A computer row is necessary for students to conduct research.
The makerspace starts with basic stations: Legos, take-apart, building, and technology. The Lego-station has challenge cards if students initially need inspiration. The take-apart, “breaker space” station contains donated supplies of old gizmos (phone, VCR, electronic toys, radios) A tool kit is needed for students to interact with these gadgets. This sparks curiosity in how things work, promotes repair skills, and allows reinvention with parts. I would begin the building station by collecting recyclables, like toilet paper rolls, bottles, boxes, and cans. Organized art supplies (glue, scissors, tape, clothespins, etc…) are stored in this area for students to construct with their imaginations. My technology station needs a basic starter kit, which could be found at the site “Makey Makey”.
To promote teacher enthusiasm about the makerspace, I would initially educate them on its purpose by sharing articles and videos. Then, I would ask that our next meeting be held at the makerspace. I would divide the teachers into groups, provide challenge cards, and have them rotate throughout the stations. This interaction would get teachers excited about the endless possibilities of a makerspace. With this enthusiasm, teachers would be more opt to become involved with the school makerspace.
Blended and Virtual Learning
9/28/16
Blending face-to-face schooling with virtual learning can help meet the diverse needs in the classroom and better prepare students for future success in college and career fields. As I read chapter 5 of Eric Sheninger’s Uncommon Learning, I connected with several of his ideas on meeting student needs through technology and changing the design of lessons. Teaching 5th grade in a Therapeutic environment, my students were on varying levels because of their differences in educational backgrounds. In order to meet the unique needs and challenge students at an appropriate level, I used computer technology. These programs enabled students to learn suitable material at a personalized pace.
Another area that I connected with in Eric Sheninger’s teaching ideas, was his attitude towards student-centered learning. I have seen that students are far more engaged when they are involved in hands-on activities, group projects, and creative assignments. I try to incorporate active learning and meaningful experiences into my lessons. I have seen that a student-centered environment has a positive impact on academic success and student morale.
While I feel that chapter 5 made several excellent points on blending virtual learning with a face-to-face environment, I was still hesitant about some of the ideas. Although I like the idea of a digital responsibility contract, created and signed by students, I am still not sure if this will be truly effective in having students make safe and moral decisions with regards to internet use. It is common that teachers use this method of having students develop and sign behavior contracts, yet rules still are broken even with this ownership. The internet can be a dangerous platform if students are not monitored. For the safety of students, teachers cannot simply make the underlying assumption that signing a contract will be enough to protect children from harm.
Another idea that I am hesitant about is the example of the Enriched Virtual Model, describing a school where students only attend school part-time (6-8th grade M/W/F, 9-11th grade T/R, 12th grade T). While I understand that the purpose is to give students adequate time to learn virtually, I do not feel as though students are responsible enough to be home unsupervised (parents at work) and in my opinion, more harm will come from this freedom than academic success. Looking back on high school, if my friends and I were only required to physically attend school 1 or 2 days a week, I know that we would eventually abuse this independence (parties, drinking) simply because of the peer pressure and emotional maturity of being a teenager. I think a more appropriate way to provide time to learn virtually would be through the use of a rotating schedule of class periods students are required to be in the library or computer lab working independently.
I took away knowledge worth holding onto from reading this chapter. One concept that stood out was the flipped classroom model, where students gained content knowledge at home by watching lectures. This enabled students to learn at an individualized pace, and allowed for valuable class time to be spent collaborating, experimenting, and engaging in activities since background knowledge was already developed.
Another key idea from the chapter I thought was important is the idea of blending virtual to collaborate. Originally, I thought that blending would take away from collaboration because my mindset was that this skill is used when physically interacting with others. I now understand that collaboration can occur through digital connections outside of the classroom such as discussion platforms to build relationships and share viewpoints.
A particular concept I would like to explore further is the idea of blending to build perspective. I feel as though it is the role of an educator to not only teach academics, but instill values of character in students. I would like to have my students use the internet to explore life outside of their own walls. The internet can be a powerful tool used to explore important issues of other cultures. With this knowledge, students can develop an appreciate of what they are given and an understanding of those who are different.
In chapter 5, Eric Sheninger made some suggestions to educators possibly challenging current viewpoints on the school environment. His first idea was a shift in pacing. 1:1 technology allows students to learn content at an appropriate pace and level. Technology gives students the freedom to re-watch videos and explore a variety of practice problems and simulations. I agree with Sheninger’s attitude that content mastery, as opposed to seat time, is the indicator that a student has completed a lesson.
Another point from the chapter was a shift in classroom ownership. Flipping the classroom to become student-centered will boost student engagement and meaningful experiences. Technology enables teachers to create an environment that focuses on the needs of students.
Lastly, Sheninger emphasizes a shift from passive content consumption to active content creation. Technology allows students to be actively engaged in learning. Tools and apps give students a platform to create and collaborate with others.
Overall, the reading made me think about the goal of preparing students to have successful futures outside of the classroom. Relevant lessons and sufficient practice with higher order thinking and technological tools will have a meaningful impact on achievement in college and the career field.
9/28/16
Blending face-to-face schooling with virtual learning can help meet the diverse needs in the classroom and better prepare students for future success in college and career fields. As I read chapter 5 of Eric Sheninger’s Uncommon Learning, I connected with several of his ideas on meeting student needs through technology and changing the design of lessons. Teaching 5th grade in a Therapeutic environment, my students were on varying levels because of their differences in educational backgrounds. In order to meet the unique needs and challenge students at an appropriate level, I used computer technology. These programs enabled students to learn suitable material at a personalized pace.
Another area that I connected with in Eric Sheninger’s teaching ideas, was his attitude towards student-centered learning. I have seen that students are far more engaged when they are involved in hands-on activities, group projects, and creative assignments. I try to incorporate active learning and meaningful experiences into my lessons. I have seen that a student-centered environment has a positive impact on academic success and student morale.
While I feel that chapter 5 made several excellent points on blending virtual learning with a face-to-face environment, I was still hesitant about some of the ideas. Although I like the idea of a digital responsibility contract, created and signed by students, I am still not sure if this will be truly effective in having students make safe and moral decisions with regards to internet use. It is common that teachers use this method of having students develop and sign behavior contracts, yet rules still are broken even with this ownership. The internet can be a dangerous platform if students are not monitored. For the safety of students, teachers cannot simply make the underlying assumption that signing a contract will be enough to protect children from harm.
Another idea that I am hesitant about is the example of the Enriched Virtual Model, describing a school where students only attend school part-time (6-8th grade M/W/F, 9-11th grade T/R, 12th grade T). While I understand that the purpose is to give students adequate time to learn virtually, I do not feel as though students are responsible enough to be home unsupervised (parents at work) and in my opinion, more harm will come from this freedom than academic success. Looking back on high school, if my friends and I were only required to physically attend school 1 or 2 days a week, I know that we would eventually abuse this independence (parties, drinking) simply because of the peer pressure and emotional maturity of being a teenager. I think a more appropriate way to provide time to learn virtually would be through the use of a rotating schedule of class periods students are required to be in the library or computer lab working independently.
I took away knowledge worth holding onto from reading this chapter. One concept that stood out was the flipped classroom model, where students gained content knowledge at home by watching lectures. This enabled students to learn at an individualized pace, and allowed for valuable class time to be spent collaborating, experimenting, and engaging in activities since background knowledge was already developed.
Another key idea from the chapter I thought was important is the idea of blending virtual to collaborate. Originally, I thought that blending would take away from collaboration because my mindset was that this skill is used when physically interacting with others. I now understand that collaboration can occur through digital connections outside of the classroom such as discussion platforms to build relationships and share viewpoints.
A particular concept I would like to explore further is the idea of blending to build perspective. I feel as though it is the role of an educator to not only teach academics, but instill values of character in students. I would like to have my students use the internet to explore life outside of their own walls. The internet can be a powerful tool used to explore important issues of other cultures. With this knowledge, students can develop an appreciate of what they are given and an understanding of those who are different.
In chapter 5, Eric Sheninger made some suggestions to educators possibly challenging current viewpoints on the school environment. His first idea was a shift in pacing. 1:1 technology allows students to learn content at an appropriate pace and level. Technology gives students the freedom to re-watch videos and explore a variety of practice problems and simulations. I agree with Sheninger’s attitude that content mastery, as opposed to seat time, is the indicator that a student has completed a lesson.
Another point from the chapter was a shift in classroom ownership. Flipping the classroom to become student-centered will boost student engagement and meaningful experiences. Technology enables teachers to create an environment that focuses on the needs of students.
Lastly, Sheninger emphasizes a shift from passive content consumption to active content creation. Technology allows students to be actively engaged in learning. Tools and apps give students a platform to create and collaborate with others.
Overall, the reading made me think about the goal of preparing students to have successful futures outside of the classroom. Relevant lessons and sufficient practice with higher order thinking and technological tools will have a meaningful impact on achievement in college and the career field.
21st Century Teaching and Learning Self-Assessment
9/14/2016
Several valuable characteristics make a quality 21st century educator. I feel that one of my greatest strengths is the ability to collaborate with others effectively. I have experienced firsthand that using teamwork to accomplish goals will lead to successful outcomes. I collaborate efficiently by using appropriate communication skills and making connections with those of varying viewpoints, cultures, and backgrounds. I use collaboration with my colleagues on an ongoing basis. We come together to connect content across the curriculum to deepen student learning. I also share creative activity ideas with my coworkers through Pinterest and mini lessons during meetings. I model collaboration in the classroom to show my students how powerful it is to share knowledge and work together to solve problems. I encourage students to develop these skills by assigning group and partner activities in the classroom. I foster the growth of student communication skills by teaching listening, negotiation, and compromise skills. Another area where collaboration is important is between the home and school. I strive to have ongoing communication with families and understand the crucial impact it will have on student academic success having a supportive learning environment at home.
Another personal strength I possess is the ability to problem solve. Author and public speaker Claire Cook once wrote, “If plan A doesn't work, the alphabet has 25 more letters - 204 if you're in Japan.” This quote has always inspired me to think outside of the box and never give up when faced with a challenge. I use my critical thinking skills to reason, view situations from various standpoints, formulate quality ideas, and guide myself towards results. My strengths help me be a valuable teacher, so I can better serve the needs of my students and the school.
One area that I would like to further develop in order to be a 21st century educator is my competency in digital literacy and media. My background lacked technology so I have only had basic exposure to using digital tools. However, I understand the power technology has on student learning, so I am making strides towards developing these skills so I can be a better teacher. I am currently obtaining my Master’s degree and with this education from Dominican University, I am learning the latest trends and technological tools to use in the classroom. Continuous professional development will help me grow and be part of the technological community. I am not afraid to challenge myself and I understand that even though I am a teacher, I have endless learning to acquire throughout my career.
9/14/2016
Several valuable characteristics make a quality 21st century educator. I feel that one of my greatest strengths is the ability to collaborate with others effectively. I have experienced firsthand that using teamwork to accomplish goals will lead to successful outcomes. I collaborate efficiently by using appropriate communication skills and making connections with those of varying viewpoints, cultures, and backgrounds. I use collaboration with my colleagues on an ongoing basis. We come together to connect content across the curriculum to deepen student learning. I also share creative activity ideas with my coworkers through Pinterest and mini lessons during meetings. I model collaboration in the classroom to show my students how powerful it is to share knowledge and work together to solve problems. I encourage students to develop these skills by assigning group and partner activities in the classroom. I foster the growth of student communication skills by teaching listening, negotiation, and compromise skills. Another area where collaboration is important is between the home and school. I strive to have ongoing communication with families and understand the crucial impact it will have on student academic success having a supportive learning environment at home.
Another personal strength I possess is the ability to problem solve. Author and public speaker Claire Cook once wrote, “If plan A doesn't work, the alphabet has 25 more letters - 204 if you're in Japan.” This quote has always inspired me to think outside of the box and never give up when faced with a challenge. I use my critical thinking skills to reason, view situations from various standpoints, formulate quality ideas, and guide myself towards results. My strengths help me be a valuable teacher, so I can better serve the needs of my students and the school.
One area that I would like to further develop in order to be a 21st century educator is my competency in digital literacy and media. My background lacked technology so I have only had basic exposure to using digital tools. However, I understand the power technology has on student learning, so I am making strides towards developing these skills so I can be a better teacher. I am currently obtaining my Master’s degree and with this education from Dominican University, I am learning the latest trends and technological tools to use in the classroom. Continuous professional development will help me grow and be part of the technological community. I am not afraid to challenge myself and I understand that even though I am a teacher, I have endless learning to acquire throughout my career.
Header icon: Pixabay https://pixabay.com/en/blog-speech-bubbles-49006/
Makerspace students: Casady School http://stem.casady.org/
Design cycle icon: London Permaculture https://www.flickr.com/photos/naturewise/8538487029
Makerspace teacher: Casady School http://stem.casady.org/