Wordle, FlipSnack, etc. for Final Presentation

Wordle!

Learning Standards (Grade 6, Social Studies Class)

	EALR:	5. SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.
	Component:	5.2 Uses inquiry-based research.
	Grade Level Expectation:	5.2.2 Analyzes the validity, reliability, and credibility of information from a variety of primary and secondary sources while researching an issue or event.
	EALR:	1. CIVICS The student understands and applies knowledge of government, law, politics, and the nation's fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.
	Component:	1.2 Understands the purposes, organization, and function of governments, laws, and political systems.
	Grade Level Expectation:	1.2.3 Understands a variety of forms of government from the past or present.
	EALR:	3. The student uses communication skills and strategies to effectively present ideas and one's self in a variety of situations.
	Component:	3.2. Uses media and other resources to support presentations.
	Grade Level Expectation:	3.2.1. Uses available technology and resources to support or enhance a presentation.

	EALR:	3. The student reads different materials for a variety of purposes.
	Component:	3.1. Read to learn new information.
	Grade Level Expectation:	3.1.1. Analyze appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.

Rubric

Topic	Description	Possible Points
Originality	Did you present the information in an engaging, interesting way? Did you customize at all, or stick solely with the templates?	/5
Sources	What kind of sources did you use? If you used Wikipedia, is it cross-referenced? Could you find the information somewhere else? Did you credit EVERYWHERE that you got information from? Even pictures?	/15 (10 for using sources, 5 for correct MLA format)
Additional Technology	Did you use another component of technology in your presentation? Wordle, Vocaroo, Glogster, Storybird, etc?	/10
Presentation	Was your presentation engaging? Did you use the techniques we discussed in speech (audience appropriateness, organization, eye contact, etc.)? Did you show that you care about your topic?	/15
Information	Did you have enough information? Did you cover at least six areas of the civilization? Did you cover the information well? Do you know your stuff?	/15
Use of FlipSnack/Prezi	Did you use one of the presentation tools we talked about? Did you customize it at all?	/5
		Total possible: 50 points

Template options:

FlipSnack

Prezi

Glogster

Wordle

Vocaroo

NETS for students:

·         Creativity and Innovation

o   Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

o   This project allows students to create using essentially any creative software/websites they choose. Thought they have to have a FlipSnack or Prezi, these programs can be used and customized creatively. Also, the addition of a elective component means that students get to be creative with technology.

·         Communication and Collaboration

o   Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

o   Students will be taking notes on each others’ presentations, and the material from these will go straight to the test. In essence, then, they are contributing to the learning of others via their technology presentations.

·         Research and Information Fluency

o   Students apply digital tools to gather, evaluate, and use information.

o   Students must synthesize information from class lecture, their textbooks, and websites to create these presentations, and they have the option of choosing Wikipedia. If they do, however, they must cross-reference their information to ensure the veracity of it.

·         Critical Thinking, Problem Solving, and Decision Making

o   Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

o   Students must plan their presentations well and conduct online research in an orderly fashion.

·         Digital Citizenship

o   Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

o   Students learn not to plagiarize, and exactly what refusing to cite sources means. They also, through this project, fully understand the implications of cheating and plagiarism, and that just because the internet says something is true doesn’t make it so.  

·         Technology Operations and Concepts

o   Students demonstrate a sound understanding of technology concepts, systems, and operations.

o   Students must demonstrate proficiency with PowerPoint as well as many online applications for successful completion of this project.

NETS for teachers:

·         Facilitate and Inspire Student Learning and Creativity

o   Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

o   I understand the technology well enough so that I can assist the students, as well as being aware of different, new technologies that students could use very well to present what they need to.

·         Design and Develop Digital Age Learning Experiences and Assessments

o   Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.

o   I use online tools for much of this project which students might not have been aware of previously.

·         Promote and Model Digital Citizenship and Responsibility

o   Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

o   I teach students about plagiarism, ethics, and making sure that they know where their information is coming from.

End of Semester Reflection

I have learned an astounding amount about technology and its nearly limitless possibilities in education this semester. From SMARTboards (which I was admittedly a little bit scared to use at first) to Prezi to Wordle and Quadblogging, technology can indeed be used for good.
I also learned about the limits of technology or its healthy use. Students want more technology, and will always want to use it for fun, but it is the teacher's job to become familiar with various aspects of technology better than the students can. This allows the teacher to use technology to help students to grow and which can be used in their best interests and further education.
Lastly, I heard about the ethics behind technology. There is a lot of sticky gray area involved in technology (cyberbullying, etc) but teaching kids responsible use of technology can help to lessen the mistakes of unethical technology use.

• NET 1: Facilitate and Inspire Student Learning and Creativity
• I feel that with technologies like Wordle and Prezi, I can better equip students to creatively express themselves. I should become more familiar with GarageBand and Mac technology to further benefit my students in this area. 
• NET 2: Design and Develop Digital Age Learning Experiences and Assessments
• I feel that I am more capable in this regard, but I need some experience with technologies such as Quadblogging and SMART assessment to be the most effective I can. At least now I'm aware of these technologies. :)
• NET 3: Model Digital Age Work and Learning
• Showcasing a class blog I feel is a good example of this NET. Using the technology that I am now familiar with will equip me in this regard.
• NET 4: Promote and Model Digital Citizenship and Responsibility
• Clearly delineating what plagiarism is in front of students and demonstrating that in my own presentations and lessons is (I feel) one of the best ways to show students what this is. Being serious about grading this sort of thing in presentations and having a category for it is another way to ensure that plagiarism is avoided at all costs.
• NET 5: Engage in Professional Growth and Leadership
• Maintaining a blog to showcase my class' work is an excellent way to work this NET. 

Thank you, Monica! I've really learned a lot this semester! :)

Comments! :)

Josh's Blog
Jordyn's Blog
Lauryn's Blog
Kristine's Blog
Adam's Blog

Reflection 12

In my World Lit class, our professor always uses an iPad to do presentations, and integrates video and stimulating images into his presentations. Consequently, our class loves going to class. Oddly, however, we do a startling amount of traditional teaching in that class.
Much of it is lecture/discussion based, and we read like no other class I've ever been in. He has poem after poem memorized, even though he could quickly Google the same information, and loves the pages of actual books. In short, I believe this class is the perfect "sweet spot" of technology and traditional learning. Technology is put to use very effectively to enhance the learning experience, but does not become "god" in the classroom, trumping content. I want to emulate this sort of technology integration in my classroom, since it is obviously very effective.

Reflection 11

Yesterday, I was contemplating if there was a possibly positive use of cell phones in the classroom. We are familiar with the difficulty of banning cell phones from a classroom, and children are getting them at younger and younger ages. If they must be in the classroom, why not put the potential distraction to use?
What if we could use cell phones like "clickers" in the SMARTboard testing program? It wouldn't be 100% effective, since not every student has a classroom, but if we had a class Twitter that students could tweet answers to from their phones, or a class iPhone that could keep track of all the answers, that would be a good use for the potential distraction!
Another potential issue is the ethics of the situation: would students cheat? Probably. Again, it's not a perfect system or a thing we should implement right away, just a thought. :) Thankfully I have a year to get it ready before I teach. Haha.

Reflection 10

I just taught my Instructional Design final (50 minute lesson) and used Prezi as my method of presentation. I was surprised at how much it energized my presentation and interested the people who were listening! Powerpoint, I believe, can still be used effectively, but sites like Prezi make lessons much more engaging for everyone.
It was actually easier for me to focus on what I was saying because of the engaging nature of the method. If the message is impacted by the way that the listeners perceive it (which we know it is) then why not use the most engaging methods that are technologically available to us? The only feature of Prezi I don't like is that when you use it with a SMARTboard, you can't click anywhere on the screen to change the screen to the next "slide," you have to use the arrow at the bottom. It's at a weird place for my arm to reach, but ah well. :) Overall, Prezi rocked my lesson! :)

Reflection 9

I was quite intrigued by quadblogging which we learned about in class. The thought that my future classroom could be connected with another classroom on a different continent (let alone three other classrooms) opens the door for startling developments in cultural development.

For example, if I end up teaching in an area of low cultural diversity, the opportunity for interaction with different cultures may be something children only experience through television otherwise. Quadblogging would allow them to interact with other cultures without leaving their classroom, and they could further learn how to interact with others from different cultures.

As the program expands, it could link us to further, more distant cultures (most of them now are from the US, UK, New Zealand, and Australia) and students will grow further.

Week 14 -- The Future of Tech in Ed

http://mashable.com/2010/11/22/technology-in-education/

This article discusses some of the positive ways that technology can influence education. Essentially, it states that technology has nearly endless potential to revolutionize even the trickiest areas of education, but a lot of work needs to be done before it's totally ready for student use.
The blog showcased a student-made video about how much technology they use. Technology can be helpful for more accurate assessments, having students learn through multimedia projects, and giving students a creative outlet for their potential. However, the most interesting component of this blog's suggestions for me was the simulations portion.
Technology is now being created to allow students to play roles to simulate everything from solving a math word problem to reorganizing the city plan of a major urban center. The technology is still very limited for school use (though it's widely used corporately), but when it is good enough to be implemented, it will allow kids to step into adult roles to solve problems and learn teamwork and responsibility.

Reflection 8

It continues to amaze me how much of a blessing technology can be. One of my cousins is in the Peace Corps right now in Malawi. She rarely has internet, but when she does, I get to chat with her. She's literally halfway around the world (about 12000 miles away) and I still can talk to her. People in history would have flipped their lids if they had known that such a thing was possible.

One day, I want to teach in Africa, but while I'm teaching here, how cool would it be to set up a classroom Skype account to talk to classrooms around the world? Middle school students could practice their Spanish with students in Mexico or talk about life with students in a Zambian school. The intercultural possibilities are truly staggering to contemplate. :)

Week 13 -- Features of Microsoft Office

• Word
• Creating documents
• Bulleted lists
• Formatting
• Downloading documents 
• Editing papers 
• For myself and friends
• Excel
• Creating organized lists
• PowerPoint
• Creating presentations
• Highlighting
• Linking videos
• Making FlipSnack (saving as a PDF
• Possible projects:
• Listing/alphabetizing data in Excel (Poll answers for a speech unit)
• Presenting their projects on civilizations for history class (PowerPoint presentation made into a FlipSnack)
• Editing one another's papers and checking for accuracy using the editing features of Word.

My Wordle!

Week 11 - Marzano

http://www.youtube.com/watch?v=XCrd8Sqf4ig

"Within 5 years, 50% of American classrooms will have interactive white boards. In the UK, 80% have them now."
I chose to watch a YouTube video rather than read an article because it better suits the subject matter. :) Marzano's main point is that we should use what we know about teaching without technology to better use the technology we have. ActiveBoards make a huge difference about whether or not kids learn to the best of their ability.
I will use my whiteboard (since I'll likely have one when I am a teacher) to further integrate students into the learning they are doing. It must be used well, though, so I will train myself accordingly.

Reflection 7

Today, I was struck by the amount of potential that technology has in the classroom. Whilst I was in my least favorite class (British Literature II), the professor kept insisting on correct MLA format. He refused to take the papers from the class out of nowhere for little things. Rather than allowing us to make changes, then email it to him, he insisted that we correct (even if it was a very small thing) our mistakes before he would even accept. While I am all for accuracy and correctness, I believe that there is a better way to handle it than waste all that paper. i think that students should be able to use technology to email the papers to him so that he could check that corrections were made and then grade the paper. That would be environmentally friendly and less obnoxious. Just a thought. :)

Our FlipSnack

Week 10 -- Bloom's Taxonomy and Tech

http://www.openeducation.net/2008/04/11/blooms-taxonomy-and-the-digital-world/

The article that I read discussed Bloom's Taxonomy as influenced by newly increasing technology in school. It chronicled the observations of Mr. Churches, a New Zealand middle school and technology teacher, who integrated the modified hierarchy, with technology standards. The basic point of Bloom's is the levels of knowing information. For example, one can't know something they don't remember, etc. When one is master of certain information, they can create with it.

The levels with their tech (from lowest to highest levels of thinking/processing)

1. Remembering
1. Basic focus on retrieval of information
2. Phrases such as recognizing, naming, listing describe this stage
3. Tech: students bookmark information so as to be able to return later
2. Understanding
1. Basic processing of information
2. Phrases such as interpreting, inferring, comparing describe this stage
3. Tech: blog journaling to discuss new learning, refining search topics to make more accurate
3. Applying
1. Using what you know 
2. Phrases such as implementation or completing describe this stage
3. Tech: initiating a program or operating hardware, gaming tech, sharing information, hacking
4. Analyzing
1. Thinking about what has been learned
2. Phrases such as comparing, integrating, or organizing describe this stage
3. Tech: tagging content (sorting it, categorizing it)
5. Evaluating
1. Placing "informed judgments to start toward new ideas"
2. Phrases such as critiquing, experimenting, making judgments, or testing describe this stage
3. Tech: Leaving comments on others' blogs, testing programs or different tools
6. Creating
1. Using mastered knowledge to create new things
2. Phrases such as designing, inventing, or producing describe this stage
3. Tech: creating animations, videos, or programs

My FlipSnack!

Vocaroo Tech Project Proposal!

Voice Recorder >>

Week 9 -- Caught on Video

I thought that this article beautifully captured the potential of video in schools. Students documenting their own learning does seem like a great idea, and having their progress and triumphs on an easily accessible database seems like a wonderful prospect! The financial side would be difficult, though, in that it seems that nearly every student would need a camera, or at least multiple ones for every class. Though they're relatively inexpensive, that would still add up.
I also liked what he had to say about diverse learners--that perhaps filming progress rather than relying on letter grades would encourage those students for whom test taking is a difficult prospect. I want a camera in my classroom! :)

Comments on Blogs!

Jordyn's Blog
Adam's Blog
Josh's Blog
Lauryn's Blog
Kristine's Blog
Arica's Blog

Reflection 6

Technology: what is its place in education?
Students of today are growing up with an ever-increasing knowledge of technology, both its good side and its bad side. This is a pandora's box, however, since technology's dark side is very dark and its bright side is extremely bright. Students know more about technology (the internet, phones, gaming systems, etc) than many of their teachers and this brings us to the question of how teachers should use technology in the classroom.
Students clearly get enough of it at home, but since their brains are being wired differently due to their exposure to electronics and other technology, there is no question that some of it must be integrated in schools. I believe that teachers shouldn't completely abandon books for eBooks or online text, but that technology should be employed in productive forms (SMART technology, Powerpoint, document cameras, etc.)
I firmly believe, however, that technology should merely be a conduit for information, rather than the focus of the lesson. It has its place, but it should not come before content in any situation. Teachers must still teach, but technology should be used for the betterment of the students and their continued learning.

Reflection 5

In the classroom where I tutored with AVID, the teacher used her projector almost exclusively. She organized her desks so that students could universally see the screen and have easy access to the information being presented. Rather than putting a schedule on the white board, she put her schedule on daily powerpoints that were always formatted the same so that students were never taken by surprise. I like the fact that she took that time to make powerpoints rather than write on the board. 

Additionally, she didn't rely on technology at the expense of her teaching. She showed videos occasionally, but students mainly wrote on white boards or had discussion, something which I believe there should be more of in classrooms. Her consistency and presence greatly aided her students' learning, and she used technology rather than the other way around. 

Reflection 4

One of my professors (who will go unnamed) had a fondness for Powerpoint. I would normally say that that's a good thing, but my professor's problem was a fondness for over-graphics and over-animation. By that, I mean that literally everything spun, flew, or danced onto the screen, and every graphic was animated and borderline irrelevant to the lesson. 

Though this may come from not being a technology native, this habit makes it very difficult for students to focus on what is actually being presented. Powerpoint must be the conduit through which information is passed, and overly-decorating that conduit leads to obfuscation of the information.
I think that powerpoint should be simple, yet engaging. Not everything has to be animated, and links to external videos or images are probably more effective than cramming an entire powerpoint full of clip art and spinning words. 

Content over presentation. 

Glogster!

http://beth91.edu.glogster.com/geometric-shapes/

There's my Geometric Shapes Glog! :)

Reflection 3

Many of the classrooms at NU have SMARTboards, but I don't think that I've ever seen a teacher use one outside of Instructional Design and (obviously) Tech in Ed. Are college students "beyond" SMARTboards? Are they simply a tool to be used for the younger grades? I think not.
Aside from the added convenience of not having to lecture from behind a computer, SMARTboards provide a variety of options for testing, quizzing, and learning material. Students can interact with the board, and though the games that are found on SMARTexchange are definitely at a lower level than college students, I think that the teachers of NU would benefit from better learning how to use the technology that's available. What will happen when the children of today who learn from SMARTboards in class come to school with professors who still use white boards? It could be a bit of a shock or awkward transition.
Though I may not like it, technology is becoming more and more prominent. As such, we as professional educators must adapt and master technology so that fear of it does not master us or our teaching styles.

Week 8 -- Reading/Writing Game Site

http://www.bbc.co.uk/bitesize/ks1/literacy/

I had a hard time finding ones that had middle school games, but the BBC website has a lot of really fun games that could easily be used in a classroom setting. The game that I tried out was Kung-Fu sentences. It helped kids at a younger age to select parts of a sentence that go together to help Max learn Kung Fu. It was relatively easy, but the funny graphics and moves will make it enjoyable for the kids. I would have them line up and pull this screen up on a SMARTboard so that they could tap whichever part of the sentence comes next for themselves and work as a class to find the answers. This would also get them moving, which is good.

http://pbskids.org/lions/games/flood.html

Another good website I found was the PBS website, specifically Between the Lions. I watched that show with my sister when I was little, and it helped us to learn fluency very well. The games are (again) pretty easy, but would be good for younger children. The ones who are working at their desks could write the answers in a notebook or work in pairs to try to figure out the answer.

Both these websites should help prove to kids that learning can be both fun and productive! :)

Reflection 2

In high school biology class, I was continually amazed at the amount of technology that was available to us. I didn't go to an affluent school district, but rather, a middle class school. We had micropipettes, computer programs, and a video-connected microscope for guided practice. My teacher implemented them better in my biology class rather than AP Bio, but that's a different story.
I came to class continually excited for class because of the incredible opportunities presented through this equipment. Even during early morning lab, I was amazed by the precision of micropipettes. Our teacher explained thoroughly how all the devices worked, so I had a better understanding of how it's done in the "real world". Through all of this technology, I feel that I didn't solely receive a "classroom" experience, but more than that, an experience with how it's really done. It helped me to see the importance of the work I was doing, as well as to make connections with the real world.

Reflection #1

In one of our ed classes (Instructional Design) a few weeks ago, Professor Garrett was teaching us about some of the options that we could use when we started to present our lessons as far as technology goes. She brought up the document camera v. the white board (non-interactive). While both, she said, have their uses, the document camera is generally better for doing guided practice. We all wondered why. Professor Garrett explained that in using the document camera, it is still possible to keep an eye on students, thus ensuring more competent classroom management. It was interesting, and made me think about my own experiences in the classroom and how kids would wait until the teacher's back was turned to text, pass notes, or even throw a punch or two.
Ensuring that you keep an eye on the students means that there's a higher chance that they'll be engaged, paying attention, and ready to learn.

Week 7 -- Math Tech Blog

http://explorationsinmath.org/news-events/math-matters/
I visited the "Math Matters" blog, and was pleasantly surprised. I sort of expected a bunch of boring ideas about a subject that I likely will not teach. However, the articles are well thought out and certainly bring up valid points. There were not many about tech in math, but one suggested using internet math games in the classroom to set up the lesson. I think that this is a good idea for several reasons. Firstly, the students will be engaged in the game. Secondly, it gives students a connection to something that they can turn around and do at home. Thirdly, it eases the environment and makes kids less anxious if the lesson begins with a game.
Though it's not related to tech, I loved what the one teacher tells her students when they answer incorrectly. I'm not going to teach math (at least, it's not likely) but I know that I want to have this attitude with my students anyway.
"If a child gives a wrong answer, I tell her that that’s OK—I like wrong answers. They’re not as good as correct answers, but here’s why wrong answers are also good: They tell me three good things about her: she’s listening, she’ s thinking and she’s trying, and what more can we ask? Any child who listens, thinks and tries is going to succeed."

Week 6 -- Generation IM

This article reinforced a lot of information that we learned in class: students are not fundamentally the same as they were ten years ago, thus, we cannot teach in the same ways. Integrating technology into a classroom setting is a good way to keep kids engaged and to prepare them for their futures. Having them blog, make podcasts, or even make their own websites is a way to tap into students' new technological potential and integrate necessary content with new methodologies.
To use this type of technology in a science lesson, I might use a SMARTboard to virtually dissect a frog to model it for my students before they dissected real frogs. I could also do a unit on the science of technology, and (for example) how the internet works or how to build a computer.

Assignment 2

• Link to the presentation I'm using: 
• http://exchange.smarttech.com/details.html?id=639b77e7-71f0-423a-879a-430773d281b5
• SMARTboard features I'm using: 
• Pens, Flash quiz, putting together a puzzle
• NETS used: 
• For Students: 
• 4c: Collect and analyze data to identify solutions and/or make informed decisions
•  Being able to pick apart propaganda and examine the different components, as well as the motivation behind the message will help students to make informed decisions about the information they receive through ads and the internet.
• 5a: Advocate and practice safe, legal, and responsible use of information and technology
•  Being knowledgeable about propaganda will help students to advocate responsible use of information, and be able to sort through the plethora of advertisements and messages they are exposed to to discover the motivation behind them. 
• For Teachers:
• 1b: Engage students in exploring real-world issues and solving authentic problems using digital tools and resource
  • Informing students about propaganda in the media will engage students in critical thinking about the information that is presented to them daily. They will work on solving the problem of being blinded or misled by media. 
• How can an interactive white board help my students?
• Using technology is an easy way to get the kids of today hooked. No students learn at their best when a teacher just lectures and expects them to take notes. SMARTboard technology will help students to get involved in their own learning. For example, letting students participate in activities that the SMARTboard can provide (quizzes, dissecting a virtual frog, etc) is an easy way to get them to own their own learning. 

Blog Post Week 5 -- Activboard

http://www.prometheanworld.com/en-us/education/products/interactive-displays/activboard-300-pro

The Activboard is an interactive white board system much like the smartboard that can be used for multiple purposes at once. It's useful because of the multimedia abilities it has--sound, touch, and visuals are all integrated into a system that helps students of different learning styles to learn simultaneously in the classroom environment.

Question:
How many people can use the white board simultaneously?

Week 4 Blog Post (SMARTboards)

I learned a lot about the interactive features of a SMARTboard in class. The fact that there are so many resources to use is very reassuring and helpful, especially considering the lack of time that I will likely have as a first year teacher. The user-friendly nature means that it is easy for students to use. I think that when I have my own classroom, the students will be the ones (if the technology is available) who use it most. It plugs them in to new technology while teaching them in ways appropriate for their differently-wired brains. I would like to know more about how to use the more interactive features of the SMART system, such as the templates requiring Flash, because I couldn't figure it out on my computer last time. I also would like to know more about designing my own lesson plans similar to the interactive ones and how much time that would take, along with the tools I would need to do so. It seems like an exciting frontier in the field of education!

Demographics Write Up!

• Classroom
• Students in Class
• Males: 14
• Females: 12
• Grade Level in Class
• 6th
• Subject(s) Taught
• Language Arts, History
• Demographics
• School Socio-Economic Status 
• 87.4% free and reduced lunch
• School location
• Urban
• Describe relevant aspects of your school and community that influence and/or impact teaching and learning
• First Creek Middle School has extremely high diversity. The population is only 20% white and has very high Asian and Hispanic populations. As a result, there are many ELL students (15% of the school). There are also issues with gangs and drugs, along with racial tension. The staff is working to address these issues. The aim is to hire more teachers who are ethnically and religiously diverse so that we can better connect with our extremely diverse student body. 
• As previously stated, 87.4% of the school is on free/reduced lunch. This is a high poverty area with many single parent families. As a result, there is not a lot of PTA support and virtually no technological support other than computers. There are four computers in each classroom, but are not very current in terms of programs and OS's. There are computer labs available with reservation by teachers. In addition, the school has a gym, cafeteria, theater, and soccer field. 
• As far as parent support goes, there is not much. Many students come from single-parent families who work long hours (nine to eleven hour days). Most classrooms have one parent come in twice a week to help some of the ELL students who don't speak English well.  As a result of a lack of parental supervision, many students have to babysit younger siblings which impairs their ability to do homework well if at all. There is a study hall period after school, but because of lack of busing, it is difficult or impractical for students to attend. 
• 69.8% of teachers at First Creek have at least a Master's degree. This shows that the district is attempting to hire teachers who can better teach the students. Six teachers on staff teach extracurriculars, from choir to art to band and P.E. There is a large amount of students who are involved in these because of the excellence of instruction and performance opportunities that would otherwise be unavailable to them.The teachers have high interest in the students and want to be heavily involved in their lives. 
• Classroom mobility
• 1.2%
• Race/Ethnicity
• 1.9% American Indian
• 16.7% Asian
• 3.4% Pacific Islander
• 20.1% Asian/Pacific Islander
• 17.5% Black
• 32.3% Hispanic
• 20.8% White
• 7.5% Two or More Races
• Spoken Languages
• 53% English as First Language
• 32% Fluent in English as a Second Language
• 15% English Language Learner
• Identified Special Needs Students in my Classroom
• 6 Special Education Students
• 4 IEP's for Behavior
• Academic Profile
• Assessment Data
• MSP testing results
• 32.3% at/above standard
• 67.7% below standard
• Technology Standards for Grade 6
• EALR 1 – Integration
• Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate, and solve problems
• Components
• 1.1: Innovate: Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology
• 1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others
• 1.3 Investigate and Think Critically: Research, manage, and evaluate information and solve models using digital tools and resources
• EALR 2 -- Digital Citizenship
• Students demonstrate a clear understanding of technology systems and operations and practice safe, legal, and ethical behavior.
• Components
• 2.1: Practice Safety: Practice safe, legal, and ethical behavior in the use of information and technology.
• 2.2: Operate Systems: Understand technology systems and use hardware and networks to support learning.
• 2.3: Select and Use Applications: Use productivity tools and common applications effectively and constructively. 
• 2.4: Adapt to Change (Technology Fluency): Transfer current knowledge to new and emerging technologies.

Blog Assignment Week 3--Marc Prensky

Marc Prensky's discussion on "Digital Natives" versus "Digital Immigrants" was truly a thought-provoking one. He proposes that we use methodology that "Digital Natives" (my generation and younger) to teach young students, since they are familiar with it. Using a familiar methodology to teach unfamiliar content is a good idea, but would be very difficult to implement.
The problem is that while my generation is now entering the workforce as teachers, older teachers who are part of the "Digital Immigrant" generations are often uncomfortable with technology and the way that students now think. Prensky speaks of the necessity for teachers to adopt new technological habits to better teach their students. We must become familiar with Smartboards, document cameras, even CAD programs and building computers. Students have endless potential and will be more involved in learning "Legacy" information (traditional subjects) if they are put into a format that is interesting to the students.
How far is too far, though? Do we completely ditch the old system? Though Prensky doesn't completely advocate this, he does think that we should delve into technology in the classroom more so than relying on traditional methods.
I believe that teachers need to be sensitive to technology and to use it for the good of students, but I don't think that we should completely abandon traditional methods. We shouldn't completely abandon tried and true methods just to keep students entertained. They have to learn that there's more to life than technology or TV. As our world progresses further, they should be aware how to use technology for good, rather than just sitting around and playing videogames.
In short, we should expect students to be able to succeed with or without technology. We should use it to their advantage, but not necessarily abandon it completely. A book, a play, or painting with a brush and canvas can still be enjoyed, no matter how much technology develops.

Week Two Blog -- Sir Ken Robinson Response

I posted this as a comment last week, but wasn't sure if we were supposed to post it as a real post. Here it is.

This video really made me think. The idea of becoming "disenthralled" with different areas of education and allowing change to come where it's needed really stuck with me. His point that we have built our educational models around that of fast food scared me, but it was a valid point. We so value conformity in a classroom that students who are not gifted in the ways that are valued in a classroom may be labeled as "stupid" or "incompetent." The "revolution" that Robinson suggests, however, would be very hard to implement and would take a lot of time and effort. I think that using technology more in the classroom would be a good way to unlock the potential of kids with different needs or types of intelligences. It would change everything and be completely worth it, if we can find the passion to implement it.

Spring 2012 Class Blogs

Joshua Wenzek

Lauryn Ernster

Arica Johnson

Kristine Stipp

Adam Loga

Jordyn Wilson
Professor Adair

Blog Assignment Week One

Ever since I was a little kid, I was considered different. I went to a private school which had a lot of more wealthy families. My family definitely wasn't one of those, and on top of that, I was a loud and opinionated little girl. As such, I was sort of on the fringe of a lot of groups at school. I was still a "happy" kid, however, armed with a small group of fellow nerd friends and a voracious desire to learn. My teachers all the way up were pretty compassionate, always spurring me on and helping me to feel loved and special. However, in middle school, I had two teachers who changed the way that I looked at school. The whole hormonal thing was starting to happen, and I was pudgy and nerdy, so I was getting insecure and a bit hesitant in school. My sixth grade teacher and my middle school history teacher both helped to pull me out of my self-pity and insecurities and to become a growing adolescent with a desire to succeed and to live well. I have seen several kids in my classroom experiences (as a student, a tutor, or a TA) who have had similar attitudes or have no one to believe in them. Sentimental and cliche as it sounds, I want to be an advocate for them and to believe in them, even when no one else will. I want to teach the things that have been taught to me in a way that makes them love school and to become better citizens of a growing, yet shrinking world. 

As far as technology goes, I suppose that I am a product of my generation. I know my way around the internet pretty well, can use a smart phone, and know "texting lingo." I am not really comfortable with a SMARTboard or other such education-related tech. I am excited to learn, though! :)

I think that technology is necessary in education, especially since kids are becoming more and more familiar with technology at a younger and younger age. Teaching them how to use technology well is important, as well as using technology to help them to make connections between what they know (the medium) and what they don't already know (the material.) Technology has nearly endless possibilities, and I believe that these should be used for students' benefit, as well as added comfort for teachers.