Digital Blog Post #H

As I began Chapter Ten, I totally saw myself in the teacher Dan that the introduction spoke of. And so as I pondered what concepts I could pull from this chapter I decided to begin with Dan.

The first concept of how best to teach both the class as a whole, as well as any number of diverse differences that may arise, from  among others, language, disability, learning styles, WOW!! It seems like a monumental task, but as I read and study, I remember that the reason I am here now, is that I do want to teach, and being a teacher doesn’t just mean throwing random information out there and hope that my students can grasp it. It takes time to balance how best to provide what works for most, with what also helps those who may not learn as quickly and easily and others. I chose to think that even as I study today, and sometimes feel overwhelmed, that technology from many different sources (perhaps not yet even invented) is the best option to afford my future students as well as my own triumph.

Technology - Created with Haiku Deck, presentation software that inspires;

The second concept I chose from this chapter was how Differentiated Instruction (DI) and Universal Design for Learning (UDL) may be very different things but really do work well together.  DI is a methodology to help students one on one so that their learning experiences while different, provide them with maximum potential for the same success as their peers. UDL is an idea to provide for all students the best outcomes, and yet within that plan not lessen anyone else’s chances. Working for the good of all, but recognizing that there are many ways to achieve the same success.

The third concept I chose was the concept was the idea that even though technology can work to provide great outcomes and adaptations, the tools can be low-tech, mid-tech or high-tech. By this we could use the least amount needed as we work to help students through accommodation and not modification. I can also mean that teachers like myself, who were born before technology was a common everyday item, may still help our future students and even learn right along with them and perhaps help them to see that learning and growing are lifelong adventures and nothing to be self-conscious about.

This chapter offered many types of ideas for technology use. From interactive and international newspapers and maps, multilingual web sources, whiteboards, spellers, dictionaries and other writing tools, calculators and other math applications the world is truly expanding the abilities of twenty-first century teachers.  

 Resources Used:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Woolf, R. (22 October, 2016). Word Cloud. Created with use of wordout.com. https://worditout.com/word-cloud/1910105

Woolf, R. (22 October, 2016). Slide Presentation. Created with use of haikudeck.com. https://www.haikudeck.com/technology-uncategorized-presentation-40887d4968#slide4

Woolf, R. (22 October, 2016). Digital creation. Created with use of canvas.com. https://www.canva.com/design/DACCesQ0TJE/qnP-kM5gnoJfXTluTzmbMg/edit

Digital Blog Post #G

Ok, so once again this week my reality is meeting the expectations of being a 21^st century teacher. As I read over this Chapter 9 and saw where some of the points are pushing in technology where ‘back in the day’ I learned lessons, and very well, without technology.

The first concept that spoke to me this week was the one of Comparing Minimal and Multimedia Classroom technologies. The table on page 219 talking about the differences in Instructional technology in the classroom. As I read the Non-computer technology classroom, I chuckled, because very much that is the classroom I grew up in. The computer technology classroom is the one I often now sit it….given that it’s not online, and it will be what I hope to have in my classroom once my degree is complete. It does send shivers of slight fear down my spine, to think about it, I must admit.

Canva created by R. Woolf

The second concept that spoke to me was the Tech 9.2 box on page 227. It spoke of Streaming video Resources for Teachers It discussed about eight different ways to incorporate and find video resources for classrooms.  While I think these resources could and will be helpful, I guess I worry that all too often teachers are seeking out these video sources and using them as substitutes for real, active teaching. I come from the perspective that we did not have such advanced technology in the classroom and teachers lectured or used tools that provided student/teacher interaction or student/student interaction. ‘Movies’ were only used once in a while when a concept fit with the classwork. On the other side of that spectrum, last spring I took an Intro to Psychology class and all we did was watch videos. The professor implied that this was the type of learning the students preferred, I was bored out of my brain and saw it for what it was, his laziness. I’m not anti-technology, but as the book indicates on page 226 as teachers we need to have ‘strategies for using videos with students’, and there needs to be a balance as to when we use  technology.

 

The third concept, was one that was detailed on page 234, under “Strategies for using Cameras with Students” the first bulleted topic tells to ‘use regularly’. It speaks of how one should use them for filming everyday events, not just special things. I have to say, perhaps I’m not fully grasping this concept, because one of two scenarios passed thru my mind. One is that using the camera is all a student does in class, in which case the second scenario is that the student is so busy using the camera that they aren’t engaged in what is happening in the moment. Technology is a great tool, but if we are so busy using it that we miss experiencing events as they are occurring, then it can become limiting. If these tools are being used as ‘creative devices’ and for student enhancement then I believe it can work well, but when things become too routine they can be seen as a crutch.

I see technology as a an awesome tool that I believe can help my future students go far, however I guess I’m just not as convinced of the abundant necessity to use it just because it’s there. I wouldn’t randomly use a screwdriver or a hammer on every surface of my house just because I own them. There are times and ways to use those items, just as technologies have specific times and ways to be used.  

 

Resources:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Woolf, R (2016, October 17). Tech Confusion. Created with ToonDoo.  www.ToonDoo.com screenshot

Woolf, R (2016, October 17). Old School. Created with Canva.  www.Canva.com screenshot