Digital Portfolio

In order to demonstrate completion of all MD400 projects as well as mastery of course content, I have created a digital portfolio.  These portfolios help to showcase student work and development as well as extend lessons learned in the classroom to include a much more vast digital world.  Further, this allows for ongoing conversation between students, teachers and even parents based on student work.  The digital portfolio not only provides a place to display student work, but student reflection is an integral component in order to take the information to the next level and encourage higher-order thinking skills. 

My digital portfolio is in the form of a website which contains the projects required within the course, resources helpful to the study of technology integration in the classroom, and my own philosophy of education.  Some of the projects I created include a 2.0 wiki site, a Photoshop image, an Inspiration concept map, a photo story, a non-linear PowerPoint and a podcast.  Each of these projects has a page devoted to it on the website so that a reader can view my reflection and the completed work.

Please feel free to check out my digital portfolio and let me know what you think!

Computer Delusion

"We need to teach the whys and ways of the world.  Tools come and tools go.  Teaching out children tools limits their knowledge to these tools and hence limits their futures." - Todd Oppenheimer

Without computers in the classroom, would there still be learning?

The above quote concludes and summarizes Oppenheimer's article The Computer Delusion, which I found to be very interesting.  More and more schools are spending their minimal funds on new technology, but at the expense of teachers and important programs.  While technology use in the classroom can be beneficial if used appropriately and in conjunction with a highly qualified teacher, it should not replace programs (such as art, shop or music) that also provide valuable learning experiences.  Schools are decreasing their spending on books and field trips, which are also necessary learning tools.  Young students require hands-on sensorimotor learning in order to retain information and learn creativity, fluency and innovation.  While some students will grow to need computer skills in the workplace, many others will need the project-oriented technical training provided by these programs.  How can we prioritize computer and technological skills over all else?  It should not be an either-or equation, but rather technology should enhance what is being learned and taught.  Rather than being "the school that business built," we as educators need to strive to be what the students need from us: a guide to information and knowledge, not a director towards the computer screen.

iConn

iConn promotes digital equity by bringing the library to you!

There is an amazing website called iConn which helps to provide digital equity within the state of Connecticut. Part of the Connecticut Education Network, iConn provides free online access to reliable information resources to students, faculty and residents of CT.  The goals of the iConn system include allowing universal access to information resources from home or school, preparing students to function in an information-driven society and supporting information needs of CT residents.  With these goals in mind, iConn allows students and teachers, regardless of financial means, access to information and library resources, which aids in closing the digital divide.

Some databases that I found particularly helpful for use in both my professional and academic life include:

• Kids InfoBits: articles intended for an audience of K-5 students that can be searched by young children
• Academic OneFile: articles from various academic libraries that are particularly helpful for older high school or college students
• PowerSearch: articles from newspapers, magazines and journals - great for writing papers!

• Books & Authors: collection of books and reviews that can be searched by teachers or students to find "just right" books
• Discovering Collection: allows students to search a research topic to find relevant book, journal and multimedia resources

Information Problem-Solving Skills

According to Big6, students must be taught skills in order to utilize information to problem-solve and make decisions.  With an abundance of digital information available at our fingertips, students need to understand where to find credible information, and how it can be used.  The Big6 is an information and technology curriculum aligned with state and national standards in education.  Able to be used with various grade levels and ages, information problem-solving skills are taught within six stages: 

1. Task definition: identify information needed
2. Information-seeking strategies: select information sources
3. Location and access: locate sources and find relevant information
4. Use of information: engage with information
5. Synthesis: organize and present relevant information
6. Evaluation: judge the product and process of information problem-solving

So why should we teach our students information problem-solving skills?  First, students learn through doing.  In order to learn and remember important skills, information needs to be presented in a relevant, hands-on manner, which includes using a problem-solving technique.  In this way, educators can facilitate student learning by teaching methods of obtaining and using information: more the how than the what.  Furthermore, teaching information problem-solving skills allows for students to retain these methods to be used in various settings and for multiple purposes. This generalization of knowledge is an assessment tool in and of itself, as it allows student to showcase use of a skill, rather than reproduction of specific information one time.  Lastly, information problem-solving allows students to develop creative skills by not only generating new ways to solve a problem as well as higher-order thinking skills, since they will be evaluating their choices and critically thinking about information and its sources. These skills apply real-world benefits to classroom instruction.

Digital Divide

After reading Warren and Tillberg's article Striving for Digital Equity as well as Alec MacGillis's article Law, software fuel new "digital divide" I've learned a bit more about the utilization of technology in schools. Some school districts are able to afford both highly qualified educators and technological resources to enhance their teaching.  However, some school districts are not as fortunate economically.  Many of these less fortunate school systems have made decisions to spend their funds on computers and software intended to "drill" students with knowledge needed to increase performance on tests mandated by No Child Left Behind (2001), sometimes at the expense of lower class sizes, highly qualified teachers and constructive learning experiences.  This creates a sense of "digital divide" between the have's and have not's.  In order to remediate struggling students, these computer programs provide rote practice on skills that are on the annual test, but do not reflect real-world knowledge.  Although many see the digitial divide in terms of access to technological resouces, it is important to view how the resources are being used: as a replacement for effective teaching, or as an enhancement to what highly qualified educators can provide.  Software can replace a teacher in terms of "drill and kill" practice, but cannot replace lessons on creativity, critical thinking and problem-solving. 

The digital divide's implication for educators is in how we select and attain appropriate technological resources, effectively use and implement the technology, and the quality of the content within the resources.  It is important for teachers to evaluate the needs of their students and choose technological resources that will enhance their learning, motivate the students and provide culturally relevant content.  A few solutions to overcome barriers and strive for digital equity include:

• Constructively using creative media that is culturally relevant to students
• Using financial resources to hire highly qualified teachers and lower class sizes
• Providing professional development opportunities to teachers on how to select and use technological resources
• Utilizing "open-ended" resources that allow for creative expression and problem-solving, rather than "drill and kill" software

Podcast

Using my Educational Philosophy and the program Audacity, I created a podcast.  A podcast is a digital media file that one can create to play for a listener.  It was very easy to create.  First, I read my Educational Philosophy into a microphone.  Then I downloaded a non-copyright music track entitled "In Your Heart."  When saved as a .mp3, the audio track and music can be played together!

In the educational setting, podcasts can be used for a multitude of purposes.  For instance, a teacher can read a story into a podcast for students to listen to on the computer, which would benefit either very young learners or students with learning disabilities or a visual impairment.  Another way to use a podcast would be to digitally record directions that students must follow in order to complete a computer-based project.  Or even instructions for parents on a class blog!  Simple and easy to use, students can be taught Audacity in order to create their own oral presentations.

Click here to listen to my podcast!

Non-Linear PowerPoint

Many of us are familiar with creating PowerPoint presentations.  They are a great tool for presenting information, but are not generally interactive.  As many PowerPoint articles note, presentations can get bogged down by constant bullet points, a lack of information, flashy graphics and "sales pitch" language. Though helpful to the presenter, PowerPoint slides can be a distraction to the audience. 

However, if you create a Non-Linear PowerPoint, you can allow individuals to interact with the information presented and provides a hands-on feature to the presentation.  Similar to a website, PowerPoint has the capability to connect information via hyperlinks in text or pictures.   This makes PowerPoint less of a distraction, and more of a learning tool for the classroom. 

I created a Non-Linear PowerPoint to teach a lesson on rhyming to young children.  First, I created a PowerPoint presentation to present slides for what a rhyme is and to teach four word families (-at, -an, -ig and -ug).  Then, I created two brief quiz questions regarding the information presented. 

Next, to make the Non-Linear PowerPoint, and thus allow the user to interact with it, I had to switch to "kiosk mode" and create hyperlinks.  I chose to link the first slide to the following four informational slides, so that the user could easily navigate through the slides in whatever order they choose.  Then, I added pictures on each of those pages that linked to either the home page or the quiz.  Next, I created slides as either "Good job!" for a correct quiz answer or "Try again!" for an incorrect answer.  That way, a person could read the information, take the quiz and return to the home page as desired.

Click here to view an attachment of my Non-Linear PowerPoint!

I found it really interesting that PowerPoint was able to be used interactively, as I had never before utilized that option.  Instead of solely presenting information to our students, in a lecture format, this allows teachers to create motivating lessons that get students involved in their own learning.  In this format, students can direct themselves through the lesson by clicking the appropriate text and pictures, then quiz themselves on the information learned.  And the best part is that a Non-Linear PowerPoint can be created for any subject or grade!  I think Non-Linear PowerPoint slides can be useful for my students, despite their young age, because they can manipulate the slides to play a game (they won't know it's a quiz!). Using the SmartBoard with PowerPoint would allow them to click on images to learn a variety of facts, including rhyming!

Reflections on MD400

Here are some personal reflections on my experience in MD400 so far:

• What I have found useful: learning new programs (i.e. Inspiration, Photoshop, PhotoStory, Wiki Sites, Blogger) and their uses in the classroom.  Also, it has been helpful to learn about the flexibility involved when using technology in the classroom as well as when creating projects using the new programs.
• What I have found challenging: learning new programs!  It's been tricky trying to remember different features available within the programs, as we have learned so many in such a short period of time.
• What I have found frustrating: working on several projects at once.  Although I do multitask when needed, I like to start and finish a project before moving on.  Because of the time restraints of a summer course, we've needed to work on several projects simultaneously in order to finish them on time.
• What I have found rewarding: finishing a project and feeling as though I could use these programs in my own classroom.  It is a great feeling to publish a completed project to the website and blog a reflection on the process!
• Hope for the remainder of the semester: to learn how to create a podcast and a nonlinear powerpoint!

Social Story PhotoStory

Now that we've learned how to create a digital story using Photo Story 3 for Windows, our MD400 class was asked to create our own photo stories, choosing from any range of topics.  I chose to create a social story for my preschool class.  Social stories teach a skill or concept using positive language in order to improve understanding of expectations in a social situation.  An example social story is on the right.

In my social story, I taught students in my preschool class language for important behavioral expectations, including cooperation, patience and kindness.  The pictures I chose consisted of some images of my students acting out the required behaviors as well as some candid shots of my students performing the behaviors throughout the course of the school day.  I also edited several photos using the crop tool and special effects, such as transition movements.  I created the title slide in PowerPoint and added special effects before converting it to a .jpg image.

I then created the audio by speaking my original text into a microphone, recording the words of the social story.  It was very helpful to use the notes section to read the story while recording.  Each concept and/or sentence correlated to a different picture.  Lastly, I created a music track from a list of selection, choosing an upbeat classical piano tune.

I enjoyed creating the story by integrating the text, visual images and music, and am happy to have a product that can be used with my students.  Not only can my students learn behavioral expectations through this digital social story, but they will love to see the product of their hard work in the classroom in such an interesting form!  After saving my work, here is the completed photo story:

Philosophy of Education

How do children learn best? It may seem a simple question, but many educators would provide very different responses. My philosophy of education stems from various theories and approaches to learning, which I have tried to encompass in my everyday teaching. Early childhood educators play an important role in their students’ lives due to the fact that they teach information, while also creating a nurturing environment in which children ought to feel safe throughout the day. Additionally, with the current advances in technology, teachers ought to utilize new tools in order to stimulate learning, motivation and growth in our young students. It is our job as teachers to make this learning accessible within our classrooms.

Teachers must understand that education does not stop at the door to the school. Children are learning all the time, whether in the classroom or not. We as educators need to understand each student’s life outside of the classroom in order to relate their learning to reality. We need to help eliminate those risk factors that impede learning, and provide a safe, nurturing environment where children can express themselves and feel protected. Despite race, ethnicity, socio-economic status, religion– students all deserve to feel successful and appreciated. Each child has something to add to the classroom climate, and thus each child’s creativity should be fostered. Teachers need to extend their learning from textbooks to real world knowledge, which includes involving the community. Technology is a fantastic tool that allows us to extend our classroom borders to include the world at large, with its materials, collaborative values and multisensory applications.

Furthermore, a great teacher is not a knowledge dispenser. I believe a true educator needs to present materials to students in an interesting, meaningful way so that students may construct their own knowledge. In Piaget’s theory of constructivism, “the fact that knowledge is presumed to come from students defines students as knowledge-holders, an identity usually retained by the teacher”. Using activities which are hands-on and student-directed allows children to engage as active learners, rather than relying on a teacher to give the facts. Students should be given choices to empower their learning, and they should be given information on many levels based on individual learning styles; whether auditory, visual, or kinesthetic. To create a classroom climate conducive to student learning, the students need to be guided towards information in a meaningful context, providing the intrinsic motivation to learn. In the current digital age, most of this context can be found by moving beyond print to integrate technological resources into the classroom. Pedagogy based on student interest fosters motivation and encourages the students to gain a love of learning.

Overall, teachers have an important job to do. The teaching profession is no longer about teaching to a test or reading aloud from a curriculum manual, but rather creating an accessible learning environment capable of reaching students with diverse needs. Through technology integration in our classrooms, we can enhance student learning through resources not available in print or on a test.

eTIPs

Recently I read an article by Sara Dexter (2002) entitled eTIPs, which stands for Educational Technology Integration and Implementation Principles.  The article reviews principles that support technology integration in the classroom and school.  In a classroom setting, the teacher must select and use appropriate technology that will enhance student learning.  On a schoolwide level, teachers must be supported so that the technology can be implemented.  The following are three classroom level principles discussed in the article:

• Learning outcomes drive the selection of technology.
• Technology use provides added value to teaching and learning.
• Technology assists in the assessment of learning outcomes.

There are also principles for schoolwide technology implementation:

• Ready access to support technology is provided.
• Professional development is targeted at successful technology integration.
• Teachers reflect on, discuss, and provide feedback about the role of and support for educational technology.

Technology is able to add value to student learning when it makes possible lessons that would otherwise not be provided to students.  Technology implementation in the classroom can individualize instruction, motivate students, provide resources, scaffold learning, support collaboration, allow for reflection, support practice of skills, allow for a multisensory approach to learning, organize information, connect related information via hyperlinks, aid in assessment and demonstrate learning.  In this respect, the values added to education discussed in eTIPs correlates to the Universal Design for Learning (UDL) as both theories seek to provide greater access to resources and learning opportunities to improve student success.  Both also stress the need for a multisensory approach to learning, flexibility and connectibility of digital media, and connecting instructional goals to the appropriate use of technology. 

In our MD400 class, each of our projects focused on reaching diverse learners and providing access to resources that can be used in the classroom.  Our blogs, tableaux vivant exercises, Inspiration maps, podcasts, Photoshop images and digital stories each reach auditory, visual and kinesthetic learners, can be individualized as needed and connect both information and people together to allow for an accessible learning environment.

Poem Photostory

Tonight in class, students worked in groups of three to create a digital essay using Microsoft Photo Story 3. We began with the following poem written by Robert Frost: "Stopping By Woods on a Snowy Evening"

Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.

My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.

He gives his harness bells a shake
To ask if there is some mistake.
The only other sound's the sweep
Of easy wind and downy flake.

The woods are lovely, dark and deep.
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.

Along with Carla and Kathleen, I searched Google images for pictures to represent the words in the poem.  We found ten pictures to use in our photostory and edited a few by providing effects, adding a title and cropping.  Next, we took turns reading the poem into a microphone to provide the audio for our digital essay.  Last, we created a music soundtrack to compliment our story - one that was quiet and slow.  Overall, I really enjoyed creating the photo story and am excited to do so again!  I look forward to using photographs of my students to create a social story for use in my preschool classroom.  I feel this technology will be very useful in the classroom, while being easy enough to use that students can be taught the program.  See below for our digital story:



Inspiration

This week I created a concept map for an article read in class about Universal Design for Learning.  Overall, Universal Design for Learning (UDL) revolves around the flexility of digital media, and its versatility, transformability and capacity to be marked or networked.  In the age of technology, students must be taught how to learn using individualized curriculum methods, materials and assessment.  The ability to address diverse needs in the classroom makes learning accessible to all students.  The following are three important principles of UDL:

• To support strategic learning, provide multiple, flexible methods of expression and apprenticeship.
• To support affective learning, provide multiple, flexible options for engagement.
• To support recognition learning, provide multiple, flexible methods of presentation.

Using UDL, teachers can strive towards increased learning opportunities for all students as well as reducing the barriers of printed text.  In order to display this information in a more visual, organized manner, I used Inspiration software to first create an outline of the article, then create a concept map of the information.  Here is my finished product: 



At first, I found it difficult to transform my outlined information into a map, as the boxes were put together in random order.  However, with time, I was able to tease out which pieces needed to be linked together (via arrows) and reorganize the information in a more user-friendly and easily understood manner.  I then adjusted the colors, box sizes and shapes, and line thickness to increase the aesthetic properties of my concept map.  Overall, I am happy with the completed product and am glad to have learned a new program that my students may be able to use in the classroom.

Inquiry-Based Learning

Inquiry-based learning refers to a process of gathering information and learning through questioning and seeking data through the senses.  Rather than having students memorize information, inquiry-based learning focuses on having students participate in useful activities to develop inquiry skills and learn information that is applicable to their lives.  Further, it presents students with opportunities to develop an understanding of the "how" of learning, not just the "what" that is being learned. 

In an inquiry-based classroom, a teacher facilitates problem-solving and discovery through open-ended questions and learning experiences.  In my own classroom, I have used inquiry-based learning to facilitate languate arts activities.  For example, I will use open-ended questions to delve into new reading material during picture walks, then model appropriate follow-up questions and responses for my students.  Further, when students are finished writing in their journals, they are required to share their work with peers, and the "audience" asks the presenter questions about the work.  With these activities, I hope to adopt inquiry-based activites that can support my students' knowledge about learning.

As a student, I have also encountered inquiry-based learning.  By expressing information using different modalities, asking questions, observing teacher models and reflecting upon my work, I am strengthening my own inquiry skills!

Implications of Copyright Issues for Educators

In the digital age of technology at our fingertips, educators must ensure that they and their students are working within the laws of copyright protection.  Copyright laws exist to protect the expression of ideas and creation of materials.  Teachers should be aware of how to appropriately use technological resources under the fair use exemption. “Fair use” refers to an exception to the US Copyright Act of 1976 which allows use of copyrighted materials without permission from the original author. The following reasons fall under the fair use exception: commentary, criticism, reporting, research, teaching and scholarship. Four factors of use must be present in order for the material to be qualified under fair use. These are the purpose of use, nature of the work, amount of material used and effect on the market. For instance, the purpose could include a creative interpretation of the material or use for educational reasons. The nature of the work specifies information about the material, such as whether it is considered fiction or nonfiction. The amount of material used correlates the length of the material as a whole. An example of this would be utilizing 10% of a document, rather than using it in its entirety. Lastly, effect on the market considers whether the copied use of material negatively effects the potential market of the author’s original work.  For more information on copyright laws, please read this article or review this chart.  Teachers should support their students' learning by providing access to technological resources, while demonstrating to students how to protect their sources (and themselves) by working within the confines of fair use.

Photoshop Project

Another assignment for MD400 included creating an image using Photoshop, in order to demonstrate ability to do one or more of the following: explore perspectives, visualize similes, illustrate principles with self-portraits, place self in literature or history or use an improbable scene as a writing prompt.  I chose to begin with a favorite image of my four-year-old niece, Kayla.  Here is the image I began with:

Kayla in the kitchen

As you can see, Kayla spent her playtime that day dressing up as a Hawaiian dancer to hula in her kitchen.  In the background, the stairs, garbage can and coffee maker are visible.  To create a new image using Photoshop, I chose to take Kayla out of the kitchen and put her in a more likely place for a hula dancer: the beach.

To do this, I had to first use the crop tool to delete much of the background, as close to Kayla as possible.  Then I increased the image size so that the picture would appear larger and, therefore, easier to edit.  Next, I used the eraser tool very carefully (using a multitude of eraser sizes) to delete the remainder of the background so that only Kayla was visible.

Beach scene

In order to find a picture of the beach, I used Google images to search for beach photos.  I found one that I liked, which included a palm tree in order for me to explore perspectives by resizing the photo of my niece.  The beach scene I used is displayed on the right.  I chose not to add any more picture layers to my Photoshop image, as I wanted to keep it simple... and keep the focus on Kayla!

Next, I selected a quotation that best connected two of my favorite things, both shown in my Photoshop image: the beach and dancing.  I chose to use the following quotation from William Shakespeare's The Winter's Tale: "When you do dance, I wish you.  A wave o' the seas, that you might ever do nothing but that." I found that this allowed me to not only experiment with perspectives, but also with time, as I put my niece, born in 2007, in a scene with a quotation written in 1623.

After resizing the image of Kayla to fit under the palm tree and on the beach, I changed the font color and size, and saved my work as a .jpg file.  I enjoyed having the opportunity to explore Photoshop and learn to use the different tools available.  Here is the finished product:

Web 2.0 assignment

As part of the MD400 course, students were asked to choose a 2.0 website for which to create a Wiki page.  Please check out my Wiki page to learn more about the 2.0 website LetterPop!

Tableaux Vivant



Lord of the Flies tableaux vivant:
Group 5 fight scene

After learning about tableaux vivants through The Reading Teacher's Tableaux vivants in the literature classroom by Rebecca Tortello, our MD400 class began to make our own "living pictures".  Group 5, reenacting the classic Lord of the Flies, took a digital camera on the road to explore how to capture a scene frozen in time.  From only two pages of text, our group was able to create several photos to depict scenes in which the characters argue, kill and name a new leader to their tribe.  Each of us took on roles to act out what the characters in the story were doing, and how we interpreted the material.

Tableaux vivants provide students a way in which to act out parts of literature for several purposes.  First, performing in a tableaux vivant allows students a chance to use their kinesthetic abilities to create a product based on literature.  Often, teaching styles focus on the auditory and visual learners in the classroom, neglecting the fact that some learn through movement.  Second, tableaux vivants can be used as a pre-teaching strategy to elicit prior knowledge and predict what one might find in a text.  Third, they can also be used to assess student's comprehension after reading a piece of literature.  And, lastly, tableaux vivants provide opportunities for students to work interactively and collaborate as a group to create a product.  In our case, I felt that Group 5 used the tableaux vivant not only to take a break from the lab and move a bit, but also to get to know one another and, frankly, act a little silly!

USA Today: MP3 homework

After reading a USA Today article entitled Companies mine growth of MP3 homework posted on 2/6/2007, I thought, wow- I never considered how much can be done with a simple MP3 player! I know that the new craze in reading is using an electronic book (like a Nook or Kindle) but never realized how listening to an MP3 player can be expanded from music to reading material.  Guess Apple should change the following ad to include studying!

For my students (50% special ed & 50% typically developing preschoolers), this is a great extension to either books on tape or read alouds. For parents with minimal spare time to spend reading to their children, the MP3 version would be very helpful. My concerns would be that the device would take away from the one-on-one time we encourage parents to spend with their children as well as the cost of the device, and whether technology like this would only increase the gap between children who can or cannot afford such tools.

I am a Visual Learner!

The results of the learning style quiz suggested that I am primarily a visual learner, which does not surprise me. I often picture material/information in my head that I need to recall and learn best when information is presented with pictures or graphic organizers. I found it helpful to read the techniques suggested (such as using flashcards, color coding and writing down key information) and was happy to see that I do many of these.

There are many implications for teaching, since students in any given class come from each of the learning styles. As a special education teacher, my students often require information to be presented in many ways and with repeated exposure. I try to integrate auditory directions with visual/pictorial cues for my students, and do as much movement as possible to ensure that all learners can be successful. Technology can be a key component to allowing students the visual, auditory and tactile input they need to learn.

What I Hope to Learn in MD400

This summer session in MD400, Introduction to Educational Technology, I hope to learn the following:

I have access to a SmartBoard but am not familiar with most of the techniques to use it. I'd especially like to know the best resources to use with a SmartBoard for very young children (preschool) and students with special needs.  I would also like to learn how to digitally manipulate photos/videos, as I feel this will be interesting to know. I am looking forward to increasing my familiarity with blogging. I currently keep a classroom blog (using Wordpress) but it is relatively simple, and I look forward to being able to use it more creatively.