Technology Assessment 2

Google Apps

I can honestly say that before taking this class, the only things I had ever done on Google would be to use it as a search engine or check my G-mail account.  There is so much more to Google.  Google Docs, Google Maps, and Google Translate are a few applications on the site.  I love how Google Docs is interactive.  Instead of sending and re-sending documents through e-mail, individuals can post a document on Google Docs and then share it with a classmate, student, colleague, or friend.  However, you would need a G-mail account to do this.  

I signed up for a G-mail account almost 3 years ago and I prefer it over my other e-mail accounts.  I love how it allows you to view attached documents on the e-mail.  For example, it you have an earlier version of Microsoft Word and are unable to download the document in a newer version, you can view the document on G-mail.  It is easy to navigate and very user-friendly.

I also like Google's wonder wheel.  It helps in narrowing the search results for research topics.

RATING: 5/5

Mozilla Firefox

 Mozilla Firefox is easy to navigate, user-friendly, and loads pretty quickly.  I have used Internet Explorer and Google Chrome in the past.  Firefox is free to download on any computer. It will block websites from installing spyware and has a good popup blocker.

Rating: 5/5

Moodle

I had never heard of Moodle before this course.  I like that it is easy to understand and navigate.  There are links so you can get from page to page very easily.  It has a page strictly dedicated to grades and assignments so you do not have to scroll down too much.  It is kept confidential and requires a password.  It shows due dates and times.

I have encountered some problems on Moodle.  The submission button was missing when I had to turn in assignments and there have been two or more instances when Moodle was under maintenance.

RATING: 3/5

Gloglster

Glogster is simple to use.  You simply click on the desired tool and place the object anywhere on the page.  It is easy to navigate.  Glogster is another multimedia tool and allows you to add images, video, sound, and so on.  I love how colorful it is.  You can get very creative with it.

RATING: 4/5

Twitter

I never saw the point of using Twitter before this class.  I figured it was the same as Facebook.  Now I know that there are more things you can do with Twitter such as search for research topics by searching key terms.

RATING: 4/5

Eyejot

Eyejot is very simple to use and is fast to download and send to another individual.  You do not need to add them as a contact in order for them to view your video.

RATING: 5/5

LiveBinder

 LiveBinder is extremely easy to use.  It is very simple and fast.  You can create different binders and make it public or private.  It offers the option to create topics and subtopics in each binder.  A picture of the website appears while it downloads to LiveBinder so you can see which site you are downloading it.  It is also viewable when you click on the respective tab.

RATING: 5/5 

                                                        

This website is a great tool to use if you want to learn how to do something new.  It offers instructions and advise on different subject areas for everything from home design and fashion to computers and education.  You can learn to do many things by visiting this website.  It is user-friendly and easily navigable.  Not only does it offer text instructions on the website but it also offers videos and gives demonstrations as well.

RATING: 5/5

Multimedia Lesson Plan Reflection

    Teachers need to take many things into consideration while planning a lesson.  They need to come up with an effective way to teach the subject matter to students, make accommodations or modifications for fast and slow learners, and constantly evaluate themselves, the students, and the lesson itself.
    I believe Standard 2A of the National Educational Technology Standards for Teachers (NETS*T) applies to this assignment.  Standard 2A of NETS*T states that teachers will "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity" (International Society for Technology in Education, 2008).  Our group created relevant learning experiences for the students and incorporated digital tools by having them view the video and play the educational game on the computer.  The students were to create a glog on Gloster.com to display information of the planet they were assigned.
   Some revisions we can make to the lesson plan to accommodate students with disabilities would probably be to alter the medium.  For example, we can adjust the brightness or contrast levels for students with visual impairments and we can increase the volume levels for students with hearing impairments.  The difficulty level on the educational game can be switched to "easy".  Students who need a challenge can research and write more information on their glog.
    I enjoyed collaborating with my group members when making this multimedia lesson plan because we were able to critique each other's ideas.  Everyone contributed something.  We found interesting websites for songs and games.  Our group divided the workload and we each had a task to complete.  Two of us had to type out the lesson plan format, two worked on the assessment, and the others worked on putting together the website but we all searched for games, activities, and other sources for the lesson.  It did not take us a long time to complete this assignment at all.  It took a while for us to understand what it was we needed to do, but after looking at previous students' samples we were able to have a better understanding of the assignment.  Another reason I liked this assignment was that it allowed us to incorporate technology into our lesson.  Linda Bennet, an editor and associate professor at the MU College of Education's Department of Learning, Teaching, and Curriculum, said, "We have to prepare students for today's society, and if we are not using technology in the classroom, then we are not preparing them adequately" (Faddis, 2007).  I believe that statement to be true.  Not only will our students be engaged, but they will be learning the basics of technology to use in society.
   Teachers must analyze and evaluate their lesson plans, students, and methods of teaching in order to improve the quality of learning for students.  I believe creating this multimedia lesson plan allowed me to consider all aspects of a lesson.  When creating lessons, I usually generalize ideas and keep my lesson plan simple.  I can honestly say I have not worked on a lesson plan as intensely as I have on this lesson plan.  I believe that students will be interested in this lesson because it incorporates technology.  I plan on using this in my classroom in the future.

International Society for Technology in Education (2008). NETS for Teachers 2008. 

    Retrieved from: http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx

Faddis, J (2008). Teachers should embrace technology and incorporate it into the classroom.

    Retrieved from: http://munews.missouri.edu/news-releases/2007/0614-technology-classroom.php

Assistive Technology: Leave No Child Behind

Since I started taking education courses at the University of Guam, professors have emphasized time and time again the importance of taking diversity into consideration when planning lessons.  Diversity is apparent in public schools on Guam.  The classrooms are full of children from different ethnicities, cultures, socioeconomic statuses, and abilities.  I feel it is my responsibility as a teacher to provide as equal an education to all my students to the best of my abilities.  School reports have indicated that technology does indeed have a positive impact on student learning and how students view themselves as learners (“Accessible Education Through Assistive Technology", 2003).  If students with disabilities lack the proper equipment to function to the fullest extent possible in the classroom, they may feel incompetent and give up on trying to succeed in school.  Students with disabilities should receive as much help as possible to help them succeed both in and out of the classroom.

The video “Enabling Dreams” gives anecdotes about different people with disabilities and how assistive technology has helped them.  What stood out in my mind is the fact that the students shown in the video- namely Susanna, Vishal, and Lucas- are all succeeding and achieving their dreams because of assistive technology.  Whereas students without disabilities use technology to explore and make life easier for them, it is viewed as a lifeline for these students with disabilities who would not be able to function as well without it.

The first thing a teacher should do to assist students with disabilities is to modify the lesson plan.  They can also make accommodations for the students with disabilities.  Following the ASSURE lesson plan will help with this.  The ASSURE model is helpful in designing lessons incorporating different types of media and allows the teacher to use more than just the textbook (Heich, Molenda, Russell, Smaldino, 1996).  When using the ASSURE model, teachers have to think about their students as learners, learning objectives, materials/media to be used, methods of using the media to teach the lesson, participation, and evaluation.  Following the ASSURE model will help the teacher understand the student with a disability more because they have to learn more about that disability to know the student’s learning style.  They would have to decide on what type of technology media will work for everyone and may have to make accommodations for the students with disabilities.

Should the student require more services or assistive technology, teachers can visit the Guam System for Assistive Technology (GSAT). GSAT offers different assistive technology devices that may help students with disabilities.

According to “Enabling Dreams”, assistive technology devices are implemented into the classroom because teachers and parents may not be aware of the types of assistive technology out there.  I certainly had limited knowledge of the different types of assistive technology before this semester.  I truly believe that it is the responsibility of teachers and parents to look more into assistive technology.  We should provide opportunities for all students to succeed. Students with disabilities deserve a chance to work towards making their dreams come true.

(2003, February). Accessible Education Through Assistive Technology. Retrieved March

3, 2011 from THE Journal website: http://thejournal.com/Articles/2003/02/01/Accessible-Education-Through-Assistive-Technology.aspx?Page=1

Heinch, Molenda, Russell, Smaldino. (1996). ASSURE Model. Retrieved March 3, 2011

from Academy of Teaching Excellence website: http://www.mscd.edu/~act2/courseconstruct/assure.html

Digital Storytelling: Learning through Engagement

Times have changed.  Teaching in a classroom today is significantly different than teaching in a classroom ten years ago.  One of the biggest changes is the amount and quality of technology now at our fingertips.  Some people may say that technology has had a negative effect on the younger generations.  They may say that students waste their time playing games on the computer.  What they fail to realize is that, when used appropriately, technology can be very beneficial to both students and teachers.  Most students are fascinated with technology which teachers can use to their advantage.  It is for this reason- that students are fascinated with technology- that teachers should incorporate it into their lessons ("Effects of Technology on Motivation," 2005).

Storytelling is a key component in teaching content to students in early childhood.  In my early childhood methods classes here at the university, professors urge students to look for different strategies to tell stories that will engage students to learn the content we wish for them to learn.  They also require that we somehow incorporate technology in our lesson plans.  Using technology to create digital stories allows me to do both of these things.

I originally planned to use Movie Maker as my digital story tool because I have had experience working with the program.  After talking with some classmates, I learned that Photo Story 3 was easier to work with.  After completing my digital story, I have to agree with them.  It is simple to work with and it did not take me long to finish my digital story.  The program allowed me to complete my project step by step and it automatically set up my story.  I did not have to find music loops online.  It allowed me to create my own music at the end.

Although Photo Story 3 is easier to use, there are limited choices as compared to Movie Maker.  Movie Maker has a variety of effects, transitions, and text options to choose from.  It also allowed me to cut audio clips and specify which part of the audio clip I wanted to use.  Photo Story 3 automatically sets the sound to the visual clip chosen.  Photo Story 3 would not let me add slides with text only.  Movie Maker allowed me to add in text-only slides. I have more control in Movie Maker.

I plan to incorporate technology in my future lessons when possible. I would definitely create digital stories in my classroom for three main reasons: (1) I gain a greater understanding of the content I plan to teach; (2) I feel my students will be more engaged in the lesson; and (3) other teachers may learn tips and techniques to use when creating their own digital story.  Because I am creating the story- which requires a lot of editing- the content repeats over and over again which allows me to have some sort of mastery on the subject.  It may also point out the flaws in my lesson so I can address it before teaching it to students.  A digital story can be incorporated into the anticipatory set of a lesson so as to catch the attention of students at the beginning of the lesson (Robin, 2005). When my students “watch” the story, they may be more engaged than if I were to just read the story aloud.  The digital story brings the content to life.  Other teachers may view my digital story and gain ideas that will be helpful if they want to create their own digital story.  The student example I watched- “SQ3R”- really helped me come up with my idea of “SEEL” (which is an acronym used to remember healthy habits).

Times have changed.  When change occurs, we must adapt and build upon it to improve ourselves and the society we live in.  Technology is evolving every second of every day and we must use it to our advantage.  Technology can make lesson planning easier for us as teachers as well as enhance our lessons.  We are better able to communicate with other teachers and may be able to learn techniques they use in their classrooms.  We learn from mistakes.  Technology allows our students to be engaged in lessons and have fun learning new material.  Because they are engaged, it can foster a love for different academic areas. When used appropriately, technology in the classroom is beneficial to both teacher and student.  Everybody wins.

Robin, B. (2005). The Educational Uses of Digital Storytelling. Retrieved March 2, 2011

from website: http://digitalliteracyintheclassroom.pbworks.com/f/Educ-Uses-DS.pdf

Effects of Technology on Motivation. (2010, July 2). Retrieved March 2, 2011, from website: http://schoolsteachersparents.wikidot.com/issues:effects-of-technology-on-motivation