Digital Blog Post #D - Chapters 8 and 10

After reading chapter 8 I would like to state that as a current student, I cannot express how appreciative I am for the ability to utilize social media outlets in the world of academia. Emailing my professors quick questions that I usually feel too embarrassed to ask in class has been a new level of comfort I lacked when I was in high school and receiving my grades via email have led to me jumping for joy in public. The worst part of any large assignment or exam, is waiting for the results. Thanks to this digital age, I no longer have to wait around for Monday morning or returning from break to get the feedback I so eagerly await. The feedback is more detailed and beneficial, as well, considering professors aren’t limited to a small box of space on my papers. I look forward to following these practices when I have a classroom of my own. I want my students to know that help is accessible at any time. Although, I don’t think I will ever be comfortable enough handing out my phone number for texting purposes, but with the wonderful apps of today, it is possible for me use a specific app for classroom communication. My email accounts are currently linked to my phone and at times I receive email notifications before texting, so for the time being that will suffice. Anything in the name of preventing stress or anxiety in my class!

The introductory paragraph to chapter 10 about Dan and his fear of the complexity of teaching really hit home with me. I share his fear as I’m sure others do. Any student seeking any profession surely envisions it to fit their needs, when you hear the factors that you didn’t know come with the package it can be overwhelming. Further in the chapter, when reading about the Universal design for learning (UDL), I found some relief. I don’t want any of my future students to fall between the cracks, I surely would at some point and time blame myself and my methods and wonder what I could have done differently. This UDL design though, is exactly what I was hoping to find further in the chapter. A practice that prepares the educator for addressing each students’ learning approaches, and the means to accommodate each student. My son is one our students on an IEP at his school, and at home I see his struggle. We work hard to get through his homework assignments and he receives praise for his accomplishments. It is so comforting to know that although the classroom isn’t centered on his learning approach, he is still able to keep up with his peers. I know this is because of the efforts and practices the teacher’s implement in the classroom. I think all of their hard work is partially what led me toward the education path myself. I would love to put back into the school system what my son and I have received from it. Alongside the teacher’s hard work and extra staff that assist him, the digital media in the class has really helped him. He can even bring it home, as we have devices that can access these particular apps and sites. 

I made myself a mindmap to look back on in times of anxiety, to remind myself that there are actions to take to avoid feeling like I am going to let my students down.

To focus further on these digital tools that I am growing fonder of, I’m already a fan and full supporter of storybook apps! I love the idea of books coming to life in my hands. I am an avid fan of Pottermore, the interactive website that allows fans to further step in to the world of Harry Potter. As if that world wasn’t magical enough through my own interpretation and the films, now I get to play quidditch, practice my potions skills, and uncover hidden treasures throughout the books. It’s enchanting and has pulled me right back into the series. I wish these were around when I was a child! I genuinely loved to learn about biology and the ecosystem. I also loved going through historical events and envisioning what life must have been like. Not that I want to replace children’s imagination, but today’s youth can actually pick up a tablet or hop on a computer and take a virtual stroll through an ecosystem in their textbook. Images of cells will actually dance on screen and with just a few simple clicks, students can uncover all the components that lie inside of that cell. I’m sure I’m barely scraping the surface when thinking of the possibilities these interactive books provide children, but surely this is an engaging method for our digital age students. I share the concern that the game play aspect may be more of a distraction than an educational tool, but if used in moderation, I believe this a great asset for the classroom!

Resources

Giallanza, B. (2016, March 6) "How to ensure my students' success". Created with bubbl.us. https://bubbl.us/mindmap

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.

Digital Blog Post #C - Chapters 5 & 7

Although chapter 7 was equally as engaging and informative as its predecessor, chapter 5’s focus on digital citizenship struck a chord with me. I have had a few not so positive experiences in the past with younger family members, children I babysat, and even close friends messing with my online activity and impacting my digital identity. Granted, this was not an educational setting and they were not expected to act responsibly, I was still affected by what little damage they had done and instantly had to make attempts to repair it and have since had trust issues with anyone near my laptop.

I think it’s vital that our students are properly prepared to engage in the digital world. Just as in the real world, there will be consequences to their digital actions. Whether that be losing device privileges, in or out of school detention, or suffering from the overwhelming embarrassment of creating a website at 13 filled with embarrassing pictures of themselves and all their friends then forgetting the account information and never being able to remove it from the web, there will always be a price to pay for irresponsible actions. The encouragement from schools to aid students in avoiding making these mistakes can also provide parents a sense of confidence that their children are safer on the internet than most and they won’t soon have to do damage repair.

To continue with chapter 5, I have zero tolerance for cyberbullying. The damage it does to its victims hits a new level of severity, the reasoning behind the attacks is unjustifiable, and in some cases, the reactions are unbelievably tragic. Not to say face-to-face bullying doesn’t share the same results, but the anonymity of attackers is scary. The things they can do via web-based attacks is terrifying, especially those who are well trained in the realm of computer hacking. I have the highest hopes that with further integrating technology in the classroom this horrid form of harassment will come to an end. Yes, please, let’s demonstrate empathy and compassion any and every chance we get. Let’s continue to encourage our students that differences make us unique and that is a beautiful thing and we should embrace our differences, not degrade them or belittle them. I have always wanted to make a word cloud, so I was very excited to make this to exemplify a way I would personally try to encourage positive reinforcement amongst students and steer them away from cyber-bullying. 

(Tagxedo.com, 2016)

To touch on a more positive not in chapter 7, I love the segment on visual-thinking and concept-mapping software! Even today, I still love the aid of a good mind map or brain storm. The visuals comfort me and allow me to layout my thoughts in a manner that I can physically see to confirm it’s exactly what I want to express in my work. I never would have thought to look for an app that could allow me the same peace of mind without the paper trail on my bedroom floor, there is literally an app for everything and it’s amazing. But to imagine the ease of being able to create the layout or foundation of your assignment with the endless supply of media and information on the internet is mind-blowing! I envy all who knew of this technological wonder before me and can’t believe this is the first I’m hearing of it. I feel like what takes me sometimes hours, may take me mere minutes because I won’t be fumbling around with my pen waiting for just the right image to come to mind to get me started.

Lastly, I am full supporter of learning with computer games. If not for Number Munchers, I don’t know if I would be as confident with my knowledge of the multiplication table. I definitely remember more about geographical landmarks thanks to Where in the World is Carmen Sandiego over the textbooks we read in class and al . The Magic School Bus was not only the best show to watch during or after school, but the PC games were the icing on the educational game cake. I’m sure today’s students have far more advanced games at the ready in the classroom, but I can still relate to the enjoyment they must get when they know they’re about to partake in some awesome game play in class.

To wrap this blog post up, both chapters were great reads as per the usual. I got a bit over my head with the talk of creating software and I can’t lie, when the moment comes that I have to do so, I imagine I’ll be very overwhelmed. Although, that doesn’t mean I’m not up to the challenge! I would love to go down in history as the educator who came up with the next hands-down, all time, most entertaining and scholarly approved app or game! I would also love to be a part of the force that ensures cyber-bullying is a thing of the past. With each passing lesson I feel less intimidation and insecurity, and more confident and curious of what is yet to come.

Resources:

Giallanza, B (2016, February 21). “Word Peace”. Created with Tagxedo. http://www.tagxedo.com/

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.

Digital Blog Post #B - Chapters 2 & 3

Chapter 2 was a great read and I was so relieved to see that my fear from chapter 1 was addressed, which is the barriers we are bound to encounter. Lack of access is my main concern, whether it be in the classroom, at home, or both. As I read through this section I was hoping to see some information on how we can work to avoid or overcome this obstacle, sadly that was not addressed. I did not fret though, because as a mother of a student fresh in the school system I am seeing how proactive the schools are being about this issue and the steps they are taking to ensure no student is left behind. I have seen handouts about affordable internet services provided by local cable companies specifically for families with students enrolled in school, fundraisers have been held specifically for obtaining up-to-date devices, there is also a program they encourage parents to consider, BYOD, Bring Your Own Device. All of these are great strides in the right direction to overcome one of the greater obstacles we will encounter. With proactive faculty, family, and community members we can continue to brainstorm new methods of ensuring our students have the means they need to succeed.

As stated right in the beginning of chapter 3, simply adding the technology to the schools won’t be enough to change education. In my opinion, encouraging more active learning would be highly beneficial to the classroom. I was always and am still a hands-on learner, I like to fully immerse myself in the material at hand and I find it to be the easiest method to allow me to focus my attention. Sheryl Nussbaum-Beach couldn’t have explained blending technology and active learning better when she said “The technology helps them with connecting, creating and sharing data and becomes an electronic pencil that allows them to share and collect ideas with others around the world” (Nussbaum-Beach, 2015). Nussbaum-Beach goes on to say that the devices are not the main focus here but still needed for students’ progress. The information students are able to gather and the conclusions they are able to form from the knowledge they previously had and the new bits they discover are going to make more sense to them because they found their own way to make connections. I found this diagram useful as it compares how information is processed through various classroom approaches.

(Powerful Learning Practice, 2015.)

When the topic of digital literacy arose in chapter 3, I couldn’t agree more that it needs to be focused on for both the natives and immigrants of the digital age. It has become too easy to find a cornucopia of information thanks to the simplicity of a google search, but how do we know what we’re reading is factual information? It can become overwhelming at times to try and sift through webpages and articles, I often have to take a break while researching for projects because my brain feels as if it’s swelling from information overload. The many means available to educate ourselves through digital literacy could do more harm than good if we aren’t taught how to do so properly. Once instructed on how to decipher useful, credible, factual information from opinion-based, non-credible sources, the internet can prove promising in educating us on any topic our heart desires.

I nearly feel the information overload effects from these two chapters, but it’s a positive, beneficial overload. It’s great to see the pros and cons addressed and comforting to know that we as hopeful future educators are being fed all the information needed for proper preparation. I unfortunately find myself worrying about the level of job-security there is in this field and wonder if with further technological advances, our positions will become obsolete? I was washed over with a wave of relief to read that we are still much needed and will continue to serve a great deal of purpose in the classroom and realm of academia and will now remain optimstic as I continue on my journey. 

Resources:

Giallanza, B (2016, February 7). “All for one and one for all!”. Created with Bitstrips http://www.bitstrips.com/r/1HMXK

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.

Nussbaum-Beach, S. (2015, March 10). The key to making the shift to active learning (and why technology is not enough). Retrieved February 07, 2016, from http://plpnetwork.com/2015/03/10/shift-active-learning-technology-answer/

Powerful Learning Practices. (2015). Cone of Learning [Image]. Retrieved from URL (http://plpnetwork.com/2015/03/10/shift-active-learning-technology-answer/).

Digital Blog Post #A - Chapter 1

Good evening!

Hope that this blog post finds you well on this fantastic night.

Welcome, and thank you for reading!

After covering the first chapter, I find myself envying today's youth while simultaneously anticipating my reign in the classroom. The opportunities that a technology-based classroom have to offer are far beyond what I had expected. I was and am still a bit skeptical on the idea of integrating too much technology into the classroom, but this read has shed quite a bit of light on the matter and I'm eager to see how these feelings progress throughout the semester. The suggestions for learning new technologies was so inspiring, I especially loved the idea of the virtual chemistry lab. Of course, like most kids I enjoyed chemistry, but the level of caution and attention to detail needed in the classroom brought on a high level of anxiety. Picturing students being able to digitally take their chemistry labs home, and doing their work in a safe, relaxed environment has such a great appeal to it. This medium would allow students to show off their success to their parents without anyone trembling from the fear of explosions or fires, such a great way to keep the family involved in the students' education as well as keeping the student intrigued in their homework.

In the same category, I also enjoyed the idea of creating small technology groups. The concept is very much like the on-going play centers or learning centers you find already in classrooms, which in my opinion from personal experience and classroom monitoring seems to be a favorite among students. Dividing up materials amongst the groups would allow the educators to require less of the devices needed for the classroom which would be beneficial when thinking about our school budgets. It also gives the students some prime time to work together and ensure each of them are given the opportunity to really digest the material they're meant to learn. If planned accordingly, you could group the students with similar learning styles to work together, they could keep up with each other and assist one another in processing the information at hand. This video is a bit outdated, but still conveys the concept and it's benefits I envision for my future class.

I want to say I was shocked or perhaps impressed with the amount of screen time a child gets at such an early age, but I was slightly relieved to know that my son is probably averaging out with the rest of his peers in that department. As a new parent, I had struggled with the thought of whether to accustom him to digital devices or try to keep them away for as long as I could. Everyone had input on the matter, both negative and positive. Ultimately, I encouraged him and bought his first tablet for his 3rd birthday. I'm happy I did because it has proven to be beneficial in the classroom, he excels in his technology class and has assisted other students who struggle. I was saddened on the other hand to read about the lack of devices available to the less fortunate students, and it's unfortunate that they struggle in school because of it. I hope that in the future we can see proper funding to the schools for top-notch educational technological devices to ensure that everyone is getting the same experience, even if only while at school.

Again, I'm seeing the light at the end of the tunnel. I'm still skeptical, but with time, an open mind, and continuing to educate myself, I believe I'll be a full supporter of bringing classroom's further into the digital age. This first chapter filled in a lot of blanks and answered questions I've had for some time which came as a relief. The only fears I keep coming back to are what happens when we have technical difficulties, and without proper funding, is this ideal education possible? Hopefully these fears will subside as I further my journey into the book and class.

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.