Reflective Post

This is not the End, but the Beginning:

I feel that our textbook throughout the semester was a little unbalanced in favoring technology over more traditional methods in the classroom. Even though I feel there could have been more debate over the integration along with the information provided, there were chapters that did discuss alternate stances. While it explained and spoke of the positive aspects of technology incorporation in classrooms, it did not fail to include negative/opposing views on the matter. When looking at any topic, I feel it is important to look from all angles; otherwise the decision will appear biased. Because of the format of our readings, some chapters provided sole information on technology options, while others remembered to include other viewpoints on the matter. However, I feel that even though technology is still debated today, that it is worth trying and in the end it will be worth the effort.

I must admit, I’ve never liked group projects. They require you to work with unknown possibilities and possible slackers. When it comes to these, especially when their online, it becomes harder for those involved to communicate effectively. However, this semester proved otherwise due to the fact that the majority of people in the group fought to keep in touch with one another and relayed information and work progress swiftly. Not only that, but the way the assignments were set up, each person was still responsible for their own work, which eased the stress of possible failure due to an outside party. I have to say, the fellow work I saw put into those projects was pretty encouraging and gave me hope for any future group projects.

I admit that I liked the idea of responding to a classmate’s discussion post. However, it was rare to see a comment receive a response and allow the conversation to continue. I understand sometimes we as students want to get our assignments completed and turned in, never to look at them again, but being able to dive into an intellectual discussion would have been great. I did notice one or two classmates would go back and forth from time to time, but to see more of an interaction among different viewpoints would have been inspiring.

In conclusion, during this semester I have been able to feel both positively and negatively about the subject of technology in teaching. Certain topics or approaches I did not necessarily agree with, while others seemed like great ways to interact with students and materials. Throughout this learning process, I had to remind myself that everyone has their own style of teaching, and what may not appeal to me would likely be gold to someone else. Although I may not be that creative, this course was able to show me simple ways to make any assignment or lesson more imaginative and personal. Instead of writing a plain essay, or turning in a standard worksheet, creating a blog or website filled with ideas, feedback, and personal growth seems like a great way to make any writing assignment more fun and artistic. I must admit this class has humbled me and altered the mindset I originally had about technology in the classroom. I now understand there needs to be a balance to everything, but that technology is inevitable and in so many ways reaches students in ways that traditional methods just couldn’t measure up to.

Just a little thought to leave you with: Technology is definitely a fascinating tool that with time can only move forward and become more advanced. Even though we may not exactly be there yet, I would like to you to see the possibilities of technology in future classrooms.

Resources

Goshay, N. (2015, December 10). Technology? [JPEG] Created with bubbl.us 

Goshay, N. (2015, December 10). When the Semester is Over. [JPEG] Created with Bitstrips https://www.bitstrips.com/user/F2TP8S/read.php?comic_id=GJZQK&subsection=1

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Nemroff Pictures (2014, January 28). Technology in Education: A Future Classroom. Retrieved December 10, 15 from https://www.youtube.com/watch?v=uZ73ZsBkcus

Chapter 12 - Digital Blog Post L

We’re All in this Together!

A particular section within the chapter spoke up about issues involving the integration of technology. The reading argued that some educators use technology to divide the classroom, separating students based on educational level or how advanced they are. If this is done in a way where it becomes discouraging to students, I can understand the issue. However, based on what I’ve witnessed and experienced, it’s usually counterproductive to lump students together who are on different academic levels: Students who may learn at a slower pace feel rushed and confused without a firm grasp on the material, and students who may be further advanced feel held back and bored with the presented material. I feel that teachers, who can effectively use technology in a way that encourages students, can harness its functionality for each group of students at their current level. Separation is necessary in certain cases, and if executed in a way that benefits students instead of discouraging them, then it’s all the more useful.

In previous chapters we’ve discussed the digital divide and how low income households differ from higher income households. This mindset is reiterated in this chapter under the term digital inequality. This emphasizes that “simply adding more technology to homes or schools will not, in and of itself, address differences in access among social groups” (Maloy, et al, 2014, p. 306). Simply placing some form of technology in front of students is not going to bring out the best in those students if the majority of them don’t even know how to efficiently use that device. As seen by the chart on page 305, lower income households have a smaller percentage of broadband, Internet use, and personal cell phones (let alone a smart phone). This being said, even with Internet access, there is no guarantee that students will have the most updated software and search engines available. Figuring out a method to properly introduce the uses of technology to students who do not have a solid understanding is key if we hope to continue using technologies in the classroom. Otherwise, a different approach will have to be made.

With all this talk of issues in the integration process of technology, one wonders what the next step could be? Towards the end of the reading we come across ways we, as teachers, can become technology-leading and pave the way for our students. Even though there are many areas within the educational system that we have no power over, we can make a difference within each of our classrooms. The choices we make every day to how we will deliver the things we love while incorporating technology, we can find a way to enhance student learning by using technology in ways that complement our every day functions and lifestyles.

In conclusion, technology can allow for students to show what they otherwise could not. Technology may bring out the best in students, but it can also become a source of separation; in terms of skill, social communication, and in terms of being technologically savvy. As teachers, and leaders, we need to be creative and critical thinkers that leave students with the desire to follow and learn from us. We can be told to carry out a responsibility, but we have the ability to choose how we will carry it out to make the best impact we can.

Resources

Goshay, N. (2015, November 29). Diversity [JPEG]. Created with Tagxedo http://www.tagxedo.com/app.html?url=https%3A//www.aacu.org/publications-research/periodicals/diversity-teaching-and-learning-affirming-students-empowered&shape=Apple&orientation=Any&font=Avril%20Lavigne&theme=Cloud%20Over%20Castle

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

TeachForAll (2013, July 1). A school that keeps learning - Part 3: Growth mindset. Retrieved November 29, 2015, from https://www.youtube.com/watch?v=DKM6QwQpe3g

Chapter 6 - Digital Blog Post K

Into the Future but Remembering the Past:


Towards the end of the chapter there was a compelling section that discussed the use of educational websites interactively. The portion that stuck out the most to me was engagement. In other chapters we’ve discussed the importance of interactions between students and technology, as well as ways to engage students. However, this small section brought up the point of how information is presented in a way that would compel students to interact and better respond to information. Instead of providing information in a bland way through regular textbook readings or assignments, introducing a more exciting and engaging method would reap more benefits. The book describes “a compelling storyline, interesting characters, a perplexing mystery, or a controversial issue or idea” to attract the students (Maloy, et al, 2014, p. 150).

A tool for managing information electronically that has vastly gone unnoticed in our daily lives is the use of bookmarking. This utensil has become so common and secondary that we forget just how useful and vital it actually is. Remember the days when we had to look through countless books just to find one page or paragraph of information we needed? Then we would fold the page, highlight the information, or place of bookmark in so we could go back and find it later. Now, imagine finding multiple sites or web pages with information you need, and having to leave up all the tabs hoping you don’t accidentally exit out of one which would mean you lost that page you might have searched for hours. Thanks to bookmarking, once we find a page with valuable information that we would like to view again in the future, we are able to SAVE that page online and refer to it later; even after we exit out of it! We may take it for granted, but bookmarking is just as handy as it was when it was first introduced.

In conclusion, virtual tools are becoming more and more powerful and useful within the world of education. Virtual schools have become more popular and are able to cater to a diverse group of students that benefit greatly from its flexibility, availability, and the resources it provides. Interactive and engaging websites and programs are paving a new path for students to better understand and relate to the information they are being presented with. And lastly, even though technology is forever moving forward, we are still benefiting greatly from the features that were first introduced when the online world was beginning to take off.

Resources

Goshay, N. (2015, November 15). Virtual Schools. Created with Picktochart https://magic.piktochart.com/editor/piktochart/9336684#

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

zSpace (2015, January 19). zSpace VR in K-12 Education. Retrieved November 15, 2015, from https://www.youtube.com/watch?v=Pd2tgj6KBGs

Chapter 11 - Digital Blog Post J

Time to Engage:

A nice opening to any new class, for teachers and students alike, is to predetermine how much a student knows upon entering the class. The term for this approach is known as a pre-assessment. A pre-assessment has many forms; it can come as a quiz, worksheet, survey, or mini writing assignment in order to evaluate how much material a student knows about the subject at hand. This is important because I feel it is necessary in order to build off of student’s prior knowledge. This also gives us, as educators, a peak into the student’s mind so we can be better prepared when creating lesson plans and finding useful ways to engage students. Instead of throwing a multitude of information at learners that will likely fly right over their heads, or worse, scare them, pre-assessments give us a better idea on how to tackle the teaching process.

Chapter 11 discuses a valuable approach to engaging students through student participation systems. In short, this is a hands-on way of allowing students to interact and respond to classroom stimuli through various tools. One way for students to participate is through the use of clickers. This is a small device that allows students to press a button or type an answer in response to a question. Different types of clickers can let students use “multiple choice, yes/no, true/false, ranking, numeric, and short answer questions” (Maloy, et al, 2014, p. 288). I personally like this method because as the educator it gives you an idea of how many students are grasping the concepts being presented. On behalf of the students, I think this allows students to remain active in their learning and keep them on their toes.

Democratic schools and classrooms was a great topic to cover within the reading. By allowing teachers and students to unite in their decision-making process, it makes for better communication and involvement. This allows students to feel more engaged and are less threatened by participation as well as expressing their thoughts and concerns. By conversing with the teacher as a class or individual, students can relay how they feel about different aspects of the school, staff, classes, and even topics not associated with school i.e. weather, sports, stores, people, etc. I think this form of engagement can be beneficial. It fosters an environment that produces strong teacher-student relationships. This approach would ultimately increase student input because it adds to the students’ interests.

In conclusion, we understand that student reflection is not only valuable, but can be achieved through various methods within the classroom. Whether it’s a pre-assessment  a student participation system, or a democratic learning approach, each method requires students to reflect and take the time to work out their thoughts to better express their understanding. These methods may benefit the student, but they also come as a great innovative way for teachers to evaluate their students.

  

Resources

Chasteen, S. (2009, November 12). Students and Teachers Speak: Clickers in the science classroom. Retrieved November 8, 2015 from https://www.youtube.com/watch?v=tpAEx2abKBQ

Goshay, N. (2015, November 8). Engaging Students. Created with Tagxedo http://www.tagxedo.com/app.html?url=https%3A//tackk.com/pucavq/embed&shape=Classic&orientation=Any&font=ChunkFive&theme=Just%20Peachy

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Chapter 4 - Digital Blog Post I

Plan Ahead:

Chapter 4 brings up a good point in the reading when discussing the formation of lesson plans: “There is too much information in every curriculum area that students need to learn” (Maloy, et al, 2014, p. 81). Teachers have to consider various details when creating a lesson plan. Keeping in mind how much time a day you will have, what materials will be at your disposal, what age group you will be working with, and what key pieces of information will ultimately better the student are all key factors to consider when putting together a lesson plan. Through considering these factors we will, time and time again, have to exclude and include certain details to a plan until we are left with the best possible plan that fits our criteria.

Within a section of the reading, there was one small topic that caught my attention. When teachers consider how to assess students three factors strongly influence their choices, but the first stood out to me: Personal experience. This section explains how teachers are likely to teach and assess students the way they themselves were taught and assessed i.e. lectures, quizzes, worksheets, discussions, etc. Although these all can be linked to classrooms, just one by itself is not enough to evaluate a student or his/her progress. Even though there may have been assessments a teacher went through that stuck out to them or aided their learning, sticking to those methods alone will not benefit the variety of students that teacher will come to educate. Because each students learns so differently, and repetition of the same thing is not always helpful, teachers will need to incorporate and present different forms of assessment to better evaluate their students and offer diverse opportunities for students to show their progress.

I believe that electronic grading is a great way to share grades. It allows students to look over their assignments as if they were on one spreadsheet. This grading system allows schools to “manage grades, keep track of attendance, support lesson planning, manage teacher correspondence, and perform other administrative and class management functions” (Maloy, et al, 2014, p. 86). Another feature about electronic grading I like is, depending on the system, it allows parents to have access and see how their child is performing as well as having communication access to teachers. This makes parents feel more involved and lets them see the progress their child is making; they can also see how material is graded and can help their child focus on building those skill sets.

In conclusion, this was a very powerful and necessary chapter to cover in the field of education. As educators we can come up with as many ideas and approaches as we want for the classroom, but without a game plan and goal for our class we would run in circles. By planning out and establishing lesson plans, teachers are able to follow strong and relevant strategies to walk them through the school year/semester.

Resources

Goshay, N. (2015, November 1). Lesson Planning. Created with bubbl.us https://bubbl.us/?h=2d76fc/5d68a5/290aic3WToL5k&r=986949415

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

UW (University of Washington) (2013, June 14). ‪Introducing Canvas: Grading tools‬. Retrieved November 1, 2015, from https://www.youtube.com/watch?v=pqXFqBQ9q1o

Chapter 9 - Digital Blog Post H

Multimedia Mania:

We have come a long way from transparencies, overhead projectors, and slide projectors.  Thanks to Microsoft’s PowerPoint (PP or PPT), information can be translated in an engaging and fun way. Teachers can produce slides for visual information displays featuring colorful graphics, pop-up or slide-in windows, and other attention-grabbing techniques (Maloy, et al, 2014, p. 220).  PowerPoint has been a staple in the realm of presentations since the 90s where the software became more popular; I remember teachers suddenly incorporating PowerPoint into their teaching methods as well as class projects. I feel PowerPoint has been able to maintain its standing in the technological running because it remains relevant and diverse in its creativity: Text, audio, pictures, video, transitions, numerous slides, and themes/backgrounds.

Videos are another fun way and interactive way to learn. Whether it’s a video found online, a video the teacher created, or a video a student made, the class will be able to react and connect more easily. The great thing about videos in the classroom is that it combines motion pictures with sound. Instead of a simple slideshow that may present audio (or no audio) with images, videos allow the students to follow along without having to slow down or pause their thought process. Chapter 9 provides a very popular and multi-range video site: YouTube. Here, videos can both be found and uploaded/made. Another great feature about this site is that videos can be divided into categories. This way, a video can be found for educational purposes or whichever topic can relate to the class material.

Although the reading did not go into detail on this matter, I feel that surround sound in a classroom can be very beneficial when incorporating a multitude of teaching methods. Surround sound has its perks both in the small or average-sized classroom, and in the big lecture halls found on many college campuses. The advantages of having sound surrounding the area of a room is that students can hear the teacher without straining or missing information, can hear all the little details within an audio clip that may be vital for later reflection, and can even bring a more creative element to storytelling i.e. whispers, loud noises/booms, emphasis on paused speech, and more.

In conclusion, there are so many options to choose from when dealing with creativity and multimedia technologies. The possibilities are not limited to what we read in our books, but can seem almost limitless to what we can find through other applications. Multimedia technologies can come in many forms and pairings, but how we create and put our stamp on that media is what makes it unique. 

Resources

Goshay, N. (2015, October 25). Multimedia Mania. Created with Bitstrips http://www.bitstrips.com/r/HK92K

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

YouTube Help (2014, September 4). Sign in & navigate YouTube. Retrieved October 25, 2015, from https://www.youtube.com/watch?v=bP7vggHJLVM

Chapter 10 - Digital Blog Post G

You can Succeed:

Diversity can Help!

Remember: There are many examples for differentiated instruction!

Resources

Antonio, B. (2013, December 27). UDL: Reducing Barriers. Retrieved October 18, 2015, from

Goshay, N. (2015, October 18). You can Succeed! Diversity can Help! Created with Prezi http://prezi.com/buchf4-_ar2z/?utm_campaign=share&utm_medium=copy

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Chapter 8 - Digital Blog Post F

Let’s Talk Media:

A section of the reading briefly discussed the usefulness of emailing. It was explained how emailing allows reports to be saved, keeps track of timing, and gives teachers the ability to efficiently respond to a situation with the proper amount of time and content. I appreciate that emailing has built in spell check and you are able to customize the email to be formal or informal depending on the intended party. Emails are unlimited and can be created at will and are readily available when needed. Another feature of emailing that I believe is important in today’s technologically diverse world is its ability to communicate with multiple platforms. Emails are not limited to sending information to one email source (an email provider i.e. Gmail, Yahoo, AOL) or device, but are able to send and receive messages with phones, computers, laptops, tablets, and other devices. In addition, the content of these messages can contain texts, videos, pictures, web links, cinema graphs, and even attached files. The flexibility of emails makes them ideal for educational, personal, and business related use.

We always discuss communication in the form of teaching or learning; rarely do we discuss communication in the form of student success. Chapter 8 reveals that by bringing outer awareness to a student’s work through whatever communication method is being used, we can both encourage that student to continue participation and bring about a stronger passion to do better. I feel that the key in this situation is to encourage students beforehand and let them do their best on their own. Only after the work is completed might we ask to publish their works or use them as future examples. I mention this only because if a student is confronted with the idea of publication or wide publicity before an assignment, the stress of having to perform for a larger group could have a negative effect, thus crippling their work. However, this does not apply to every student, as there are those who thrive with the prospect of multiple viewers and work well under larger pressure.

Normally, a solid number of students seem to dread writing assignments when they are assigned. These students don’t look forward to the grading process, the critique, the pressure of proper grammar, and the concern with the length of the paper or word count. However, when it comes to social media, we see students writing masses of messages in their personal time, yet they don’t consider these messages “real writing” (Maloy, et al, 2014, p. 192). By using technologies such as blogs, wikis, or online discussion boards, students may feel less pressure in the writing process. These writing options provide various utensils for spelling and sentence organization, choices that may alleviate student concerns, and instead rejuvenate their desire to write by switching up the presentation of the assignment.

In conclusion, there is definitely room for social networking and social media in the classroom. The various tools and platforms available make the participation process more fun and enjoyable for everyone involved. In this case, even though balance is always necessary, I feel that choosing the appropriate social media that complements subject material and needs of the classroom should stand out the most.

Resources

Goshay, Nick (2015, October 11). Communication: Emails and Devices. Created with Picktochart https://magic.piktochart.com/editor/piktochart/8452668

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

RockhurstHawk (2014, January 10). Festival of Student Achievement. Retrieved October 11, 2015, from https://www.youtube.com/watch?v=ufsbs2HEVWQ

Chapter 7 - Digital Blog Post E

To Game or not to Game:

Chapter 7 explores a variety of problem-solving technologies. One particular section even touched on the possibility of digital games for the learning process. One option for digital gaming was simulation while the other was a virtual world. Simulation games seemed more geared towards a desktop program while virtual world gaming was for an online audience. Even though both options have their benefits, I have to say that I feel like a virtual world experience may not be best for the classroom. Although we want to think positive about technological influences on students, we also have to be weary and use student-friendly approaches. With online gaming, there is no solid guarantee that students will not run into some sort of improper exposure with another online gamer i.e. inappropriate language, conduct, or exposure of personal information. On the flip side, simulation games that stimulate the mind and integrate stealth learning are welcomed technologies with a smaller chance of negative outcomes.

Using real-world circumstances to get students involved in class is both a genius and useful way to get students to learn. Instead of using fabled scenarios that would likely never happen in life to teach students, students are more likely to link in-class learning with life lessons when these approaches are integrated. The reading states, “Jonassen urges teachers to create activities around real-life problems that interest and motivate students” (Maloy, et al, 2014, p. 159). By using a variety of learning activities, in this case games, students have a better chance of widening their problem solving horizons. A site known as te@chthought provides of list of over fifty games that can be used as learning tools. The games provided were chosen due to their playability (quality), cognitive load (tactical demands), and innovation (interaction and originality). While helpful sites like this exist to aid in student development, it is always important for teachers to look into each game before allowing students to play.

It was nice to see the reading explaining the importance of switching it up when dealing with games and their reward systems, as well as their gaming strategies. When dealing with the human mind it’s important to keep us thinking instead of getting stuck in a repetitious method that doesn’t allow for true understanding of a concept. Also, an important point was the psychological impact some games and their approach can have on students. Some students may or may not be dealing with stressful real-life scenarios that are magnified by a game’s point system– meaning a game that strives for excellence through a high status can cause psychological harm to a student. Even though games exist that are filled with violence, aggression, or high competition, I still feel that schools and educators can create a safe and fun learning environment through the use of gaming. Even taking a break from problem solving for the simplest of games – that have right and wrong answers – can be seen as an interesting past time for a student. What matters is effort and interaction, especially when teachers get involved!

In conclusion, gaming can be a helpful tool to harness within the classroom, but it does come with its concerns. The strong qualities of gaming like problem solving, interaction, stealth learning, and creativity are all positive aspects of this technological method. However, every method has its negative aspects if used unwisely. It is vital that teachers explore games before allowing students to use them just like it is important to weigh the pros and cons of certain gaming experiences i.e. virtual worlds. Even though technology has come a long way, many of its features are still in the trial and error phase.

Resources

Extra Credits (2015, August 22). Extra Credits - Games in Education - How Games Can Improve Our Schools. Retrieved October 2, 2015, from https://www.youtube.com/watch?v=1HTS2nxpRqM

Goshay, N (2015, October 2). Digital Games for Learning. Created with bubbl.us https://bubbl.us/?h=2d76fc/5b43e2/297ZAaEUVqRW.&r=306411874

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Chapter 5 - Digital Blog Post D

Virtual Learning

E-books and E-readers are such useful tools to use when researching information. Think back to the days when we had to go to ten different libraries before finding the exact books we needed; either we found the right book or anything that would come close. With the help of e-books, we are able to have access to the right books without having to worry about there being a lack of copies available or wondering if we have the right edition. The virtual books, compared to physical copies, allows for more convenient access without running into the problem of availability. Now even though this means the same books will be open to more people, thus creating more overlapping in projects or assignments, it also allows different approaches and views on the same topic. Both convenience and efficiency are important factors when dealing with the multitude of virtual books now available, but the diversity of views it encourages is just as important. 

I appreciate in Chapter 5 that the authors discuss how to effectively search for information on the Internet. Sometimes we think simply typing in basic keywords will give us the desired information we are looking for. However, with the Internet being such a vast ocean of information, we have to keep in mind that the more specific we are, the more likely we are to get concentrated results. If you are still having trouble finding information with just the usual search engines, the reading discusses specific ways students can find their topics. One approach for searching is to use search sites that are “designed for students [with] sources of age-appropriate curriculum resources” (Maloy, et al, 2014, p. 110). This will let students find searches specifically for their age group. The second approach teaches students how to “carefully evaluate search results rather than accepting what they find at face value” (Maloy, et al, 2014, p.110). Keep in mind that just because it’s first on the page or sounds similar to what you’re looking for, doesn’t mean it’s the right result for you. Make sure the information is right for you by reading through the material instead of picking and choosing small bits from the piece.

On the topic of searching for information online, we come across a variety of results that try to deter us from our goals. Within the reading we learn more about different challenges we face when we come across misleading or frustrating subject matter. A few problems specifically stuck out to me within this section: Misinformation, Malinformation, and Mostly useless information. I’d like to assume that everyone, at some point in time, has come across results that fit into at least one of these categories. So often we find information that is simply false or deceptive, is so graphic and raw we’re not sure it’d be safe to use it, or information that we just think is full of insignificant topics and thus not worth our time. Although the book describes multiple ways schools try to manage these results (i.e. censorship, filtering, etc.) the most long-term approach, in my opinion, is critical reading. By teaching students how to watch out for these types of sources, and how to evaluate whether or not to use them, can be practiced for years to come and follow them as they move on in life in and out of the classroom. Where certain software systems and regulations cannot follow, the strategies students learn can remain with them long after they’ve left the classroom.

If you'd like to take the time, you can take a quick survey about search engine challenges.

In conclusion, the World Wide Web can either be a powerful tool or a crimpling instrument. However, when we learn how to use the Internet to our advantage and how to avoid the information that would deter us, we can smoothly navigate in whichever way we need to. We need to always keep in mind that the information we find out on the web is not our own (unless you actually published it). Just as we have to site our sources for physical texts to give credit to authors, we also need to always cite our sources for our online findings so that we don’t steal information.

Works Cited

Goshay, N (2015, September 27). Search Engine Challenges. Created with Kahoot! https://play.kahoot.it/#/k/c6c768b8-ca53-473b-8e92-6347631ce693

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

MediaShift (2012, December 17). E-Books or Print Books? Retrieved September 27, 2015, from https://www.youtube.com/watch?v=KSUcncNFK74

Chapter 3 - Digital Blog Post C

Another topic concerning teaching approaches that I found interesting within the reading was teacher-centered and student-centered methods. Although some may look at each teaching method and choose the one they like the most, I think it is important to realize that the book mentions both methods, likely, in order to reveal the importance of using both methods. Student-centered learning uses active participation and life lessons to teach students. Teacher-centered learning focuses on the facts and sticks to information that is “fixed” and “commonly understood” (Maloy, et, al, 2014, p. 51). Both methods seem to be on opposite sides of the spectrum; one is opinion and personal-based, and the other is matter-of-fact and factually based. I would like to harness both sides to learning so that a classroom is not filled too much opinion that cannot be factually supported, and to also avoid a classroom that is dull and boring due to being filled with way too many facts with no personal link to allow students to relate and retain the information better.

A section in the chapter that I was happy to see was the topic of Expressing Creativity. Before reading this portion, I felt the Internet and other forms of technology, robbed people of their creativity and the ability to think outside the box for themselves. However, upon further reading, I was able to remember the specific forms of technology that exist to help bring out the creative side in students and allow them to think for themselves while coming up with different ways to approach a situation. Some forms of creative technology include Prezi, Google Maps, and Economic-Games. Instead of a regular Power Point, Prezi is an expressive and fun way to present an idea with various ways to integrate information and ideas. In order to get a better understanding of geographical areas, using Google Maps’ earth and map options to explore streets or mountainous regions. Lastly, for an economics class, Economic-Games would allow students to get a better idea about the world of economics through interactive games.

In conclusion, this chapter was a good eye-opener to understanding students’ needs in learning approaches, the importance of a balance between opinions and facts, and the realization that technology can truly be used as a creative tool to further students’ expressiveness and reasoning skills. Even though there are times I feel reluctant to incorporate technology because of my traditional way of thinking, I’m starting to see how technology can truly be a vital and exceptional tool to be grateful for in the classroom. I was really surprised that there were so many options to be used creatively through technology, when all I am used to hearing is how useful Google and other search engines are when someone is in need of a creative thought.

Works Cited

Chaela1509 (2013, March 27). From the Teacher-Directed to the Student-Centered classroom. Retrieved September 19^, 2015, from https://www.youtube.com/watch?v=P09PvuX6xQo

Goshay, N (2015, September 19). Transforming Education. Created with PowToon https://www.powtoon.com/show/cW0YqyuMxM3/transforming-learning/#/

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc. 

Chapter 2 - Digital Blog Post B

Barriers to Technology - Concepts to Consider:

There are those who believe once a teacher, always a teacher. However, a better way of looking at this is realizing that a teacher will forever be a learner as a means to teach at the highest level they possibly can. The chapter opens up discussing the importance of teaching, as it touches the lives of “students, families, employers, and society as a whole” (Maloy, et al, 2014, p. 23). The reading describes how teachers are expected to cover a variety of responsibilities as well as challenges. When dealing with the introduction, manipulation, and benefits of technology, teachers are required to learn creative and innovative ways to teach. Since technology in the classroom has only begun to flourish, teachers are not only learning how to use the technology itself, but how to effectively incorporate it into the classroom. 

Even though using technology is a creative new way to teach, there are many critics who feel that technology used within the classroom is “oversold and underused” (Maloy, et al, 2014, p. 34). There are even those who feel that certain technologies have a negative impact on student development. The argument for these critics is that students are becoming less creative and less likely to be critical thinkers. This is a serious issue where many educators are missing the mark. Rather than allowing the technology to be an aid, they are mistakenly letting the technology be the thinker and brain.

This illustration depicts a student recognizing that he doesn’t have to work as hard because technology is so accessible; he doesn’t realize he is limiting his own cognitive development.

Within the reading, Tech Tool 2.1 describes the use of functional apps that can be used for both teaching and earning. It seems as though many students find math challenging regardless of the grade level. Mathway is a genius application that can be a valuable tool to better understand math on all levels. This technological tool allows students to input an equation and receive the answer, however for a monthly fee, students are able to see the work needed in order to arrive at the correct answer. Although this is an efficient and helpful tool, it is also one that can easily be abused when used for the wrong reasons, i.e. test-taking. It would be best if this application were to be used solely within the classroom as a means to better understand mathematical problems and learn how to do the step-by-step work.

In conclusion, the classroom has, and will continue to be a place of learning for everyone who enters. Each generation faces its own challenges, and it appears that our challenge today is the integration and functionality of a technological classroom. In regards to some of the issues teachers and students face, I appreciated the small section involving student-centered learning. This portion explained the importance of a balanced student-teacher relationship that produced creative cognitive skills. We must remember that technology is at our disposal, and not the other way around. It can be a magnificent tool, when used wisely.

Resources

BCArmenia (2012, September 28). Learning Technologies for the Classroom Online Teacher Training Course. Retrieved on September 13, 2015 from https:www.youtube.com/watch?v=eZXejwYUi0w

Goshay, N (2015, September 13). Barriers to Technology in Ed. Created with Bitstrips http://ww.bitstrips.com/r/LCQ83

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.