Concept Map and Final Thoughts

In August, it seemed like this fall semester was going to be a long one, but it has flown by so quickly. This course exposed me to so much new technology, some of which I may never use and some which I definitely plan to implement in my future classroom. Regardless of how these technologies fit into my future, at least I know about them, know where to find them and how to use them. Knowing is half the battle right?

The concept map that I created using bubbl.us shows four categories under which I would say my learning in this class occurred: Web 2.0, Authentic Learning, Teacher Leadership, and Responsibility. 

I learned a lot about Web 2.0 tools this semester, especially where collaboration and networked learning are concerned. At first it was overwhelming to start using so many new things like Delicious, Ning, Blogs, and Twitter. While I am still getting used to accessing these resources on a regular basis, I do see great value in including them in my personal learning network. I have found some great resources thanks to the teachers I follow on Twitter and the Blogs to which I subscribe. 

The potential for collaboration with Web 2.0 applications is remarkable and I definitely want to try using Glogster, Wikis, Blogs, Timelines, and Concept Maps in my classroom. I might even get brave and try out podcasts and Voice Thread (although, in these cases I think it would be great to let students teach ME how to use them). Today's students relate better to these technology-rich activities than to paper/pencil lectures. I even got caught up in applications like Glogster that have so much creative potential. If I have access to these technologies, I want to integrate Web 2.0 applications to increase student interest and motivation.


There are a lot of things teachers can do to create authentic learning experiences for their students. Inquiry learning activities, like problem-based learning and WebQuests are great ways to give students "real world" applications for their learning and are perfect for the social studies classroom. Simulations, which can be done with or without technology, put students in an authentic environment where they have the capacity to "experience" learning in an active way. Service learning is also an excellent and valuable way to integrate service with content and technology. 

One of the most immediately pertinent things we looked at this semester was teacher leadership. Being a teacher leader does not necessarily require technology and the qualities of a teacher leader are things I can start developing in myself starting right now. Teacher leaders are role models. They encourage and support their colleagues, get involved in school events and decisions, and are passionate about their work. They are dedicated to lifelong learning and constantly reflect on how to improve themselves.

With teaching comes a lot of responsibility. Two areas of responsibility emphasized in this course were Copyright and the Digital Divide. Teachers bring outside material into the classroom everyday and it is important that they follow copyright and fair use laws when obtaining permission to use these materials. We don't want our students to plagiarize, so we must set a good example when it comes to following copyright in the classroom.

The Digital Divide is a reality that my classmates and I are likely to face to some degree in our future classrooms. It is important that we are aware of the digital divide in our classrooms and seek solutions to the problem while working with the resources that we have in our classrooms and schools. More importantly though, we must remember that it is our responsibility to educate our students and prepare them for a digital world; technology itself doesn't do this, WE do it by giving technology meaningful applications in the classroom.

I didn't always like having to do every assignment for this class, but I feel like my personal level of digital literacy has greatly increased in the last few months. Even after this class is over I still plan to use Delicious, Twitter, the NCSS Ning, and Evernote. I will definitely continue to follow blogs and maybe even continue writing one of my own. Now, when I think about activities, projects, and assessments for lesson plans I automatically think about how I could integrate technology into them. I know that I still have so much to learn when it comes to integrating education and technology, but this class has given me a lot of tools to use both now and in the future. Knowing is half the battle, right?

Experimenting with Online Timelines

I created this timeline using the website, dipity.com. This is a first attempt, including only 7 events, so please excuse the limited amount of dates!

War of the Spanish Succession on Dipity.

Building a Bridge

In a world where technology is increasingly becoming part of our lives, rather than an accessory to our lives, I believe it is essential for students to have digital access. Not only does digital technology usually engage students' interest and attention in the classroom, it also opens up a world beyond the textbook. In this world students can explore multiple perspectives on an issue or research anything that catches their interest. Using technology poses challenges when it doesn't work the way it's supposed to, but in my experience I have learned a lot by figuring out how to troubleshoot problems by myself. I think it is important for students to learn all of the multifaceted skills that are encompassed within a technology rich education. I hope to be a digitally connected teacher who implements technology in ways that enhance the curriculum or add meaning to learning. Digital literacy is not just about technology, it's also about teaching.

If I am not satisfied with the technology at the school where I am teaching, then there are several things I might do: appeal to my school administrators, appeal to the State of Florida Digital Divide Council, encourage my school district to apply for Florida’s Enhancing Education Through Technology Grant Program, and seek out other state offered programs and tools. If the students have smart phones, iPod Touch, or laptops, I can see if the school will allow the students to bring in and use their own technology in the classroom. Depending on the school's financial situation I can also try reaching out the PTA or Boosters to plan fundraisers to purchase technology. At the very least, I can be as creative and innovative as possible with the tools that the school does provide.

A lot of teachers, school districts, and states are hard at work trying to get technology into classrooms. Teachers have to become advocates for technology integration by making their voices heard. Some teachers have petitioned the government to include more funding for technology in education (see ETAN's website). One school in the United Kingdom has decided to allow students and teachers to use cell phone technology for educational purposes. This way students get digital access without any cost to the school. As Renee Robbins told me on Twitter, "Most learners are bringing their own technology now a days because they already use these tools." Many teachers are also taking the initiative to learn how to use and take advantage of technology at their schools, which is at least half the battle. Teachers can have all the technology in the world, but if they don't know how to use it, then they won't, and then what's the point?

Some More Resources:
#edchat
November 17th archive 
November 17th summary 
More info on EdChat 
I was fortunate enough to stumble upon #edchat on Twitter this past Tuesday, November 17, right in the middle of its weekly discussion.  The topic was: How to motivate teachers who don't see the value in technology integration. Part of the Digital Divide problem might be that the technology is in the schools, but teachers aren't using it. In under an hour and a half over 1,500 Tweets were part of #edchat. I contributed only one Tweet and got only one response, but it is really neat to look at the archive and see that I participated in the discussion. I mostly spent my time trying to keep up with all the Tweets, which was hard since the discussion moves so quickly. I recommend looking over the summary and skimming the archive to see what teachers had to say. EdChat takes place Tuesdays at 7pm, consider popping in next week!

How can parents promote the use of accessible technology in school?

This article talks about how parents can demand accessible technology for the children with specific disabilities, but any parent should be able to get involved in asking for technology in schools. The "people in charge" like to listen a little better when parents advocate for their children, so reach out to them and get them involved in your cause for technology integration.

8 Engaging Videos Advocating Better Integration of Technology in Education 

We have seen some of these videos in class, so I think we know that a well made video can make a good statement for technology integration. Why not show at least one to teachers and school and district administrators, encouraging them to pursue technology integration?


Getting Technology Into the Classroom
NCSS Ning forum topic

Teacher Leadership

Based on the reading I have done on teacher leadership, the teacher leader in my opinion is someone who truly embraces education beyond their personal classroom. A teacher leader wants to continue their own learning and involve themselves in school decision making and supporting their colleagues. The resources I found give concise descriptions of teacher leadership and great pieces of advice for all educators from pre-service teachers to experienced veterans.

2009 Teacher Leader Resolutions

This resource is a post in one of the blogs hosted by the Teacher Leaders Network (TLN). The TLN website has a lot of great resources, but I felt that this one in particular does a great job at simply stating the characteristics of a teacher leader. The list of resolutions shows that all teachers can find ways to improve themselves in and out of the classroom and is a great source of advice for teachers at any stage in their career.

The Teacher Leader- Words of Wisdom From Those Who Know Best

The educational career ladder often seems more like a short step stool where you are either a classroom teacher or an administrator. This resource explains the frustration many teachers feel about being in a career with very few opportunities to "climb the ladder" and suggests that by developing teacher leadership skills educators can take advantage of opportunities to grow outside their classrooms.

Do you think teacher leadership has the potential to create a broader career ladder for educators?

The Networked Student

"We are more powerful together than we ever could be apart. Welcome to the human network."

This is the idea behind the Cisco commercial we watched in class. Technology is changing how we connect with people and with whom we connect. Out of these developments arises the networked student, who is no longer limited to dependence on traditional avenues for learning- the teacher, textbook, and classmates. The networked student is connected not only to face-to-face contacts, like his teachers and classmates, but also to the rest of the world, via numerous technological implements. By using computers, the Internet and its innumerable applications, mp3 players, smart phones, and whatever other technological devices they have, networked students expand their personal learning networks so that they include anyone in the world who is using the same tools.

Digital literacy is essential to the networked student, for without digital literacy the network is useless. Each student needs to be adept at accessing their network, evaluating and gathering information from the network, and taking advantage of the many possibilities their network provides. One of the advantages of networked learning is that it alleviates some of the digital disconnect that students often feel in traditional classrooms. 

Networked learning calls for a change in the role of the teacher. The teacher is no longer the sole pinnacle of knowledge in the classroom. The teacher is still an authority figure and does indeed have valuable content knowledge to share, but is more importantly a guide who helps students create and navigate their networks. In the networked classroom it is okay for the teacher to say, "I don't know the answer to your question. Use your personal learning network to do some searching and see what you can learn." In a setting like this, inquiry learning can be a good motivator as each student creates a personalized network based on his or her strengths and interests.

I think this model of instruction is extremely different from the way I was taught. Students learn valuable skills when they develop a personal learning network that prepare them for their future more so than drawing a poster for a class presentation. Additionally, a personal learning network can be maintained outside the classroom and beyond formal education; you can keep your network forever, constantly adding to it. Learning is lifelong, right?

I think that in the right school, with the right technology, and with adequate support I could see myself in this role. In a setting where technology is limited, networked learning would still be doable but more challenging. I think networked learning is probably more interesting for the students and the teacher, but I don't think our current educational system is very supportive of this type of classroom. I am curious to see if and how this changes in the coming years.

Are you a networked student? Do you want your students  to be networked? How will you help them develop their network?

The following presentation would obviously be better if it were accompanied by the actual presenter, but I think the content on the slides speaks for itself and the embedded YouTube videos are great (especially the one on slide 7).

Check out this SlideShare Presentation:

The 21st Century Educator: Creating a Personal Learning Network

View more presentations from Melissa Lim.

Glogster... after I got over the frustration, it was a lot of fun!

Oh, Glogster! What a day we have had- first I liked you, then I abhorred you, now I love you.

My first go-round with Glogster ended in utter frustration as my browser closed on me before I had saved my Glog (and I was nearly finished with it). I was, shall we say, TOTALLY ANGRY. I took a little break and then got back on the Glogster horse. I take it as a blessing that my first attempt at Glogging (is that the proper verb?) was a failure, becuase I will be honest, it stunk. With a clear mind and experience behind me, I really enjoyed making Glog number 2 (which I saved about every 5 minutes). I took more time to find even better resources to include on the page and discovered that I could have made a hundred pages on my topic (which is why this one is jam packed). In the process I found some great resources that I will probably use in my classroom someday. So, while I feel that Glogster toyed with my emotions and technological savvy all afternoon, in the end I learned a lot and I am proud of what I created. I hope you enjoy it, too. 
http://angiestg.edu.glogster.com/Remembering-the-Nazi-Concentration-Camps/

Service Learning Unit Plan Presentations

Everyone in EME5432 has had really great, creative ideas for engaging students in service learning projects. It's awesome that we get to hear each other's plans and pull all of our resources together so that years down the road we will still have access to everyone's ideas. The link below will take you to the Google Document where I took my notes on the presentations. Happy service learning!

http://docs.google.com/View?id=dsz36hk_9cq4qsb5g