Reflection 2 for C & I 579

What attitudes, skills, and concepts have you gained from participating in the course so far?

As I was working with my group on the group projects, we all agreed that while some moments were frustrating, we really learned a lot in the end of this class.  I feel like there’s even more to learn, and I wish we had another edtech class that maybe focuses on different content areas specifically.  Of course, anyone can surf the web, watch youtube videos, and figure out different applications, but most people need a little guidance.  I’m glad that we not only learned about different technological tools, but we were made to use them.  It’s one thing to know the idea behind a website or program or tool, but it’s another thing to actually engage with it and learn it.  I think learning even some of them makes learning other ones easier.  One concept that is clear to me from class is that the technology world is ever changing and improving.  So we need to continue to learn and stay up-to-date with what is new on the scene.

·         What have you learned in the course that you will not forget tomorrow?

In order to keep updated with current changes in technology, especially educational uses, I think it’s important to stay connected to one educational learning network that we created in class.  I think some of the tools that we have gained through the class can be used as possible interventions for helping students stay organized or process content material.  Two tools that I won’t forget tomorrow are Prezi and LiveBinders.  Not only do I feel that Prezi and LiveBinders can be used with students, but I feel that adult would appreciate their benefits as well. With Prezi, I really like that you can develop a big picture with many details because it will help other to conceptualize larger ideas.  I just wish that Prezi presentations could be uploaded to Voicethread because that would be a powerhouse combo!  As I’ve learned well in this class thought, anything can change tomorrow.  Perhaps Prezi and Voicethread will come together one day, but for now I’ll use Screencatch-o-matic or Joinme!   Even though we feel like we’ve learned about some amazing tools, the educational technology world is one that will keep changing.  I think that’s a good thing, especially if our tools become better and more efficient.

·         How will you apply what you have learned to your teaching and future learning?

I was proud of myself last week because helped one of my colleagues with using twitter, and I even showed him Tweetdeck.  I explained how hashtags worked, and he was much happier with his own use of twitter.  We also talked about Prezi, so I’m going to show him how it works this week.  Also, the work of my final project with impact the work of two of my colleagues, so not only will students benefit, but I will share with them how my vision can improve our goals.  The use of LiveBinders will greatly impact our organization and execution of the Social Emotional Learning program they begun. 

Online, I’m definitely making more of the shift from online observer to contributor.  In the past, I thought who cares what I think, but I’ve realized that one budding idea can lead to an even greater one.  It can also help you from avoiding pitfalls by reading about other people’s experiences or by getting feedback from others in a similar position.  I think what initially clicked this idea for me was when a colleague was teaching me first how to use tweekdeck.  He said that he could put up a lesson idea, and by lunch time have responses from other teachers.  He felt that it helped him to be a better teacher.  Bottom line is that technology can help us all to be better in whatever role we encounter in life.

Overall, I’m proud of the work I’ve done in this class.  I also like that the other professors in our programs use different technological applications too.  Dr. Morgan and Dr. Al-Bateniah both did, and now I see that Dr. Skinner is using Edmodo for our next class.  I haven’t used Edmodo, so I’m excited to try that.  I don’t know if that’s how ISU planned out the courses or if it was all decided as a staff, but it’s really great and appreciated.  Thanks for a jammed-pack, extremely beneficial class!

Reflection 1 for C & I 579 class

· What attitudes, skills, and concepts have you gained from participating in the course so far?

While I felt like this class was a newspaper boy delivering 100 papers to my doorstep at once, I feel like I’m getting in the groove now. One of the biggest shifts I’ve noticed in myself is the ability to jump into using technology. I always had this fear of doing something wrong, but I’ve learned to let go of this fear and just try! I figure if I expect my students to use technology, then I need to know how to approach learning various tools as well. One additional concept that has resonated with me is that if I’m looking for a particular tech tool, I have so many resources in order to find what I need now. I can search for it, refer to some of the edtech blogs, or twitter the question to get a response. Lastly, I’m proud of the online network that I’m building for myself through this course.

· What have you learned in the course that you will not forget tomorrow?

To be an active online educator! After reading a lot of our readings and watching a lot of videos from this class, being active online is one of my biggest takeaways. In Reach by Jeff Utecht, he writes, “Taking advantage of the constant stream of information available today on the web at any given moment and using it for you own professional growth is what it means to learn in the 21st Century” (p. 85). Of course, this connects to what we want our students to learn as well. Also, some of the tools that we’re using in the class have been really useful. Two of my favorites that I won’t soon forget are Diigo and everything connected to Google, like Google +, Google Reader, etc. Just yesterday I was talking to another colleague who is taking an Edtech graduate class from another school, and I shared these two tools with him. He had not experienced either one, so I told him to check them out and that I’d meet with him this week to show him some of their features. Lastly, I will not forget about Twitter. I didn’t realize how useful Twitter would be and how connected I can instantly feel to so many educators.

· How will you apply what you have learned to your teaching and future learning?

One of the ways I will apply what I’m learning is by teaching others. I have a meeting set up with one of my counselor colleagues this week to show him how he can have counseling resources at his finger tips on Twitter, as well as some blogs that I’m currently following. Also, I’m beginning to question how I can use technology for helping to guide my students according to our three standards connected to academics, post-high school plans, and social-emotional learning. For our group guidance curriculum, we’re always asking how we’ll know that our students have learned the objectives of our lesson. This past year we gave our students 5 question quizzes that we graded on scantrons. Now, I’m thinking we could change that to a tool like Polleverywhere.

Overall, I can’t believe how much I’ve grown and we’re only half way through! I’m looking forward to the second half or our class. This class has helped me so much and has connected me to so many resources. I’m glad that we’ve had the opportunity to actually engage in the tools and not just learn or read about them.  

New Answers to Old Questions--Transition to Common Core

By Mary Hendricks-Harris, PLC at Work™ associate Posted on February 8, 2012

http://www.allthingsplc.info/wordpress/?p=2749&cpage=1#comment-2850

“One of the things I am most excited about is planning for the transition to common core state standards. At the same time, this shift keeps me up at night. How will we get it done? How will we fund the transition? Professional development? Bandwidth? While I am not sure if these are the right standards or if the process for determining these standards was perfect, I do know it is time to embrace change in both curriculum and instruction.”

“How do we respond when students learn more?”

“During this shift, we can depend on the PLC process to provide a foundational structure.”

Your posting was also timely for me.  I’ve been thinking about this a lot lately.  I know this process will take planning, and it’ll take time.  I just hope not too much time.  I feel that we’ve needed this focus for quite some time, and I hope no one drags their feet hoping that it’ll go away.  I remember when I was a first year teacher, and we started to examine course objectives.  Some of my colleagues said “didn’t we already do this like 10 years ago?”  About five years later, we began forming PLCs, and some of my colleagues said, “don’t worry the pendulum has swung with NCLB.”  Overall, most of my colleagues are on board, but it’s just interesting to see how far we’ve come. I really like the 4^th question “How do we respond when student learn more?”.  I feel that question is missing from our core questions, so that should definitely be added to our core questions.  Sometimes I feel like those students fly under the radar and are not pushed as much as they should be because our focus is on those who are not learning.

Supreme Court Declines Cases on Student Internet Speech

Blog post 3
In response to the following:
http://blogs.edweek.org/edweek/school_law/2012/01/supreme_court_declines_cases_o.html

By Mark Walsh on January 17, 2012 10:42 AM

“Kara Kowalski was a student at Musselman High School, in Berkeley County, W.Va., in 2005 when she created a MySpace page that suggested another female student had herpes. School officials concluded that Kowalski had created a "hate" website in violation of school policies against harassment, bullying, and intimidation. She was suspended from school for five days and given a "social suspension" of 90 days, meaning she was barred from certain school activities, including the cheerleading squad.

Kowalski sued under the First Amendment, but both a federal district court and a panel of the U.S. Court of Appeals for the 4th Circuit, in Richmond, Va., upheld school administrators. The 4th Circuit said in a July 2011 decision that "school administrators are becoming increasingly alarmed by the phenomenon" of harassment and bullying, and that "where such speech has a sufficient nexus with the school, the Constitution is not written to hinder school administrators' good faith efforts to address the problem."

In her appeal to the Supreme Court, Kowalski said, "This court has never addressed the appropriate First Amendment test for student speech that occurs entirely off school premises."

I always find cases like this really interesting because there are probably many cases similar to these situations.  How far is too far? With the freedom of the internet, school administrators must find these cases very difficult.  If a school cannot punish based on these inappropriate postings, what can they do?  Being a school counselor, I’ve come across many misuses on the internet by students.  Even though some parents are monitoring daily what their child is doing on the internet, sometimes the parents are completely unaware.  Personally I don’t think it should matter if it happens off of the school premises.  We need to recognize that our actions can affect many outside of our little bubble, and more importantly, we need to help students understand that concept.  Sometimes there is an empty courage created by putting something on the internet.  Many people write things that they would never say to a person’s face.  Either way, it’s wrong.

I-pads for every student?

http://dotlearnt.com/2012/01/31/iwant-ineed-igottahave/#comment-795

"Over 1.5 million educational institutions worldwide have integrated the iPad into their curricula, ensuring that iBooks has the market and the features to sweep through education around the world.

Tell us. What challenges will iBooks face in terms of emerging markets? What would you like to see more of in terms of digital textbooks and accessibility? Comments welcomed and appreciated."

My response:

Blog post 2

I can't wait to see all these ipads in action! I'm eager to know the effects of one-to-one technology for every student. While I think this could have a dramatic impact on education, I wonder how many students will truly have access?  How will schools with financial difficulties make this happen?  Will students who are already socioeconomically disadvantaged be further behind without this same access?  One area that I think will benefit students is with reading.  Will easier access to reading material help to close our achievement gap?  Once again, I think so, but what about those who cannot afford the technology?

Research Finds High School Rigor Tied to Success in College

http://blogs.edweek.org/edweek/college_bound/2012/02/bolstering_the_push_to_improve.html?cmp=SOC-SHR-TW
"While these courses may produce better educational outcomes, the authors note that an unintended consequence could be stressed out and overworked students. The paper finds diminishing returns for students already taking hard classes; the best gains are among students from disadvantaged and high-poverty schools. They suggest a possible approach may be to shift students from taking no rigorous courses into taking some, while avoiding going overboard for those with already demanding course loads."


My response to the above blog post:  

Blog post 1

As a school counselor, I deal with students taking more rigorous courses all the time.  There is definitely a tug and pull on this topic.  While it can be beneficial for a student to take more rigorous courses, students can become overwhelmed as this posting suggests.  Sometimes the negative side is that students feel the pressure of taking advanced courses for college, and they overcommit themselves to too many advanced classes spreading themselves too thin.  The downside affects not only their GPA, but their confidence.  Moreover, university representatives tell us if they don’t earn an A or a B, then they should consider stepping down a level.  I have some students who are earning a C in their advanced classes and choose to stay because they feel challenged and that they’re getting more out of the class.  So what is the right balance?

http://blogs.edweek.org/edweek/college_bound/2012/02/bolstering_the_push_to_improve.html#comments