Digital Blog Post #D
Three Concepts to Reflect
Chapter 4, "Teaching Information Literacy and Digital Citizenship", is a chapter enriched with terms and definitions of the internet. Being a internet blogger myself now, I found this chapter interesting because of how familiar I am with the information. The term, e-books, as mentioned in the textbook is defined as "books that can be read digitally on a computer or a device known as an E-Reader" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). Devices such as Apple's iPad and the Sony Readers allow for digital access to books, magazines, newspaper, and other printed materials. I currently own Amazon's Kindle Fire which gives me the ability to read books or textbooks online instead of the printed version. "In a higher education study, students who used e-readers in a first in a first-year reading and writing course at California Lutheran University showed increase academic performance and higher levels of engagement with the material" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). I think it would be useful to use my Kindle Fire or another e-book in the future for my classes.
The second term that caught my attention is critical reading, which is a "different approach that teaches children, adolescents, and adults how to read online material and decide for themselves its usefulness or appropriateness" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). Part of this term is identifying and deciding what is useful information on the internet. I related to this term very much because I feel like college students use critical reading in every day life. When doing assignments that require research and study, students have to be able to decipher what will be useful for their assignment and what would be nonsense information.
The final terms I am mentioning and am familiar with are cheating and plagiarism. Again, as college students, these terms are important. As defined in the textbook, plagiarism "is the direct copying and misinterpretation of someone else's work as one's own". Cheating "involves using technology to access information without permission before or during a test or sending information about a test to other students before or during an exam" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). Being in college classes before, I have had many ways plagiarism and cheating have been defined but I like how this textbook did it. I find it useful and as a reminder for how to properly do schoolwork such as papers and assignments. Many students have been subject to it, but the less that do it the better.
To depict how popular e-readers have become, here is a little funny cartoon!
http://www.toondoo.com/privateView.toon?param=8JK2pKJjLefRNutmdkM9mZQPKXzfi%2FPvjAjE%2FvxkGHgHTm7Q4eul1Q%3D%3D
Resources
Hunt, Alaina. (2015, September 27). "E-Reader Fun" ToonDoo. Retrieved September, 27, 2015, from
http://www.toondoo.com/privateView.toon?param=8JK2pKJjLefRNutmdkM9mZQPKXzfi%2FPvjAjE%2FvxkGHgHTm7Q4eul1Q%3D%3D
Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.
Sunday, September 27, 2015
Sunday, September 20, 2015
Digital Blog Post #C
Three Concepts to Reflect
After a week of new experiences at work, I came home to read Chapter 3, "Transforming Learning with Unique, Powerful Technology". Behaviorism is a word that I have constantly heard in other college classes such as Psychology and I found it interesting to see how it appealed to technology. As defined by the textbook, behaviorism "maintains that learning is a set of changes in human behavior created as a response to events in the environment" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). The paragraph suggests that primary learning strategies are based on memory and recall. I think what is best about having updated computers or any sort of technology in the classroom is that it can address and help all types of learning styles. For example, a linguistic learner like myself could use audio presentations to help me excel in the class.
Student-centered approaches, a term mentioned on page 51 of the book refers to as "classroom learning as extending from the active engagement of students with academic material and real-life situations" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). Instead of answering the questions of the real world for the students, it is allowing the students to answer it themselves. I find this progressive type of approach very useful because it helps prepare students for real-life situations. As a teacher, I would hope I could better my students in any way useful. The use of technology comes into play with this because better technology can provide better understanding of the technology that is used.
Along with learning real-life situations comes information literacy. The final term I am sharing with you that caught my attention was information literacy which allows students to know how to "identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information" (University of Idaho, 2012). I believe that all three topics I chose really relate because behaviorism suggested that memory is a key part in learning. With practice and technological materials, students can become information literate and be able to know the best way to receive information.
Chapter three I thought was a very great chapter. I found it interesting to recognize certain terms and be familiar with topics. The terms I mentioned in this blog post are similar to the way I want to teach my future students. I hope to keep in mind ideas like behaviorism and cognitivism. I also am able to differentiate teacher-centered and student-centered approaches. I will be definitely be practicing these ideas this week at work!
And here is a Bitstrip comic, just showing how useful technology in the classroom can be!
References
Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.
Three Concepts to Reflect
After a week of new experiences at work, I came home to read Chapter 3, "Transforming Learning with Unique, Powerful Technology". Behaviorism is a word that I have constantly heard in other college classes such as Psychology and I found it interesting to see how it appealed to technology. As defined by the textbook, behaviorism "maintains that learning is a set of changes in human behavior created as a response to events in the environment" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). The paragraph suggests that primary learning strategies are based on memory and recall. I think what is best about having updated computers or any sort of technology in the classroom is that it can address and help all types of learning styles. For example, a linguistic learner like myself could use audio presentations to help me excel in the class.
Student-centered approaches, a term mentioned on page 51 of the book refers to as "classroom learning as extending from the active engagement of students with academic material and real-life situations" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). Instead of answering the questions of the real world for the students, it is allowing the students to answer it themselves. I find this progressive type of approach very useful because it helps prepare students for real-life situations. As a teacher, I would hope I could better my students in any way useful. The use of technology comes into play with this because better technology can provide better understanding of the technology that is used.
Along with learning real-life situations comes information literacy. The final term I am sharing with you that caught my attention was information literacy which allows students to know how to "identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information" (University of Idaho, 2012). I believe that all three topics I chose really relate because behaviorism suggested that memory is a key part in learning. With practice and technological materials, students can become information literate and be able to know the best way to receive information.
Chapter three I thought was a very great chapter. I found it interesting to recognize certain terms and be familiar with topics. The terms I mentioned in this blog post are similar to the way I want to teach my future students. I hope to keep in mind ideas like behaviorism and cognitivism. I also am able to differentiate teacher-centered and student-centered approaches. I will be definitely be practicing these ideas this week at work!
And here is a Bitstrip comic, just showing how useful technology in the classroom can be!
References
Hunt, Alaina. (2015, September 20). "Technology for Students" Bitstrip. Retrieved September, 20, 2015, from https://www.bitstrips.com/user/JJ784S/read.php?comic_id=QQVM3&subsection=1.
Wednesday, September 16, 2015
Digital Blog Post #B
Three Concepts to Reflect
This time around I'm not sitting in a coffee shop but rather in the comfort of my own home. Being that Chapter 2 is labeled "Understanding Educational Technology Issues and Trends", the words "A Career that Matters" on page twenty three instantly caught my attention. The book states, that as a teacher, you are expected to: 1) "Convey essential academic material to students in ways they will understand, remember, and use" . 2) Appeal and teach to student's individual and unique needs. 3) Create a balance between students' outside-of-school influences such as social class and race, with inside-classroom dynamics such as academics and daily routines (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). I found this interesting and encouraging for being a new teacher myself. The points serve as a reminder to me what the some of the main purposes of being a teacher are.
Before I move on to other interesting topics, here is a Prezi presentation based on main points that you can follow along with. Included are Youtube videos and images.
https://prezi.com/6qrldz3lpke6/edit/#4_95982358
The second interesting thing I read was The Rogers Innovation Curve. Defined by the textbook, the curve "depicts how individuals in business and management respond to change" ((Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). Along with new ideas, comes a percentage of innovators, early adopters, followers, and individuals that will resist the idea. This topic stood out to me in the chapter because it supposedly establishes where a teacher is in relation to their familiarity with technology. I am always constantly looking to improve in learning technology that I think it is unique to have a Innovation Curve relating to it.
Although I found many other topics interesting, the last one I am writing about is how technology enhances learning. There are many different technology improvements so that is why I found this interesting to explain how digital tools can be used by teachers. 1) Instructional practices "are methods of teaching during which the teacher is interacting directly with students". 2) Administrative/professional activities "are the planning, organizing, and recordkeeping activities teachers need to perform to support the direct instruction of students" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). An example of this is keeping hold of academic records using certain software. Although it may seem difficult to learn a new software or program, I feel like adopting new technology enhances learning for not only the student but teacher as well.
Chapter 2 opened up my mind to more advances in technology and the importance of student and teaching interaction with technology. It also made me realize how much technology I actually do use at the daycare I work at. For example, there are certain programs that serve as "social networks" for students in which parents can check up and see how their student is doing. Teachers can post crafts and updates on the student. I will continue to learn how important programs like this are, and incorporate them more in every day work!
References
Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.
Three Concepts to Reflect
This time around I'm not sitting in a coffee shop but rather in the comfort of my own home. Being that Chapter 2 is labeled "Understanding Educational Technology Issues and Trends", the words "A Career that Matters" on page twenty three instantly caught my attention. The book states, that as a teacher, you are expected to: 1) "Convey essential academic material to students in ways they will understand, remember, and use" . 2) Appeal and teach to student's individual and unique needs. 3) Create a balance between students' outside-of-school influences such as social class and race, with inside-classroom dynamics such as academics and daily routines (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). I found this interesting and encouraging for being a new teacher myself. The points serve as a reminder to me what the some of the main purposes of being a teacher are.
Before I move on to other interesting topics, here is a Prezi presentation based on main points that you can follow along with. Included are Youtube videos and images.
https://prezi.com/6qrldz3lpke6/edit/#4_95982358
The second interesting thing I read was The Rogers Innovation Curve. Defined by the textbook, the curve "depicts how individuals in business and management respond to change" ((Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). Along with new ideas, comes a percentage of innovators, early adopters, followers, and individuals that will resist the idea. This topic stood out to me in the chapter because it supposedly establishes where a teacher is in relation to their familiarity with technology. I am always constantly looking to improve in learning technology that I think it is unique to have a Innovation Curve relating to it.
Although I found many other topics interesting, the last one I am writing about is how technology enhances learning. There are many different technology improvements so that is why I found this interesting to explain how digital tools can be used by teachers. 1) Instructional practices "are methods of teaching during which the teacher is interacting directly with students". 2) Administrative/professional activities "are the planning, organizing, and recordkeeping activities teachers need to perform to support the direct instruction of students" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). An example of this is keeping hold of academic records using certain software. Although it may seem difficult to learn a new software or program, I feel like adopting new technology enhances learning for not only the student but teacher as well.
Chapter 2 opened up my mind to more advances in technology and the importance of student and teaching interaction with technology. It also made me realize how much technology I actually do use at the daycare I work at. For example, there are certain programs that serve as "social networks" for students in which parents can check up and see how their student is doing. Teachers can post crafts and updates on the student. I will continue to learn how important programs like this are, and incorporate them more in every day work!
References
Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.
Sunday, September 6, 2015
Digital Blog Post #A
Three Concepts to Reflect
As I sat in the coffee shop beginning to read Chapter 1 of the textbook "Transforming Learning with New Technologies", the word IGeneration automatically caught my undivided attention. According to the textbook, the IGeneration is referred to as the "youngsters who have grown up using computers, the Internet, and other digital media as constant features of their daily lives" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). Growing up in the IGeneration myself, I found it quite interesting to read the term. True, there has always been cell phones and computers in my generation but it was never something I thought of before. Surprisingly, 95% of 12- to 17- year olds are use social media and social networking online sites. Along with 80% of adolescents use some of the most popular sites such as Twitter and Facebook (Lenhart, Madden, Smith, Purcell, Zickuhr, & Rainie, 2011). Reading these statistics, I also came across the thought that the number can continually increase. Other social networks are coming in to play and so is the younger generation.
Being a preschool teacher myself, I found this term very useful and educational. Technology-based teaching tools, as defined by the textbook, "allows teachers to do less whole-group instruction" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). Even though I might rather provide my students with more one-on-one instruction, certain software during computer time in class can be helpful and also be a different learning style for students. Something I found interesting stated in the book was "technology gives individuals the voice, confidence, and means to show what they know" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014).
Reading later in the chapter, I came across the term "Digital Identity". Digital Identity "refers to your technology talents and competencies--what you know how to do instructionally and professionally with computers and other new interactive technologies" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). Although my digital identity may not be savvy, I still find it interesting how professionals and educators are building a larger digital identity every day. Hopefully as I continue on with this class, I end the semester with a educated and more innovative digital identity.
After reading chapter one of this book, I hope as a student I will develop a larger capacity to include technology in my classroom. As a preschool teacher, I will inform my blog readers of how my classroom improves using the information I learn throughout the semester. Already I learned the importance of the IGeneration and how it affects how teachers use tools to teach their students. Using technology-based teaching tools, my classroom will hopefully improve and my digital identity will be more educated.
A helpful link I found to get started in incorporating technology in the classroom! http://www.edutopia.org/technology-integration-guide-implementation
This video refers to the IGeneration and what they think of technology in school!
References
Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.
Three Concepts to Reflect
As I sat in the coffee shop beginning to read Chapter 1 of the textbook "Transforming Learning with New Technologies", the word IGeneration automatically caught my undivided attention. According to the textbook, the IGeneration is referred to as the "youngsters who have grown up using computers, the Internet, and other digital media as constant features of their daily lives" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). Growing up in the IGeneration myself, I found it quite interesting to read the term. True, there has always been cell phones and computers in my generation but it was never something I thought of before. Surprisingly, 95% of 12- to 17- year olds are use social media and social networking online sites. Along with 80% of adolescents use some of the most popular sites such as Twitter and Facebook (Lenhart, Madden, Smith, Purcell, Zickuhr, & Rainie, 2011). Reading these statistics, I also came across the thought that the number can continually increase. Other social networks are coming in to play and so is the younger generation.
Being a preschool teacher myself, I found this term very useful and educational. Technology-based teaching tools, as defined by the textbook, "allows teachers to do less whole-group instruction" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). Even though I might rather provide my students with more one-on-one instruction, certain software during computer time in class can be helpful and also be a different learning style for students. Something I found interesting stated in the book was "technology gives individuals the voice, confidence, and means to show what they know" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014).
Reading later in the chapter, I came across the term "Digital Identity". Digital Identity "refers to your technology talents and competencies--what you know how to do instructionally and professionally with computers and other new interactive technologies" (Maloy, Verock-O'Laoghlin, Edwards, & Woolf, 2014). Although my digital identity may not be savvy, I still find it interesting how professionals and educators are building a larger digital identity every day. Hopefully as I continue on with this class, I end the semester with a educated and more innovative digital identity.
After reading chapter one of this book, I hope as a student I will develop a larger capacity to include technology in my classroom. As a preschool teacher, I will inform my blog readers of how my classroom improves using the information I learn throughout the semester. Already I learned the importance of the IGeneration and how it affects how teachers use tools to teach their students. Using technology-based teaching tools, my classroom will hopefully improve and my digital identity will be more educated.
A helpful link I found to get started in incorporating technology in the classroom! http://www.edutopia.org/technology-integration-guide-implementation
This video refers to the IGeneration and what they think of technology in school!
References
Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.
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