INDT 501-02 Week 6 Reflection Blog: To Flip or not to Flip?

February 24, 2013

The more I read about flipping a classroom the more excited I am to apply it in the classroom. I will be teaching special education which means I will be working with a variety of students with different needs and covering different subjects. I think that if I was able to work with a variety of teachers we could come up with plans to cover the subjects. It would be great to have the video or pod cast available to the students. Some students learn at a slower pace and would benefit greatly at being able to listen to a lesson over and over. The potential is there for students to excel greatly. I think that the extra time in class to help with students with comprehension and applying the practice would be beneficial. These students would be able to complete task and have more confidence in their completion of the task because they could either work as a group or have the teacher available to assist when any problems arise.

 

Flipping the classroom gives greater potential to a less restrictive environment for some special education students. With having the videos available to them students would be able to review a lesson to help with test taking and to review the lesson. Some of the obstacles with flipping the classroom would be making sure that students have access to the video or pod cast. Is there Internet availability? Are other teachers willing to help with this project? I think there are simple solutions to availability of the technology. The students could watch a video during lunch or before and after school. I feel that most of the teachers would be willing to help with creating videos, they could use it in their classroom. I think as a teacher sees their students excel they will be more and more confident with the process of flipping the classroom. I do think that you would really have to make sure that you are reviewing the content and asking questions everyday to make sure that videos are being watched and students are getting something from them.

 

Some subjects I believe would be more difficult to flip, like English or a foreign language. I do however see the potential in using videos to help students with enunciation, pronunciation and word usage. I think that grammar rules could easily be incorporated into a video, then students would be able to review as necessary. I do not think that some of the arts work very well with flipping the classroom, and some of the other elective classes. There is great potential in flipping a classroom, I hope that in the future it is utilized more and more. I think that some many students fall through the cracks and that flipping is another way to reach those students so we can keep them in the classroom and hopefully help students who are trouble learning in a traditional classroom setting. Why not use every tool at your disposal?

Categories: Technology in Education.

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EDCI 500 Blog Reflection 3: Immersion

February 24, 2013

While watching the video Skwerl, I found it to be just another evening in the life of these people. You could occasionally pick up on a few words here and there, but for the most part you were at a lose to understand what was going on in the video. Except when they were arguing, I think universally everyone understands when they are in trouble. It is more about facially expression at that point, like American Sign Language. In sign language it is essential to maintain eye contact and facial expression is the key to understanding the conversation, the signs and motions are secondary. I think this video brings attention to how children who come from a family that speaks a foreign language, or use sign language have great difficulty when they enter the classroom and have to struggle all day long to understand what the teacher is saying and what their classmates are saying. They also have to be able to read what is written on the board, we only had to watch a four minute video, I would go nuts if I had to go through that all day long five days a week. I also feel that this would be a difficult experience for children who have auditory processing disabilities, all of the chatter and background noise would make for a difficult environment. This problem if left unaddressed only leads to frustration and children tend to just give up.

The video would have been very difficult to understand and relate to if it was an audio file only. You would lose the facial expressions, props, background music, and you would not have been able to establish a setting, which all lend to help you understand the context of the video. All of this visual and audio information together should help us, as teacher’s to better understand the difficulties the students are facing. The classroom is an experience that needs to provide visual, audio, and tactile clues for all of the children to draw from. By providing them this additional information they are gain more information to make connections between the lesson and how to apply it. The sooner that children who are monolingual begin the learning process of adding an additional language to better they are at processing information and have to use only one hemisphere of the brain to make the connections (Woolfolk, 175).

 

Another key element to a multi-culture and multi-lingual classroom is to incorporate “culturally relevant teaching by utilizing the backgrounds, knowledge, and experiences of the students to inform the teacher’s lessons and methodology” (Coffey, 1). By making your classroom culturally relevant for all students you are making them feel welcome and comfortable in the classroom. By creating a comfortable environment you help them identify themselves as learners and as belonging in the environment. Woolfolk states, “for a child, genuine acceptance is a necessary condition for developing self-esteem”(238). As a teacher we have nothing to lose and everything to gain by creating a multi-cultural environment for children.

Coffey, H. (2008). Culturally relevant teaching. Culturally Relevant Teaching. Retrieved February 23, 2013, from http://www.learnnc.org/lp/pages/4474

Hoy, A. W. (2013). Educational psychology (12th ed.). Boston: Pearson.

Why aren’t Spanish speaking kids getting an education? (2009, June 02). YouTube. Retrieved February 24, 2013, from http://www.youtube.com/watch?v=iwgiwnzbDa4

Categories: Educational Psychology.

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Week 5: INDT 501-01 Creating a Video

February 17, 2013

I was very apprehensive about this assignment when I heard someone tell me it took that person three days to make his or her video. I had not even looked at it until Thursday night in class due to Internet issues at home. Thankful they were an easy fix and here I am! When I saw the videos that had been created in class I was a bit worried about the assignment and that I had waited to long. Once I decided on a SOL for US History 11th grade, I opened up animoto and found the easiest and most user-friendly site ever. I absolutely love it and will use it as much as possible in the classroom.

 

I will be a Special Education teacher once I am finally done with my degree, and I know that children learn differently from each other. Some children learn visually, some are auditory learners, and some are tactile learners this shows us that most children learn in an environment that offers a mixed learning format or a variety of techniques are used to hold their attention and to trigger the learning process. I do think that animoto is a great tool to enticing children’s natural curiosity and sparking an interest into a topic that might otherwise fall flat if the teacher stands in front of the class and gives a boring lecture about the Land and Lease Act and the Fourth Neutrality Act. I’m bored just thinking about it, but if you create a video that is exciting and maybe invite a local historian to Skype with the class and answer questions along with the lecture. You have created a lesson that is broken down and offers a variety of different things to hold their interest. I know some students that unless they are visually engaged prior to the lesson, they fail to comprehend the lesson and fall behind. This is such an easy fix, we can create a quick video to spark the interest of all the students and the students that need that visual interaction are being given what they need. This creates a better learning environment for all students.

 

While exploring the new environments of the digital world this week we focused on Google Reader and Twitter. Of the two I must say that Google Reader was the my favorite, I liked how we could link to our classmates and other interest areas and follow them in that one place instead of logging onto five different web sites and having to find them. It is a very useful tool and I think it would be useful in the classroom for the teacher as well as the students, it would save a lot of time for grading and also reading and sharing blogs. Twitter was my least favorite, I really just do not care that much for social web sites. I do think it is something that I need to become more comfortable with and investigate further and see where I can use this tool in the classroom. Most kids love tweeting and facebook, my only concern is parent reaction and explaining that it would be a classroom tool to enhance learning. I would be easier for a child who does not like writing to be a put a tweet out and can some confidence in themselves and the would be able to approach a larger writing assignment with a different attitude.

Categories: Technology in Education.

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INDT 501-01 information Literacy and Creativity

February 10, 2013

What a bunch of great, fun activities this week! I enjoyed playing with almost all of the tasks that we were assigned this week, I do however need to become more fluent with them. I really did not encounter any major problems with the varied exercises. The most difficult task was waiting for account approval, when I sit down to complete an assignment I really like to be able to work through them. Patience is something that I will be working on the rest of my life. One major thing that I have learned since starting this course is that I do not know anything about technology, but I will. I really thought that I was pretty up to date on a lot of things, that just is not so! I really enjoyed working on the Personal Learning Network for Educators, I know that for me it takes me several days to get used to something and to figure out exactly how it works. I have set a goal for myself to go onto this site everyday next week for at least 30 minutes and familiarize myself with the site better. This is a must for me, and I know that.

 

I really like the Google search engine and think that this is a real asset to the classroom, it really eliminates a lot of sites that I think that kids would get lost on and would delay their work. It offers the teachers a lot more control of what the kids are getting into and eliminates the large majority of poor or misinformed sites. I do think that kids need to figure out how to do better research and as they get better at they can venture off more on their own. I will be teaching Special Education classes so I really think this will be highly beneficial to my students. It offers more structure and control to the vast amounts of information out there.

 

I was not really happy with the searches I did on Technorati, maybe I just missed the point all together but the things that I searched really weren’t on there, except for the Washington Redskins which I found 90 results for, all of my other searches had zero or two results. I think that this needs to be explored further so that I can determine if this is beneficial to me in the future. As I continue in this class I really see the great benefits to myself and the kids that I will be teaching, I am glad that this class is in the curriculum and think that it gives me a broader base of information and tools to utilize in the classroom.

Categories: Technology in Education.

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EDCI 100-02: What does research say about identity?

February 10, 2013

As we develop in life we all go through certain levels of development, some of us sooner than others, but we go through them all at our own pace. As we all come to these stages of development in life we wrestle with our identity, who are we? What do we want to do with ourselves? How are we going to move forward and what decisions are we going to make and what are we going to base our decisions on? We have intrinsic and extrinsic motivation in life that drive us and allow us to make informed decisions. Some of our extrinsic motivators would include our parents, teachers, and life events. So what do we do with all of this motivation? How do they influence us? Our textbook defines this as “moral reasoning, the thinking process involved in judgments about question of right and wrong” (Woolfolk, 99). As we develop our moral compass we gain a deeper understanding of rules and the role we play in following rules and how they apply to us. “Piaget called this a state of realism” (Woolfolk, 100).

 

As kids come to a realization of who they think they are or want to be they come to an understanding that “the idea that each of us exist in, and through, our relations with other persons, is at the very heart of our understanding of what being a person means” (Splitter, 491). The classroom can help children by “transforming the classroom into collaborative thinking environments is an invitation to young people to take an active role in their own vales” (Splitter, 497). This falls into the ideas of Bronfenbrenner’s bio ecological model where kids receive influence and nurturing from their environment that includes the school and family (Woolfolk, 75-77). By helping to develop children’s morals and identities they are receiving good citizens who work to please their parents, teachers, and community.

 

According to our textbook development of Kohlberg’s three levels of moral development include two stages at all three levels. It shows that as children develop both emotionally and cognitively they move up the levels and stages respectively, and their abstract thinking becomes more important (Woolfolk, 100-101). This is an interesting take on moral development, but is thought to be flawed. There are several theories out there on moral development, and many have several levels of validity but as generations of children change and society changes, children see that they can rebel and get away with more such as “coming to class late, sleeping, rudeness, texting or ringing cell phones, inappropriate talking, profanity, apathy, bullying, fighting, and other forms of anti-social behaviors – is a major problem in American education institutions; hence, the growing efforts to promote civic and character education” (Moore, 142).

 

I must say that I do not feel that educating children of morals solely falls on the school systems or society, I believe that it starts at home. Parents must be vigilant about morals, right and wrong, setting good examples, demonstrating how to follow rules and be good citizens. Children like to emulate the behavior of those around them and by being good leaders and setting good examples parents, teachers, and neighbors demonstrate on a daily basis citizenship with good moral judgment and lead to a more morally based identity in children.

Hoy, A. W. (2013). Educational psychology (12th ed.). Boston: Pearson.

Moore, J. (2012, May 21). A Challenge for Social Studies Educators: Increasing Civility in Schools and Society by Modeling Civic Virtues. Www.tandfonline.com. doi: 10.1080/00377996.2011.596860

Splitter, L. (2010). Identity, Citizenship and Moral Education. Educational Philosophy and Theory43(5), 484-500. doi: 10.1111/j.1469-5812.2009.00626.x

 

Categories: Educational Psychology.

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INDT 501-01 Copyright Issues in Education

February 3, 2013

egyptian tomb

I am sure that as the Pharaoh’s were overseeing the amazing and backbreaking construction of their tombs and chambers they were not concerned with how it would be shared or how the images of their legacy and likeness would be used. We now live in a world that is digital and ever changing, and we have to be careful of what we put out on the Internet and how we use what others release. With tools such as Flickr, facebook, Tweeter, and MySpace information is everywhere and getting more difficult to control and protect the interest of all parties. As a person who loves photography and has taken thousands of images and created books as an Studio Art major this is a great concern for me.

 

The importance of teaching the digital natives of our culture the proper and legal uses of their resources is essential as they progress through the education system. Without proper guidance and instruction from teachers it is extremely doubtful that most or all students will seek out on their own the correct methods of using resources and the legal ramifications for infringing upon the copyright of a business or private individual. Students need to understand that “people can copy material under some circumstances if they cite the reference or get author or copyright holder permission” (Solomon,G., & Schrum,L., 107).

 

 

As teachers to the digital natives it is our responsibility to make sure that we help them understand that, “information literacy is a skill that is expected of students once they leave school” (Coffman,T., 35). It is also our duty to make sure that students are also able to determine, “how information is organized, how to find quality information, evaluate different types of information, and then create new information for others to access and learn” (Coffman,T., 35).

 

I think that we do students a disservice if we fail to communication the importance of copyrighting and we can use music downloading as an example. The large amount of legal fallout that has taken place since the laws have changed is an excellent opportunity for teachers to explain the importance of following the rules. I think this is something that the students can relate to and it would help explain the importance of the copyrighting laws. It really only takes a few more minutes to do something right. As for the image that I used of the Egyptian tomb I found the image on a Google search, after I searched Egyptian temples I used the advanced search feature and narrowed down the images by selecting free to use or share under usage rights, since I am not using this image for commercial gain I felt that it was appropriate to use this image in this blog posting.

 

Coffman, T. (2013). Using inquiry in the classroom: Developing creative thinkers and information literate students (2nd ed.). New York, NY: Rowman & Littlefield Education.

E. (n.d.). Untitled [Photograph found in Ancient Egyptian Temples, Egypt]. In Flickr. Retrieved February 3, 2013, from http://www.flickr.com/photos/esku75/513513540/ (Originally photographed 2007, March 27)

Solomon, G., & Schrum, L. (2010). Web 2.0 how-to for educators (1st ed.). Eugene, Or.: International Society for Technology in Education.

Categories: Technology in Education.

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