Reflection for Chapter 5- Foreign Languages
I should preface this reflection by stating that I know next to nothing about teaching a foreign language. I took two years of Spanish in high school and I watched my first graders being taught a foreign language for two years. That is the only reference I have to teaching another language.
There was one idea that intrigued me. I would like to research and find out more about the language acquisition device. This device allows children to learn grammar and language rules. I am thinking that this also applies to young students who are still acquiring their first language. A few of my first graders are continuing to work on their language development with our speech clinician. For some students the lack of language development effects their reading and writing. So, this is something I would like to find out more about.
For students learning a new language at all levels, I can just imagine how the internet and other technologies have assisted in this process. Students now have access to people speaking that particular language all around the world. When my first graders were learning Spanish, the teacher talked a lot about Spanish culture and traditions. The students were very interested in this and helped to build on their vocabulary.
I did highlight and enjoyed reading the quote on page 117 that stated, “there is no single technological solution that applies for every teacher, every course, or every view of teaching.” It reminded me that my classroom, my students, and my teaching is different from everyone else’s. Therefore, I have the right to use my professional judgement and decide when and how to use technology. I like that idea!
Sunday, March 22, 2009
Saturday, March 21, 2009
Chapter 8 - Arts in Education
Reflection for TPACK, Chapter 8- Arts Education
Although I do not directly teach art or music, dance or drama, this chapter did give me some good ideas. When beginning the chapter I immediately thought of using technology to be create in an art or music sort of way. For my students, this may be using Pixie to make a creative illustration or recording a song using Garageband. The idea I got was to use the internet in a more global way. If we were studying a different culture, we could research it or visit museums. We could maybe even find interviews or diary entries from history.
This chapter was packed full of great websites that I plan to visit. I am sure I will also get a wealth of ideas from them. I was glad they gave a brief description of the sites so that I knew which may apply to me.
I have to admit that I never had considered dance or drama a part of our curriculum. I have always thought dance was an extra curricular activity, not even offered in most schools. This section threw me off a little bit. Then I thought it’s only fair, since we train kids to use their voices and thoughts to express themselves that we also teach them to use their body. As listed on page 189 of the text, technology enhances our teaching and students’ learning in so many ways. Kids can visit places they never dreamed and see things they never thought they would see. Although funding has dropped and most of us do not have field trips we can go anywhere. The world is now available to us, mostly for free!
I have to end with a quote that I loved, from page 189 also: “I like a teacher who gives you something to take home to think about besides homework (Lily Tomlin as Edith Ann in Laugh-In).” I think this quote is very powerful and is something I strive to do.
Although I do not directly teach art or music, dance or drama, this chapter did give me some good ideas. When beginning the chapter I immediately thought of using technology to be create in an art or music sort of way. For my students, this may be using Pixie to make a creative illustration or recording a song using Garageband. The idea I got was to use the internet in a more global way. If we were studying a different culture, we could research it or visit museums. We could maybe even find interviews or diary entries from history.
This chapter was packed full of great websites that I plan to visit. I am sure I will also get a wealth of ideas from them. I was glad they gave a brief description of the sites so that I knew which may apply to me.
I have to admit that I never had considered dance or drama a part of our curriculum. I have always thought dance was an extra curricular activity, not even offered in most schools. This section threw me off a little bit. Then I thought it’s only fair, since we train kids to use their voices and thoughts to express themselves that we also teach them to use their body. As listed on page 189 of the text, technology enhances our teaching and students’ learning in so many ways. Kids can visit places they never dreamed and see things they never thought they would see. Although funding has dropped and most of us do not have field trips we can go anywhere. The world is now available to us, mostly for free!
I have to end with a quote that I loved, from page 189 also: “I like a teacher who gives you something to take home to think about besides homework (Lily Tomlin as Edith Ann in Laugh-In).” I think this quote is very powerful and is something I strive to do.
Physical Education- Chapter 10
Reflection for TPACK, Chapter 10- Physical Education
I chose to read this chapter next because I was real curious about how the author was going to incorporate technology into physical education classes. Physical education focuses on teaching motor skills and coordination. I had no idea how technology would be used to help that.
In thinking about physical education at my level, Kindergarten to second grade, I could only picture students running on treadmills or other mechanical equipment. That, of course, seemed impractical to me.
What I discovered was that physical education teachers can use tools or devices to assist their students. I thought of using some tools to assist the students with special needs in my classroom. There are a lot of assistive technology devices that they use during physical education class and in physical and occupational therapy services.
As the chapter discussed students need specific feedback immediately after a skill is performed. If possible, teachers could videotape and play students performing the skills. The class could watch and discuss strengths and weaknesses of the skills presented. I actually chuckled when the idea of heart rate monitors was raised. In these very tough times, I would be shocked if any school district was able to purchase such equipment.
Although it would not be type two technology, physical education teachers, as well as all teachers, can use technology to create materials. This might include posters, graphs of progress, individual cards to review skills, or maybe even class lists.
I chose to read this chapter next because I was real curious about how the author was going to incorporate technology into physical education classes. Physical education focuses on teaching motor skills and coordination. I had no idea how technology would be used to help that.
In thinking about physical education at my level, Kindergarten to second grade, I could only picture students running on treadmills or other mechanical equipment. That, of course, seemed impractical to me.
What I discovered was that physical education teachers can use tools or devices to assist their students. I thought of using some tools to assist the students with special needs in my classroom. There are a lot of assistive technology devices that they use during physical education class and in physical and occupational therapy services.
As the chapter discussed students need specific feedback immediately after a skill is performed. If possible, teachers could videotape and play students performing the skills. The class could watch and discuss strengths and weaknesses of the skills presented. I actually chuckled when the idea of heart rate monitors was raised. In these very tough times, I would be shocked if any school district was able to purchase such equipment.
Although it would not be type two technology, physical education teachers, as well as all teachers, can use technology to create materials. This might include posters, graphs of progress, individual cards to review skills, or maybe even class lists.
Sunday, March 8, 2009
Partner Meeting Reflection
Meeting with my Partner Reflection
I felt it a little difficult to be the leader in this situation. Although I have been going through the process it is not yet complete. So, I have a hard time justifying the reasoning behind doing each of the steps. It was also difficult to answer some of her questions regarding things we have not gotten to yet.
Anyhow, I began by showing her what I had already completed for the class, right from the beginning. I went over the unit template. Then I showed her how I had unpacked the goals for health using p. 125. So I decided it would be easiest to go step by step through the language arts goal the same way. So we completed the unpacking of the goals. I found this to be much more difficult than I had the first time with the health learning result. The curriculum goal seemed to be so precise already. It seemed as though we kept repeating ourselves in slightly different wording. The language arts goal we chose was that students will write to inform on a specific topic. Our intention was for students to be able to inform others on the importance of being healthy and staying healthy using good food choices through their writing. We were unable to come up with three understandings and questions for this.
Despite our trouble, we moved on to the knowledge and skills portion. Once again, it felt like we were repeating ourselves a lot. We were able to come up with skills using most of the six facets. Some of them may be a little stretch though.
The process was was hard to teach to somebody, being as I have only been using it for such a short time. I found that my partner has a lot of the concerns about the unit that I have. I also think that this process makes sense to most teachers. It seems like we do it naturally or have been taught it before. However, my partner also agreed that if we were to do this entire process for every three or four week unit, we would be swamped with it!
I used many leadership skills during our meeting. My organization definitely came into play. I had to refer back to my stage one templates and notes quite frequently. Sometimes I did just have to tell her that I was not sure. One important aspect of being a great leader is believing in what you’re selling. This was the worst for me, because I’m not totally sold on this whole unit yet. I was apprehensive to tell her that I shared her concern for all the technology at our grade level. I found myself being supportive by simply telling her that we were in this together, no matter what we decided.
I felt it a little difficult to be the leader in this situation. Although I have been going through the process it is not yet complete. So, I have a hard time justifying the reasoning behind doing each of the steps. It was also difficult to answer some of her questions regarding things we have not gotten to yet.
Anyhow, I began by showing her what I had already completed for the class, right from the beginning. I went over the unit template. Then I showed her how I had unpacked the goals for health using p. 125. So I decided it would be easiest to go step by step through the language arts goal the same way. So we completed the unpacking of the goals. I found this to be much more difficult than I had the first time with the health learning result. The curriculum goal seemed to be so precise already. It seemed as though we kept repeating ourselves in slightly different wording. The language arts goal we chose was that students will write to inform on a specific topic. Our intention was for students to be able to inform others on the importance of being healthy and staying healthy using good food choices through their writing. We were unable to come up with three understandings and questions for this.
Despite our trouble, we moved on to the knowledge and skills portion. Once again, it felt like we were repeating ourselves a lot. We were able to come up with skills using most of the six facets. Some of them may be a little stretch though.
The process was was hard to teach to somebody, being as I have only been using it for such a short time. I found that my partner has a lot of the concerns about the unit that I have. I also think that this process makes sense to most teachers. It seems like we do it naturally or have been taught it before. However, my partner also agreed that if we were to do this entire process for every three or four week unit, we would be swamped with it!
I used many leadership skills during our meeting. My organization definitely came into play. I had to refer back to my stage one templates and notes quite frequently. Sometimes I did just have to tell her that I was not sure. One important aspect of being a great leader is believing in what you’re selling. This was the worst for me, because I’m not totally sold on this whole unit yet. I was apprehensive to tell her that I shared her concern for all the technology at our grade level. I found myself being supportive by simply telling her that we were in this together, no matter what we decided.
Monday, March 2, 2009
Chapter 7- Mathematics
Reflection to Chapter 7 (Mathematics), TPACK Handbook
It seems there are two big roles of technology in teaching math. One of those is to simply complete the “basics” a little easier. For instance, rather than doing out enormous calculations on paper or in our head, we can use a calculator or computer. The debate with this approach of technology in math is whether students must first know how to complete the calculations before they are allowed to use the technologies to make them easier. Usually, in my first grade land, I find that students can complete our basic facts in their head or on paper quicker than on a calculator anyhow.
The second role of technology in mathematics allows us to make mathematics concepts connect to the real world. Rather than using random numbers or self-made numbers for word problems, students can complete a problem which uses real life numbers. I can remember being in middle and high school and asking, “when will we ever have to do this in real life?” It would have been helpful for teachers to give examples and utilize the world as a basis for learning.
I thought one important statement made by this chapter’s author was that teacher’s need to be willing to experiment with technology in their classroom in order to achieve the highest level of TPCK. I looked at this as permission to try things and possibly mess up. I have to give myself permission to do this.
Personally, I think most of the debates raised in this chapter apply to upper grades (or at least upper elementary). As I stated before, my students are not ready to use simple calculators yet. If I were to give them a calculator they would not know what to do with it.
Lastly, a point that I highlighted and starred in my book was the fact that technology and using technology should not overpower or distract from the basic teachings of the curriculum. I feel as though we are almost on the brink of this. Should we be giving up fantastic activities and lessons to replace it with a mediocre one that uses technology? I just don’t think so.
It seems there are two big roles of technology in teaching math. One of those is to simply complete the “basics” a little easier. For instance, rather than doing out enormous calculations on paper or in our head, we can use a calculator or computer. The debate with this approach of technology in math is whether students must first know how to complete the calculations before they are allowed to use the technologies to make them easier. Usually, in my first grade land, I find that students can complete our basic facts in their head or on paper quicker than on a calculator anyhow.
The second role of technology in mathematics allows us to make mathematics concepts connect to the real world. Rather than using random numbers or self-made numbers for word problems, students can complete a problem which uses real life numbers. I can remember being in middle and high school and asking, “when will we ever have to do this in real life?” It would have been helpful for teachers to give examples and utilize the world as a basis for learning.
I thought one important statement made by this chapter’s author was that teacher’s need to be willing to experiment with technology in their classroom in order to achieve the highest level of TPCK. I looked at this as permission to try things and possibly mess up. I have to give myself permission to do this.
Personally, I think most of the debates raised in this chapter apply to upper grades (or at least upper elementary). As I stated before, my students are not ready to use simple calculators yet. If I were to give them a calculator they would not know what to do with it.
Lastly, a point that I highlighted and starred in my book was the fact that technology and using technology should not overpower or distract from the basic teachings of the curriculum. I feel as though we are almost on the brink of this. Should we be giving up fantastic activities and lessons to replace it with a mediocre one that uses technology? I just don’t think so.
Sunday, March 1, 2009
Chapter 4- English
Reflection to Chapter 4, TPCK
I think this chapter may have been the most difficult for me to relate to. I just felt like it was totally over my head and definitely focused on middle and high school teachers.
What I did really like was the emphasis that this chapter put on the materials and assistance needed to achieve the true “TPACK” model. We need access to hardware and software that is continually updated and managed. Most of us who are currently in the teaching field would make great use of a colleague with lots of experience integrating technology into many content areas and grade levels. Unfortunately, in a time when we are being expected to do more with technology, those technology integrators who can help us are being cut from the budget.
The examples of how some districts are set up with fantastic technology programs and resources was amazing to me. However, I wondered where technology was placed on the list of importance. Is technology becoming more important than the basics- reading, writing, and math? I find myself asking this same question a lot lately. I firmly believe that the learning is most important and for some activities using technology is not always the best answer.
I liked the examples of the two teachers near the end of the chapter. It seems like a fine line between using technology to help your teaching and using technology to help students learn. One would assume that if your teaching is better, the students are probably learning more. But, of course, this is not always the case.
I think this chapter may have been the most difficult for me to relate to. I just felt like it was totally over my head and definitely focused on middle and high school teachers.
What I did really like was the emphasis that this chapter put on the materials and assistance needed to achieve the true “TPACK” model. We need access to hardware and software that is continually updated and managed. Most of us who are currently in the teaching field would make great use of a colleague with lots of experience integrating technology into many content areas and grade levels. Unfortunately, in a time when we are being expected to do more with technology, those technology integrators who can help us are being cut from the budget.
The examples of how some districts are set up with fantastic technology programs and resources was amazing to me. However, I wondered where technology was placed on the list of importance. Is technology becoming more important than the basics- reading, writing, and math? I find myself asking this same question a lot lately. I firmly believe that the learning is most important and for some activities using technology is not always the best answer.
I liked the examples of the two teachers near the end of the chapter. It seems like a fine line between using technology to help your teaching and using technology to help students learn. One would assume that if your teaching is better, the students are probably learning more. But, of course, this is not always the case.
Chapter 6- Social Studies
Reflection for Chapter 6, TPCK
I found this chapter to be somewhat interesting. It seems difficult to define what social studies is. It includes so many things! There is history, geography, politics, economics, citizenship, and even more. In first grade, our focus of social studies looks most at the last part- becoming good citizens. We also do timelines and mapping.
When using technology, I think it’s fun to create timelines on the computer. It can be a great visual way to show changes in something over time. I also use GoogleEarth to introduce maps. The students love to find their house and the school. It gives students a general sense of how maps are different depending on what you are using them for. By looking at and comparing different areas, students get a sense of different landforms and how cities and towns may look different. The more difficult task, I believe, is using technology to promote good citizenship.
The chapter had many great ideas to use when teaching history. I liked the idea of finding historical documents, letters, and pictures. I can understand how looking at these would spark an interest in students. In these troubling times, it also provides a way for students to leave the classroom and see artifacts without costing any money.
Using technology as an avenue to teach social studies seems to be based more on researching materials, rather than creating them. The focus of the chapter seemed to be on using the internet as a resource. The chapter did not talk very much about using computers or technology to create maps, write historical documents, or learning how to communicate better. I did like the idea of students who are learning about the government to have access to their local politicians. This would be a great way to get them involved in their community.
I found this chapter to be somewhat interesting. It seems difficult to define what social studies is. It includes so many things! There is history, geography, politics, economics, citizenship, and even more. In first grade, our focus of social studies looks most at the last part- becoming good citizens. We also do timelines and mapping.
When using technology, I think it’s fun to create timelines on the computer. It can be a great visual way to show changes in something over time. I also use GoogleEarth to introduce maps. The students love to find their house and the school. It gives students a general sense of how maps are different depending on what you are using them for. By looking at and comparing different areas, students get a sense of different landforms and how cities and towns may look different. The more difficult task, I believe, is using technology to promote good citizenship.
The chapter had many great ideas to use when teaching history. I liked the idea of finding historical documents, letters, and pictures. I can understand how looking at these would spark an interest in students. In these troubling times, it also provides a way for students to leave the classroom and see artifacts without costing any money.
Using technology as an avenue to teach social studies seems to be based more on researching materials, rather than creating them. The focus of the chapter seemed to be on using the internet as a resource. The chapter did not talk very much about using computers or technology to create maps, write historical documents, or learning how to communicate better. I did like the idea of students who are learning about the government to have access to their local politicians. This would be a great way to get them involved in their community.
Subscribe to:
Posts (Atom)