Course Reflection

Through this course, I was happy to learn that the same great teaching strategies I use in my classroom can and should be used when integrating technology. The four strategies to use when integrating technology are: deductive, inductive, scaffolding, and use of metaphor. These four strategies best ensure student mastery of your lessons. The deductive strategy is one teachers may have used- introduce a rule, then give examples to prove the rule. This may be most used for science or math lessons. The inductive strategy is used to present examples and allow students to deduce the rule. In this way, you are more the guide on side. The scaffolding strategy is something I use often as a third grade teacher. Helpful hints, partially finished products, and examples are given to help students through their lessons. Lastly, I think the use of metaphors is important with young children. It makes sense to me to use metaphors or comparisons to explain difficult concepts.

Integrating web-based technologies helped me to think about and evaluate the uses of technology. While looking for technology applications to use in my StAIR, a stand- alone instructional resource, I tried to keep several evaluation objectives in mind. First of all, I looked for ease of use both for myself and my students. Also, if it cost money, was difficult to access or carry out, I bypassed the application. For me (and my specific objectives), Moodle is such an application. I admit there was quite a learning curve, and once "mastered" took much less time and effort to implement. That being said, I now know how to use Moodle, but I still haven't found easy ways to add the kinds of media, audio (video, still clips) in quick, easy ways. So, I guess another of my evaluation objectives is "bang for my buck." In other words, does this application allow me (or the students) to do what I need to quickly? For me, Moodle is a no.

Through this course, I feel I have met most of my own personal goals for learning about technology integration, as well as creating a few new ones. First, I have found and tried a wealth of new applications such as Google Reader, Picasa, Docs, Scholar, and Voice, as well as blogs, wikis, Moodle, and WebQuests. Through the use of these and other new programs, I have found new ways to find, convert, download, and add videos with Zamzar, a free file conversion site. I have also found a few new ways to record and add audio clips to my projects, through a technology site called Digital Inspiration. With colleague recommendations, I have found a wealth of new websites. Other examples include KidBlog a safe and easy way for kids to blog and We Transfer an easy way to send big files. I know that with this knowledge and guided practice, I have the momentum and confidence to continue with the projects I've begun in CEP 811, but also to create new (and better) activities in the near future.

Some things I'd like to try in the near future include creating additional StAIR projects but in another format. As mentioned above, I found the Moodle application somewhat time consuming and constricting. I will try additional activities using Power Point, as I feel I could more easily add images, sound, and animation. Also, the kids a familiar with Power Point, and should be able to easily navigate through it. My first StAIR project is a math goal and I have many other math topics that could be created for student differentiation and remediation. I'm excited to create these using technology new to me, such as Camtasia. Through this site, I can create a lesson through screen recording. This would allow students to learn or review a lesson at their own pace. I would also like to find a way to get kids involved in some sort of online communication, but haven't decided on the format- wiki or blog. I did sign up for a class site through KidBlog, and am currently researching and contemplating possible uses. Also, our district is continually adding more technology options, such as a small, mobile iPod Touch lab for students. I'll spend some time researching apps that will fit my curriculum. One thing I have learned- for every thought, for every lesson, for every content area, for every age group and user, there is an application or program for that!

Computer Based Instructional Objects

I just finished a computer based instructional object for an introductory math lesson. This lesson, designed through Moodle, has opened a new world of differentiation options for my classroom and myself. While I'm not excited about the Moodle platform itself, I'm excited about the opportunities.
There are many topics in my third grade curriculum that students just "don't get" after the typical lesson and practice sessions. They are the same topics every year- in math it might be counting money, partial products multiplication, the lattice method of multiplication, etc.
Other topics may include certain spelling skills, reading fluency issues, generating writing topics and so on. With a stand alone instruction activity, I can assign individual students to any topic I've created for instant remediation.
For example, I could create a stand alone computer-based resource on the lattice method of multiplication. It could include a video taped explanation of the strategy (similar to what they've seen in class), step-by-step directions, a quiz involving the steps and answers, etc. If a student needs further instruction or explanation (or their parent do), they could link up with this instructional activity through my web site.
Before the beginning of next year, I'll definitely be thinking of opportunities for differentiation.

3rd Grade Bloggers

There seems to be a fine line between what is great teaching and what is great technology. I can see the benefit of blogging for older students and adults, but at this point, I don't see how I could effectively use it to improve or promote student learning for third graders. I've looked at several third grade blogs (example 1 and example 2) and so far they look like on-the-fly comments about a variety of student-generated ideas. I realize the web allows students to write for an immediate audience- an authentic audience, but for what purpose? In writing, we stress a few key ideas: "What's the point? Why are you writing this? Who is your audience? What is your message?" With the blog entries I've read, there doesn't seem to be a point, a message, or an intended audience.

Also, if I had a great idea, when would they blog? Is it done from home, where not all of my kids may have access to computers? If it's done from school, I have 28 kids and 2 computers. Say, for example, I'd like kids to comment on a particular math problem from their homework page. If they are asked to work from home, how can I require it if they can't all complete the task? If I only ask a few to blog from home, what's the point? If I do it in school, how do I fit in the time? Questions, Questions, Questions. That's all I have at this point are questions.

Ideas? Thoughts? I'd love to hear how blogging might enhance my third grade curriculum, but so far, I haven't been able to think of anything creative.

My Best (Free) Teaching Resource

Whose Pedagogy is it anyway?
I LOVE United Streaming from Discovery Education! There, I've said it. I think it is an awesome site for just about anything visual. A picture is worth a thousand words, and really, they offer a little bit of everything. First, they offer videos or video clips on every topic and covers every grade level- photographs as well. You can search in a myriad of ways, to narrow the field. You can even search by curriculum standard. They also have builder tools for quizzes, assignments, and writing prompts. United Streaming lets you save media to files and folders that you create. These can also be shared across your grade level, your building, or your district.
I've been using this resource for a while now, and for my third graders it's perfect. I can show a video clip to enhance my lesson about economics or light refraction. These are often difficult topics for third graders, and the short and snappy movie clip enables them to see visually what I've been trying to explain. United Streaming also offers a wide variety of popular children's books in video format. I have used these to introduce an author or genre, to reinforce reading fluency, or for short content "scavenger hunts." Lastly, I've been able to supplement my science and social studies textbooks with short video clips. For example, students can put on headphones and listen to a topic of interest regarding a certain big idea like pioneers or sound waves. They may take notes or fill in worksheets I've prepared. The individualized video clip is nice because students can pause, rewind, or stop the clip to take notes or ponder. Then can begin again when they are ready. The United Streaming videos or visual media do not take the place of my instruction, but they make a great enhancement to my lessons. It lets me move from being the only one talking in our classroom, and allows the students to have variety and choices in their learning. It also gives students with different learning styles the chance to be an active participant, while watching and listening to a media clip.
I've also watched a few of the videos or clips for professional development. For example, I've watched clips about professional authors presenting writing lessons to a class of students. United Streaming is a quality resource for educational videos/ visual media for any classroom.

Online Experience and the MI Merit Curriculum

At this time the Michigan Merit Online Learning Curriculum doesn't directly apply to me as a third grade teacher. Having said that, there is much to be said for the ideas presented here, and many are used by k-5 teachers in delivering elementary-level curriculum.
The document states the goal for educators and policy makers is to "provide high quality integrated learning experiences that will engage and challenge today's high school students." Maybe we should make that today's students (of any level), as these are the kinds of experiences we want for all of our students. The document also states that it is important that "students in grades k-12...programs must have experiences where the teacher makes extensive use of available online resources and communication strategies." This is where MSU's CEP-811 course, Adapting Innovative Technology to Education comes into play. The policy states that school districts should provide "support systems, policy, and knowledgeable professional educators to guide students through an online experience." While my district doesn't require courses such as this, they certainly are supportive of this type of technology-based learning.
There are certainly a variety of age-appropriate elements of this 6-12 technology guideline that can be incorporated into my third grade classroom. Some examples include: providing opportunities for students to interact with experts around the globe for authentic learning activities; using webquests, podcasting, and webinars; using technology tools for online research and online projects; providing opportunities for interactive discussions with experts such as authors or scientists; communicate with other students outside our classroom; and providing authentic experiences through online field trips.
Just as with any subject, spiraling and extended age-appropriate experiences help students to develop greater understanding of course content. If students come to middle and high school with a variety of online learning experiences already under their belt, they can begin to use those skills to develop a deep understanding of more sophisticated topics.

iPod Touch in the Elementary Classroom

I was just informed yesterday that my building has received a grant for 15 iPod Touch handheld devices. I'm not quite sure yet what I would use one for.. I did find a website of another elementary district in Minnesota using the iPod Touch, and they had some interesting views and information. One thing they mentioned was that the students were more engaged in learning with an iPod. This obviously would be a great tool to put some much needed "oomph" into an otherwise dull skill & drill learning activity. My kids' are always excited about practicing their math facts in the computer lab, and this would be a way for them to do this same activity at their desk, in their own time. Something I'm concerned about is making sure the apps fit into my curriculum. At this stage of the year, I'm trying to finish what I've already started, and don't have time to create or add something new. However, this summer will be a perfect time to investigate the many "apps" available for teacher and student use. Something to look forward to!

Moodle Frustrations

Don't get me wrong- I'm all for technology integration in the classroom. However, certain applications are better suited for particular uses, and trying to force an incorrect fit is like wearing really great shoes that pinch your feet and cause painful blisters. My school district uses Moodle and Google Sites as the applications of choice for online content delivery. While I'm sure there are very good reasons to use these two free applications, they don't fit my purpose or my style. Maybe because I'm an elementary teacher, or because I'm a creative person and visual learner, but these two apps feel clunky! I can't seem to get them to do what I want- place a picture where I want it (not in the lame table they allow me), add audio and video in intuitive kid-friendly places, etc. I've spent more time trying to get these two applications to bend to my will than is necessary. While they are free, they don't fit my needs. This summer I'll be looking for other ways to deliver curriculum to my students- one that doesn't take all my time trying to force it to do what I want!