Blog Reflection
4
In exploring
some of the tools and concepts presented in Module 4, I am having trouble
coming up with creative and helpful ways to use them. I see great value in
using technology in the classroom, but for my subject material, most of these
tools would have to be forced into the lesson, whereas they can be seamlessly
integrated into an English or history lesson. In a math class, we do not spend
as much time analyzing text or creating stories, so those particular mini
projects were not well suited for me. I like the concept of being able to show
a video of how to do something, such as creating a construction. However math
is already such a visual subject, so giving extra visuals probably will not
help students much more. With that being said, I can see great value in
creating movies of my lessons for students to view if they are absent, or if
they need to see a problem explained again. Even making videos that a
substitute could show if I am absent would be a great use of this technology.
However, for my everyday classroom lessons, I do not see much value in these
tools.
For my project,
I selected the talking avatar project. I was disappointed at how little text I
could have my avatar say, but I am guessing that paying for an upgrade would
allow for longer presentations. I also had trouble with publishing my
presentation, and I am still working to get it resolved. One of the many
reasons I am so resistant to using technology is because it never seems to work
they way I want it to work. Not being the most technologically savvy person, I
could see losing a bit too much instructional time due to computer issues.
In reflecting on
the reading, I am rather intrigued by telecollaborative activities. Being able
to collaborate effectively with others is an important skill in many
professions. To have the opportunity to work with others who have different
insights due to differences in location and culture is a wonderful learning
opportunity for students. Pulling in experts in the field to share information
will certainly help increase the relevance of what is being taught in the
classroom, and also help to make the curriculum real to the students (Coffman,
2013, p. 109). Telecollaborative activities are perfect for allowing students
the opportunity to learn outside the classroom without having to leave it.
In addition,
social networking is a powerful tool as well. Many of our students belong to
social networks for personal use. Applying the same concepts with a focus on education
and learning content is a great way to engage students (Solomon & Schrum,
2010, p. 85). In particular, I think having a social network to go along with
classroom instruction would be perfect for situations like what we are
experiencing now with the crazy weather. Being on an A/B schedule, I have
noticed that my students are having a hard time keeping up to date with all
that is going on in my class. Due to loss of class time, we are not able to go
into much depth with certain topics because we still have so much to cover
before the SOL. The snow has really been affecting how often I meet certain
classes, so keeping everyone on the same page has been difficult. If I had a
social network set up specifically for my class, my students could come in
prepared and knowing what to expect, regardless of what the weather is doing.
Social networking can be a great way to stay connected with the students,
especially since we do not meet every single day.
Coffman, T. (2013). Using Inquiry in the Classroom:
Developing Creative Thinkers and Information Literate Students (2nd
ed.). Lanham, MD: Rowman & Littlefield Education.
Solomon, G., & Schrum, L. (2010). Web 2.0: How-to for Educators.
Washington, DC: International Society for Technology in Education.
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