Module 5 Reflection

As I learn about all these tools, I realize more and more why I decided to become a math teacher: I am not creative. Coming up with a lesson for this mini project stretched my mind a little. However, I realize the importance of making the material relevant and engaging for our students. Why I love pure mathematics, most students want to know why they have to sit there and learn the material, as well as how it will help them in the real world. For my second Mini Project, I selected a Google Maps Trek. Students look at examples of architecture around the world that employ geometric concepts in a unique way. Of course, with geometry being the study of the measurements of the world, shapes are all around us. Hopefully this activity will get the students thinking about the concepts we cover in class in a more practical and useful method. I integrate it as an introduction into a lesson on 3-D shapes.

A couple of topics stood out to me in the reading for this week. In Coffman’s Using Inquiry in the Classroom, the idea of bringing inquiry into assessments really caught my eye. The importance of authentic assessments is discussed regularly among teachers. However, this is the first time I heard about bringing inquiry into assessment. After all, we are trying to build the inquiry skills in our students, so shouldn’t the assessment reflect that philosophy as well? The goal of creating an inquiry-based activity is to have students think, question, and explore a concept, rather than being told what they should know. So why would the assessment not reflect that as well? Coffman (2013) defines assessment “as the process of documenting, in measurable terms, knowledge and skills gained from the lesson or activity” (p. 139). Making sure that the students are exploring and understanding the concepts they need to know is important in designing an inquiry-based activity. We want for the students to be engaged and excited about material, but that is not enough if they do not gain the understanding and skills meant to be acquired.

Another topic that caught my interest in this week’s reading was the concept of a virtual world. I have mixed feelings about these personally, and I do not know that this is a tool I would use in my classroom. However, after reading about the virtual worlds available, I do not doubt the usefulness of such a tool. For example, teachers can use it for their own professional development in order “to improve their practice, reflect on their activities, and learn from others” (Solomon & Schrum, 2010, p. 125). Likewise, students can use virtual worlds to “play, build, interact, and explore” (p. 118). I can see that just like many other Web 2.0 tools, virtual worlds can play a valuable role in education. However, I do not like the trend where interactions are becoming more web-based. Virtual worlds afford opportunities that might not be available otherwise, but I am a huge advocate of getting away from the computer and exploring the world around us, which includes human interactions that are not over an impersonal computer. I do not see myself using this tool. I like for all my social networking to be based on in person interactions.

Sources

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.

Module 4 and Mini Projects

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.