The Nasty Grinch

Like I said in my very first blog, Dr. Suess allows for students to go many places in their imagination, and technology can also take the world in several places. Just like in Dr. Suess’s famous movie and book, the Grinch comes along just like the pitfalls of technology with inappropriate materials, threats to safety and privacy, viruses and hacking, copyright and plagiarism problems. As I work in the computer lab currently, I have implemented some things in order to prevent these pitfalls as well as possible. From the very beginning, we established some important rules. In order to prevent threats to safety and privacy as it relates to technology especially at a young age is to create a trusting relationship with your students. I want my students to know that is something comes up on their computer they do not have to be afraid to address me. I will not get mad at them, but I will simply address the problem. Students who feel unsafe will create more safety issues in the lab. I have not had many problems with viruses and hacking because the school as a whole deals with most of that, but I do not allow my students to just wonder aimlessly on the internet. In order to prevent hacking and/or viruses it is important for teachers to monitor what the students are getting on and off of. I use pretty strict lesson plans and my students know what site they are to be on at all times. This also helps in preventing students from viewing inappropriate material. I have a monitor on my computer that allows me to look at all the computers in order to see what the students are viewing and past sites that have been visited. I do not usually have problems. My children know that if they are on a inappropriate site I do not even say anything, but I will just pull the site up to project on the smartboard and they know that is more embarrassing than me getting on to them. They also can not embarrass themselves by plagiarizing work because of the strategies I have used to make it nearly impossible. To access sites they each have individual usernames and passwords. I also worked with my technology guide to put a control on the copy and paste tools. The students cannot use copy and paste unless I allow them to. We do not do too many projects, but they know their work has to be their own and if I find something suspicious I will scope it out. Overall, the pitfalls can be prevented best by establishing grounds with students in the classroom. If a teacher creates a safe and fun environment for the students, the students will want to eagerly learn.

Maps of the World

This project was my first one to ever use Inspiration 9 software.  I got very frustrated in the beginning because I could not figure out how to properly download the software and it kept telling me it was blocked. I finally figured it all out. I really liked using the software, and it is something I would be interested in using in my future. I have used word before to create a concept map, so I knew what I had in mind visually. I did not have any trouble linking it all together, and I was able to navigate the software pretty easily. I thought it was really nice to add pictures to the map, and there were a lot of other tools that were unique. I did not choose to use all of the features on my concept map, but I did play around with several of them.  I almost purchased the software at the end of the project because I liked it all so much. I decided I would wait until I was ready to use it again or until I got a new computer. The software could definitely be helpful for both teachers and students. The concept maps, for instance, would be really helpful to teach with for those who are visual learners. I tend to make concept maps quite often even on the board or a piece of paper. I would not introduce this to my students in technology at such a young age, but I think it would be beneficial to those in high school. Distance learning is a helpful resource, and since technology is more prevalent today than ever. Inspiration 9 is just one example of distance learning.  I want to give my students all the opportunities to learn in a way that is best for them.

Below are the links to my concept map:

Food Map through ISF

Food Map through DOCS

Camera Action

film-loopFor this project, I completed a movie maker project that relates to my life. A multimedia project can be an integration of two types of media. This project and other multimedia projects are a way for people to display and present different types of information in a more unique and creative way. I have worked in the movie maker program before, so I knew it would not be a very hard task for me, but I wanted to make it meaningful. Since taking online classes, I realize how much I have missed getting to know people, so I decided to a personal biography for the movie. I started out by selecting the images I would use based off the most important aspects of my life. I have shot several videos before and even been featured in some commercials, so I wanted to time the video properly. I decided each picture did not need more than ten seconds of speaking time. When I recorded myself, I kept that in mind, so I only had to tweak a couple to make them a few seconds longer. I struggled with picking out a song and making a clear narration. I had to fix it a couple of time, although it was not that bad. When you are talking about yourself, it is hard to not ramble, but I tried to only state the most important things. I realized I wanted the video to be genuine, so it was not going to be a perfect reading about my life.  I hope that the video gives you a little more insight about me as a person and at least lets you put a voice with a name.

Below is the link to my video

The Life of Bridget Page

I know this video and other types of multimedia/hypermedia will be used in my future. I would like to do things like this for my students in my classroom. The resources and skills used in multimedia/hypermedia design, development, and integration can be found through different instruction software such as tutorials or simulations. Interactive books and reference maters such as encyclopedias are also helpful. It allows for a collection of resources like clip art, video clips, animations, etc… there are five tools listed as presentation software, video production and editing systems, hypermedia development software, virtual environment and immersion tools, and web 2.0 authoring tools. Overtime, music and art, media literacy, video design principles, and other skills will be developed. There is no doubt it is a great tool for teachers to present work especially for those who are visual learners. Many students also use the movie maker software in classrooms to present book reports or other projects. I want students to understand how to be creative in their own thinking. This is a way for teachers to make sure time in class is spent effectively. I know I will be introducing my students to this program, and I myself will continue to use it in the future.

The three B’s

TeamworkWhen I first started my online classes, I jumped for joy thinking no more dreadful group work, but then I came across this assignment in only the fourth week of class. I did not know what to think, when I first started this project. It did not seem to be a hard project, but I was completely confused how we would all communicate and get the work done with no way of communicating face to face. It definitely was not as bad as I thought it would be, and I ended up learning some new things! It came together through three “B’s”.

Bridget-I always grew up happy that my name started with a Bb because that meant I got in the front of the line to go to the restroom, and I always got to pick out the best toys. I did not know growing up that my name would lead to me the group leader. With my name being the first in the email, I had to facilitate the project. I did my best to keep an open line of communication among our group. Being the leader allowed me to create the Google Group. This was my first time to ever work with Google Groups, but I see how beneficial it could be to teachers. It makes sharing documents much easier, and it is a direct line of communication.

Basics-Even in our textbook, word processing, spreadsheet, and database programs, are the basic software tools. I have worked with them all for many years, but I had never used Google Drive prior to the project. The steps to creating the documents in Google Drive were simple knowing the basic steps. My group worked together to create some general and basic documents that can be used in the classroom.

Brains-Here’s the catch-you do not have to be a rocket scientist to properly use and manage a computer and its software. Our textbook clearly demonstrates the best ways to use the computer. To do anything in life, you have to start somewhere. It is disappointing to just now find out about Google Drive and Google Groups. As I begin my career as a teacher, I want students to understand the many opportunities they are given through technology. It is no longer a matter of if technology should be used in the classroom, but it is how. I see classes once a week in the computer lab to teach them the basics of typing, software, and other uses. Eventually, I hope computer labs become extinct because all teachers will know how to effectively incorporate technology into learning.

The following are links to the projects completed in the group assignment:

Group Listserv:2013-it-465-group-2@googlegroups.com

Group Discussion

Story

Spreadsheet

Power Point

Survey

TechKNOWLEDGEy

Technology takes a lot more knowledge than most people think. It can be very overwhelming to someone who does not understand the basics, so as teachers, we must approach technology positively in order to see students grow in their own personal knowledge.

photo 1In the classroom, teachers must understand and utilize instructional software. Instructional software is programs that are purposefully designed to deliver or support multiple learning activities. The software has changed over the years. It used to reflect behavior and cognitive learning theories, but it now is designed to support a constructivist approach. There are five different categories of the software known as drill-and-practice, tutorial, simulation, instructional games, and problem solving. Several of them may overlap each other as well. In the classroom, drill-and-practice is used for skill practice which can be done through flash card activities, branching drill, or extensive feedback activities. Tutorial is the actual information delivery. There is both linear and branching tutorials, but it takes adequate record keeping, interactivity, and other specific criteria. It is good for immediate feedback and saving time. Simulations can be physical, iterative, procedural, or situational to use as demonstration and exploration. It can be very beneficial as it gets students involved and makes impossible possible. It also is good for discussion work with the whole class, small groups, or individuals. Instructional games are used for skill practice and exploration as they teach through rules, competition, and entertainment. Students usually have a high interest in the activity and see it as a reward. Problem solving can also be used for both skill practice and exploration, but it encourages more group problem solving and provides structure. Overall, the software system must be used intentionally and accurately.

photo 3Computers also are designed for features and capabilities of word processing, spreadsheet, and database software tool programs that can be incorporated in the classroom. Word processing produces documents as a stream of text. It saves time and enhances document appearance through graphics and placement. It also allows sharing of documents and collaboration. It can be incorporated in the classroom through reading and writing assignments at a young age. Later on teachers can use it for easier grading and submission. It should be used for teachers to produce documents and more importantly collaborate with their students in order to save a lot of classroom time. Spreadsheets can be a little more challenging to use in the classroom, but it is still highly effective and used to organize and manipulate numerical data. Though I do not think students should have to work much with spreadsheets, teachers should use it as seating charts, to keep up with grades, and to keep all other information organized in rows and columns, charts, formulas, and manipulations. Teachers may also display spreadsheets to help keep students organized as well. Students may learn at a young age the concept of spreadsheets through a reward system or checklists. Databases take technology to another level allowing users to store, organize, and manipulate data textually and numerically. It allows teachers to increase their instructional skills through records, reports, files, and many other things. It should be used in the classroom by teachers to personalize important documents and to keep an inventory of resources. Word processing, spreadsheets, and databases are all tools that can and should be incorporated into a successful classroom.

photo 2The classroom also is a place for teaching and learning task that planning and organizing tools can support for teachers and students. Material generators, graphic tools, content-area tools, planning and organizing tools, data collection and analysis tools, and research and reference tools all help to make the classroom more efficient. Recent developments of new and improved technology have improved the efficiency, productivity, and appearance of technology which allows for more accurate and time information to support sharing and interaction. Some teachers and students  use generators such as rubrics, worksheets, PDF makers, and others for instruction materials. They can also use software to create lesson plans and outline  tools and concepts. Some support tools are through GPS, GIS, and CAD systems. They can also use graphing calculators, probeware, and reading tools to support specific content areas. Students spend much of their time on electronic encyclopedias, atlases, and dictionaries to look up information. Teachers take information and organize it through electronic grade books, statistical packages, and information, testing, and response systems. I remember my high school English teacher introducing me to the many programs. She gave assignments that required research that also came with using content area tools. I want my students to know how to plan and organize, so I give them tasks to chart a shopping list or draw a map of the classroom. There is no doubt all of these tools can be utilized daily.

Oh The Places You’ll Go With Technology

0Dr. Suess fills the walls of my computer classroom, but before I ever started teaching in the computer lab, I had to understand two basic “things” first.

Thing 1 “Definitions of Instructional Technology”: Text defines educational technology as a combination of the processes of tools involved in addressing educational needs and problems, while emphasizing the importance of applying the most current tools of technology. The four perspectives that define educational technology are Media and Audio-Visual Communications, Computer Systems, Instructional Systems and Design, and Vocational Training. What does all that even mean to a ten year old sitting in my elementary lab? Technology will never have a concrete definition as it relates to society. We live in an ever changing global society, where technology is changing by the minute causing many issues relating to educational technology. The ten issues ranking in at the highest are accountability and the standards movement, funding for educational technology, the digital divide, racial and gender equity, the role of distance education, privacy and safety, viruses and hacking, online plagiarism, anti-technology sentiments, and information literacy.  As I teach my students from day to day, I personally find the most frustrations for the students as it relates to information literacy. Students know what technology is especially an ipad, tablet, or kindle. They could even select the games blindly, but when faced with typing a paragraph into word or sending an email, they look strangely into space. As educators, we must embrace the changes of technology and lead students to have a broader perspective.

Thing 2 “Technology Integration”: There are both objectivist and constructivist views that stand as the basis for learning technology. Objectivist shaped the direct model because they believe that learning happens as knowledge passed on by instruction, and then it is stored in their mind. Constructivists on the other hand believe that learning happens through hands on experiences. The Technology Integration Planning (TIP) Model was formed to help teachers try to incorporate technology into their classroom. There are six phases to the TIP model. Phase one is to reflect on technological pedagogical content. This allows teachers to reflect on where they are and accept their own knowledge. Teachers who establish where they stand can then move on to stage two, which is where teachers will determine relative advantage and decide whether the use of technology is more beneficial in the classroom. Teachers will then determine to move on to stage three to decide objectives and how to assess them. Fourth the teachers design integration strategies by deciding which learning method they will use. Fifth the teachers prepare the instructional environment to ensure they have the tools and proper equipment needed for instruction. Lastly, they evaluate and revise integration strategies to determine if changes should be made in the future.  Though the model sounds lengthy and time consuming, it is really beneficial to teachers and serves as a practical basis for teaching with technology.

Oh my me my

414withlogoWhat I think: As Bridget Ashley Page, I define myself as a brave, altruistic, and professional person. I am always up for a good adventure, and I find joy in learning new things from stepping out in faith. I strive to always put others before myself in order to see them grow to their greatest potential. Above all, I carry myself so that I may be a role model for others to follow.
What I like: I find pleasure in cooking, writing poetry, jogging and running in races, and acting on stage in numerous plays and musicals. I love traveling with my family and spending time with my friends.  I enjoy spending Saturdays on campus tailgating to cheer on the Golden Eagles, and Sunday afternoons are always spent playing in the yard with my nephews.

What I know: I know that Jesus Christ is in control of my life, and even in an ever changing global society, I can face changes and challenges knowing the Lord is always on my side. I also know that everyday I get to work with hundreds of exciting children at Petal Elementary as the computer lab instructor. I enjoy the work it takes to make them better functioning citizens in everyday life.
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What I want: I want to thrive in society being the absolute best I can be.

What YOU see: I think you have heard enough about me, but I hope you will continue to check out my blog to see updates and reflections on my assignments from class chapters and projects. The purpose is to post reflections for the course Educational Technology Applications (IT 465).  The final post will be the course reflection to demonstrate that I have met the NETS.T standards.