What Have I Learned this Quarter?

       During my time in TIE 300, I learned about the TPACK framework and the importance of effectively incorporating technology into the classroom learning environment. Before my time in this class, I had not put much thought into how I would use technology in my own classroom. However, with projects such as the VoiceThread TPACK presentation, I was able to gain some valuable ideas regarding how to incorporate technology into a lesson plan. The TPACK VoiceThread presentation required that the class develop simple lesson plans that would include the use of technology, such as iPads or websites during classroom instruction.

       This class also taught me the similarities and differences between Microsoft Word and Google Docs. I had never used Google Docs prior to this class, or Google Drive, so I was impressed when I discovered how convenient it is to keep my files saved on Google Drive. I no longer have to worry about relying solely on a flash drive. This class also taught me how to create my own website using Google sites and exposed me to websites I could use to create my own blogs. I know that as a teacher, I could incorporate blogging into the classroom learning environment.

       I had also been interested in creating my own YouTube video prior to this class, so I was intrigued to learn that one of our assignments involved creating a video about an important person in the history of computing. My excitement decreased when I realized that it was a lot harder for me to use Movie Maker than I had originally thought it would be. However, it was quite the learning experience and I am now able to say that I understand how to post videos on YouTube.

       Overall, this class opened up my eyes to the importance of technology. There are continuous advances in technology, so it is imperative for novice and even veteran teachers to keep their knowledge of technology up to date. I've learned that technology is and always will be a huge part of students' everyday lives.

How Does Copyright Law Affect Your Use of Technology in the Classroom?

    It is imperative for teachers to be aware of copyright laws that protect the authors’ original works. Teachers also need to educate their students about the possibilities and consequences of plagiarism. According to the article titled “What Faculty Need to Know about Copyright for Teaching,” copyright laws protect literary works, dramatic works, musical works, motion pictures and other audiovisual works among others. In general, copyright laws affect what teachers can and cannot use in the classroom. Copyright laws affect what printed material, music, images and computer software teachers can use in their classroom. If students use outside works for a classroom project, for example, they must be able to provide a reference page where they cite their sources.

       However, copyright does have an exception to the rule that one must obtain permission from the copyright owner if the work is being used for educational purposes. For example, many educators hand out copies of worksheets or play videos in their classrooms without asking the original authors for permission. A few examples of works that can be used in the classroom without permission include works for which the copyright has expired, facts, articles in journals that allow non-profit educational use without permission and works that are covered by a license and or contract that allows classroom use.

       Overall, copyright laws affect what materials and technologies teachers can use in the classroom learning environment. It is important for teachers to be cautious and certain that the learning materials or sources they are using in their classrooms do not go against copyright laws. Teachers must also educate their students about the importance of copyright laws and remind them that they must include a reference page if they are using outside sources for their classroom projects or assignments.

https://www.american.edu/library/documents/upload/Copyright_for_Teaching.pdf 

http://theteachingbank.blogspot.com/2011/11/how-do-copyright-laws-affect-you-as.html 

https://wiki.uiowa.edu/pages/viewpage.action?pageId=42017025

What is Media Literacy and why is it Important?

        










     
        As stated in the article titled "What is Media Literacy?" by the Media Literacy Project “media literacy is the ability to access, analyze, evaluate and create media.” In other words, individuals who are media literate are better able to understand the messages we receive from television, radio, newspapers, magazines, books, billboards, video games, music and all other forms of media. Media literate individuals are able to think critically about news, entertainment and advertisements. They ask questions such as “who is this targeting?” and “why is it important?” Media literacy teaches people to look for what is not in the media and to understand why certain messages and viewpoints were not included.

       Media literacy, in a general sense, means understanding the role of commercialism and advertising in shaping our media system. It also means understanding how class, race and gender influence the media we assimilate. It is important for individuals to understand that media in constructed by people and organizations based on their interests, biases, and viewpoints. Media literacy is important because it has been said to build social skills through the opportunities it provides for sharing ideas, listening, teamwork and collaboration.

        Overall, media literacy has altered the ways in which we communicate with each other in the 21^st century. It is important for young students and adults to be media literate because we are surrounded by technology tools and the internet in our everyday lives. Social media sites that youth usually use, such as Facebook, Twitter and YouTube, are filled with advertisements. Youth and adults need to be able to think critically about the information they are being provided with in the media.

http://www.grcmc.org/medialit/what.php 

https://www.youtube.com/watch?v=lKlJOxwyMWU 

Review of a Web 2.0 Tool

       The web 2.0 tool that I have decided to review is VoiceThread. Prior to my Introduction to Technology class at National Louis University, I had never heard of nor used VoiceThread before. VoiceThread is similar to Microsoft PowerPoint in the sense that you can create and transition in between slides. However, one important difference between the two is that you can interact with the viewers of your VoiceThread presentation through video or voice recording.

        VoiceThread allows users to record themselves or their voices and add them to their presentation. What surprised me the most is that a user has the option to call their VoiceThread presentation and create their voice recording for each individual slide. Viewers of the VoiceThread presentation can also leave comments through voice and video recording as well. VoiceThread gives its users the opportunity to create a more interactive presentation without having to use other web 2.0 tools, such as YouTube or Skype.
       VoiceThread is also an effective tool that teachers can incorporate into their classrooms. One example is incorporating the use of VoiceThread in a first grade social studies lesson. The Illinois State Board of Education Standards for early elementary states that students should "identify key individuals and events in the development of the local community (e.g. Founders days, names of parks, streets, public buildings)." During this exercise, the teacher would be able to create multiple slides that contain images of historical individuals, parks and buildings. Students would be able to comment on each photo they identify and provide facts they know about them. VoiceThread is safe and easy enough to use in an elementary school setting under the supervision of a classroom teacher.

The Meaning of Technology "Affordances" and "Constraints" in Terms of Education

       The phrase "technology affordances and constraints" refers to the advantages and disadvantages of using technology, whether that be at home or for school purposes. The concept of technology affordances is discussed in greater depth in the article "Affordances of online technologies: More than the properties of the technology" by David Day and Margaret Lloyd. One main affordance of technology is its effectiveness in aiding student learning. For example, the use of iPads, iPods, smartphones, or even websites are tools that help engage students of any age and get them excited about learning. With technology, teachers are no longer limited to the traditional lecture and instructional structure of teaching a lesson. Instead of solely reading about a new concept and working on worksheets, students can use the technology available to them to play games and work on activities from websites that expose them to a new concept in a more fun and interactive manner.

    
   
     There are various apps and websites, for example, that provide math games or phonics activities that can be downloaded and used on almost any technology tool. Teachers can also use web 2.0 tools, such as YouTube where they can create their own profiles and add videos to their channel that they would want to share with their students. There are also multiple websites that provide a list of educational apps that can be downloaded to Android and Apple devices, such as the website, The Best Education Apps (iOS). However, although technology does come with its advantages, it also comes with its disadvantages, or "constraints."
      One example of a constraint in technology is that not every student in the classroom has access to technology tools at home. Many lower income households may not have the resources needed in order to provide students with internet or technology tools such as iPads or laptops. There are also lower income public schools that are not provided with the funding necessary to provide all students or classrooms with technology. There is also the matter of student safety when using certain websites or social media. For example, a recent problem that has been arising throughout the years is cyber bullying through social media. SO, it is important for educators and parents to be aware of technology affordances and constraints.

Concept of Flipped Classrooms

        If this is your first time learning about the concept of flipped classrooms, you may be asking yourself, “What are they? And how do they work?” Well, the flipped classroom is a pedagogical model where the traditional lecture and homework elements of a course are reversed, or in this case, “flipped.” In other words, students in a flipped classroom are required to watch short video lectures at home and be prepared to devote class time on exercises, projects and discussions related to the material they are learning. The flipped classroom allows teachers to spend more class time guiding and providing extra help to those students who are still struggling to grasp a particular concept. Students in this type of learning environment are also provided with the opportunity to develop their knowledge of a specific concept through hands-on activities in the classroom. In one common flipped classroom model, students watch five to ten minute lectures and are then provided with online quizzes. The online quizzes are available to help students test what they have learned and understand what aspects of the concept they still need to review.

      

            
       As a teacher using the flipped classroom model, I would prerecord my own video lecture of a particular concept for my students to watch. Since math is not one of my stronger subjects, I would make sure to provide a second video option for students who may not understand my method of teaching mathematics. I would also make sure to check my students’ scores on the provided quizzes to keep track of their progress and make sure they are receiving the guidance necessary to understand a specific concept to the best of their ability. I would also use class time to separate my students into groups so that I can work with the group of students who have questions regarding the lecture they watched the night before.

http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education?language=en#t-9614
https://net.educause.edu/ir/library/pdf/ELI7081.pdf
http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

What are Some Important Best Practices for Technology in Education?

 

       According to the article titled, "Best Practices for Using Technology in Public Education" technology use varies by school. In order for teachers and students to utilize technology in an efficient manner, three components must be present: access to technology (hardware, software and infrastructure), professional development opportunities for teachers in the use of technology and on-going technical support to maintain the systems. The article emphasizes the presence of all three of these components for technology to be effectively used in public education. For example, if the students are provided with well-maintained computers but have a teacher who does not know how to effectively use them, then the computers become "expensive toys."
       Technology integration is the use of technology resources, such as computers, mobile devices, tablets, social media and digital cameras in the classroom. Successful incorporation of technology in the classroom is achieved when technology is routine and transparent, accessible, supporting the curricular goals, and successfully helping students achieve their goals. When effectively integrated into the curriculum, technology tools can provide teachers and students with up-to-date primary source materials, methods of collecting and recording data, learning that is relevant, and training for publishing and presenting their new knowledge. Types of technology integration include project-based activities, game-based learning and assessment, learning with mobile and hand-held devices, instructional tools like interactive whiteboards and student response systems, and web-based projects and exploration. Overall, teachers and students can benefit from the incorporation of technology in the classes. When accessible and used efficiently, technology can help engage student and aid towards meeting their academic goals. Teachers are also provided with another tools to help their students learn.

 http://www.edutopia.org/technology-integration-guide-description

http://www.cisco.com/web/strategy/docs/education/edu_tech_best_practices_wp.pdf  

What is TPACK?

          “What is TPACK?” is the question you may be asking yourself if you’ve never heard of the acronym before and are unaware of what each letter represents. What you most likely are aware of, however, is that in today’s society technology devices such as iPads, tablets and even smart phones are becoming frequently used during classroom instruction. “TPACK” stands for Technological Pedagogical Content Knowledge and is a framework that describes the knowledge needed by teachers in order to effectively teach in a technology enhanced environment. The TPACK framework consists of three primary forms of knowledge: Content, Pedagogy and Technology.
 

             Content knowledge requires that teachers understand concepts, theories and ideas about the subject matter to be taught. Pedagogical knowledge involves a teacher’s overall educational purposes, values and goals. This form of knowledge applies to understanding how students learn, how to manage a classroom, lesson planning, and student assessment. Technology knowledge is related to certain ways of thinking about and working with technology tools and resources. What this form of knowledge also involves is being able to use technology well enough to apply it effectively in everyday life and having the capacity to recognize when the use of technology can aid or impede achieving a goal. Using their knowledge, teachers should also be able to continually adapt to changes in information technology.

            TPACK also emphasizes the importance of the new kinds of knowledge that intersect the three primary forms of knowledge, representing four more knowledge bases: Pedagogical Knowledge (PCK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPCK) and Technological Pedagogical Content Knowledge (TPACK). TPACK is not considered a brand new idea and it is not owned by anyone. A range of scholars argue that good teaching requires an understanding of how technology relates to the pedagogy and content.

http://www.tpack.org/

http://vimeo.com/13362508

http://www.learningfutures.com.au/tpack-model

     

What I Hope to Gain From this Course

     What I hope to achieve in the course TIE-300-0 is how to effectively incorporate technology into the classroom learning environment. In today's society, it is not uncommon to see students utilizing iPads, Android tablets or even iPods during classroom instruction. We are surrounded by technology in our everyday lives, so it is imperative for current and future educators to keep up to date with technological advances. Technology provides educators with a tool they can use to help their students learn. For example, teachers can show their students websites that provide games or other sources that can aid in developing their understanding of a particular lesson. Teachers will also be able to incorporate certain websites into their lesson plans.

     Living in a society filled with increasing technological developments makes it essential for students to have a basic understanding of how to effectively use technology. One of my other goals I hope to accomplish during my time in TIE-300-0 is how to effectively use technology. The more I develop my understanding of technology, the better equipped I'll be to teach students how to use technological tools in the classroom. I did not have technology at my disposal as a young student, and was instead educated with books and a black board. However, with the incorporation of technology in the classroom, education can become much more captivating and rewarding for young students because they are already surrounded by technology outside of the classroom environment. I had the opportunity to observe a first grade classroom this quarter, and they really opened up my eyes and helped me realize just how involved they are with technology. Many of the students I worked with mentioned that they play games on their iPads and that they even own their own cell phones. I've learned that technology is not going to go away, and that it will continue to be part of students' lives throughout their educational careers.


https://twitter.com/JackieNieto14
https://www.diigo.com/profile/jackienieto14
https://voicethread.com/myvoice/