Journal 9: First Graders with iPads?

Getting, S., & Swainey, K. (2012). First graders with ipads?.Learning & Leading with Technology, 40(1), 24-27.

In the article "First Graders with iPads?" Sara Getting and Karin Swainey, set out to determine if using iPads would help increase reading achievement with the two lowest reading groups during the 2010–11 academic year at Hilltop Elementary School in Inver Grove Heights, Minnesota, USA. (Getting & Swainey, 2012) As a result of their study, they noticed, through collected data, increase in average gains and higher end of the year scores. They also collected data that showed the students were able to stay on task while reading for a longer duration at an average of a 15-20% longer (Getting & Swainey, 2012) , than when not using the iPads. They labeled this data TOT(time on task). Throughout the article they noted apps that assisted their integrating the iPad into the classroom. Each of the apps mentioned were valuable for various reasons, such as improvement in fluency, comprehension, vocabulary, literacy, ect. They did note how, even though the study did have positive outcomes there was a learning curve along the way. As they came across complications, they were quick to attribute the complications to their learning curve. They discussed these complications as their “areas of frustration”. The areas mentioned include technical problems, noisy apps, missing apps, cost, and collecting data. These complications were hardly stumbling blocks. These teachers were given hope as they observed improved reading achievement.

Question 1: Are developing young students’ technological abilities absolutely crucial?
Technology is a growing field of development. It is hard to avoid in the modern age. However, does not make it necessary to integrate at such a young age. If students are relying on technology as they grow up, there is a high probability they will become more dependent upon it in later years. The problem is, educational technology entertainment costs increase exponentially as students get older and older. Technology is user friendly enough that anyone could learn it at any age. Therefore, it is not absolutely necessary to integrate technology into lower level classrooms.

Question 2: Could iPads be used in at risk classrooms where there is a need for educational achievement?
The article discusses how students were highly respectful of the iPad as a resource. It seems as though the iPad could be a great resource to gain the attention of students who lack involvement, at any level. When students become disinterested in their studies the sacrifice of employing an iPad would warrant itself.

Journal 8: Adaptive Technology

This journal discusses growth in NETS-T 1, NETS-T 3, NETS-T 4 and NETS-T 5.

Augmentative and Alternative Communication(AAC) is any method of communicating that supplements the ordinary methods of speech and handwriting, where these are impaired.(Miller & Scott, 1998)

Communication

No Tech: Sign Language
This form of communication enables interaction between ordinary methods of speaking with those who are hearing impaired. However, this form of communication requires that the instructor is capable of signing. The language consists of hand movement and body language. With such a language, students who are hearing impaired, are able receive information and instruction just as those who are not. 

High Tech: Dragon
Nuance is a company that allows students who are physically unable to write or type to communicate through Dragon, a voice recognition program. The voice recognition types what the person verbally says. This allows students with such disabilities the opportunity to develop their communication techniques through writing and spelling. Also, students with such impairments probably cannot normally use technological resources such as the internet or their PC in general, but with Dragon, this is not a problem. The program gives complete control to the user with 99% accuracy("Dragon naturallyspeaking12," 2012). With such proficiency,there is no excuse for students who are physically impaired not to develop technological
and written communication abilities.


Accessibility
An input device takes data -- such as the letters, numbers, and other natural-language symbols that humans conventionally use in reading and writing -- from the user and submits that data to the computer so that it can be processed. Input devices can also be used to convey instructions to the computer, as well as to input data in a variety of formats other than text, such as images, audio, and video.



Hardware: Intel Reader
The Intel Reader is a great mobile device used to convert text images into verbal communication. After taking a pictures of text, the Intel Reader verbally communicates the information to the reader. This tool is used for students who struggle with dyslexia, poor vision, or blindness.With the Intel Reader students would no longer need an assistant to read through such documents. This could be used in the classroom to make instructions, assignments, and assessments accessible to those who normally would stumble with the reading process. Visually impaired students could find independence in their studies and therefore confidence in their educational success.






Software:PowerTalk
PowerTalk is a great downloadable software program that assists students who are verbally impaired. The program verbally communicates a presentation as it reads the information off PowerPoint slides. Hidden text attached to each slide can further communicate the information, images, or videos on the slide. This allows students who normally would not be able to communicate in a group setting the abilities to do so. In addition, this software is completely free and easily accessible to all computers and internet compatible classrooms.


References
Dragon naturallyspeaking12. (2012). Retrieved from http://www.nuance.com/dragon/whats-new-version-12/index.htm

Miller, S., & Scott, J. (1998). What is augmentative and alternative communication?. CALL Centre, Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CGYQFjAA&url=http://www.acipscotland.org.uk/millar-scott.pdf&ei=ya8QUN3nOuvliwLXroCQAQ&usg=AFQjCNF7UKLWGUqTE4RWDZJ22Vdd9b6J8A&sig2=FUqIqtqecSgVwLsSycVyJQ

Journal 7: Personal Learning Network

Dimbert, S. (Producer). (2011). The learning equation. [Web Video]. Retrieved from http://edupln.com/video/the-learning-equation-a-case-for-blended-learning

This article discussed growth in NETS-T 1, NETS-T 3, and NETS-T 5.

PLN stands for a personal learning network. A PLN is used in the professional world to capitalize on available resources, colleges, to facilitate efficient communication, and organize professional development. My PLN is made up of websites such as Twitter, Diigo, Edmodo, Linkedin, and Blogger. Through these websites I am learning how to be wise with my personal development. These websites are made up of valuable tools that enable me to become more proficient within the field of education. I, now as a prospective educator, can connect with well-seasoned educators about the milestones I have been encountering. The great part is, these mentors want to see me develop in a successful manner. The many other educators, from the ‘well-seasoned’ to the fresh interns are more than willing to guide and support newbies like me. The professional educators that participate in such online communities would have died for the resources that are available to the newest generation of prospective educators. For this reason the Personal Learning Networks are a give and take society. In receiving information it is admirable to give information. This courtesy creates a supportive environment to develop within which benefits the educational experience as a whole.

I am a new member to Twitter. I am glad to be part of such a productive social environment. Upon entering into a hashtag chat, it is as if you are reading a professional newspaper. The great part about Twitter replacing the newspaper is that the majority of information within an educational hashtag chat is relevant to topics an educator might be struggling with. I am currently following 29 people. The people I am following are peers in my teaching credential program. I have chosen to follow my peers as they are great surroundings at this stage of my professional development. My peers are reading and becoming introduced to many of the same resources I am interacting with. Thus, in following them, they will be posting relevant information that pertains to me and my stage of educational development. My first educational chat was at 2pm PST on June 24, 2012. I entered into the #edchat where there where many resources posted pertaining to educational updates, struggles, and discoveries all across the country.

I am also new to Diigo. Diigo is a great online bookmarking resource. Diigo searches through the many resources available on the web. There are many search engines out there. Diigo provides tools to compliment bookmarking and searching. Thus far, I have used the annotation abilities, highlighting applications, and tagroll features on Diigo. These features allow me to organize my research and share my findings with others. I am following 5 other Diigo users. The 5 people I have found to follow seem to be a valuable resource. I searched for these people using keywords that interest me and my development. Many of the people I am following are interested in teaching mathematics efficiently at the secondary level. To learn from others helps me as I develop as a professional educator. I tagged three resources PLN on Diigo to be easily accessible. One of the resources was a journal discussion full of advice and guidance through many stages of building a PLN. One of the other resources provided many communities to participate in and the last resource disused how to share digital tools and resources with students within the classroom. With these resources, and many more, I can feel comfortable and confident as I enter into the profession of education.

I joined the Educators PLN. The Educators PLN works as a platform for me to create my own online social network. I have explored various resources available through Educators PLN. The one that interested me most pertains to what was described as The Learning Equation(Dimbert, 2011). The Learning Equation has been formulated where instruction constantly battles to increase learning in the classroom, while time stays constant. However there have been and always will be a challenge for more knowledgeable students. Therefore, focusing on learning as the constant, time will no longer be the restraint. The video suggests focusing on the many resources that are available online to create more productive environments within the classroom. When students are encouraged and enticed to learn online outside of the classroom, there is then more time in the classroom. It is important to keep learning as the goal and when learning stays constant in our equation we have gone through the right procedure for an optimal learning outcome.

I commented on Kristin Viner and Heriberto Rodriguez's blogs.

Journal 6: Ten Reasons to Get Rid of Homework

Spencer, J. (2011, September 19). Ten reasons to get rid of homework (and five alternatives). Retrieved from http://www.educationrethink.com/2011/09/ten-reasons-to-get-rid-of-homework-and.html

This article discussed growth in NETS-T 2  and  NETS-T 5 .

In reading Ten reasons to get rid of homework (and five alternatives), I am surprised articles like this are so rare. Students are professionals at recognizing poor teaching and/or poor class conduct. Students are the clients of the educational field. For this reason, schools needs to fit the students’ needs. The article reviews the injustices served in assigning homework. Those injustices address how, if every student is supposed to have the same education, there are many areas of discrepancy outside the classroom. However, I would argue that each and every student is still provided with equal educations, it is just up to the student/family to respond responsibly. Thus, the responsibility falls on the educators to be sensitive to the needs of their classroom. If the majority of the classroom dynamic proves the students come from homes that can provide at home nurturing environments conducive to completing homework assignments, well then it would be an injustice not to do so. The problem that arises then would not complicate the classroom, but the many diverse districts across the United States. For this reason, families should responsibly plan proper provisions for their children before they are born. This is idealistic, but not always practical, nor is life predictable. The true problem is so many parents are really not responsibly planning. The United States culture has been cultivated to think from the mindset that, all people must be given equal resources for life. The complexity comes when determining how much of that responsibility should lie in the governments’ hands. However, regardless of the government’s role, students, parents, and teachers should all work together toward educational equality. As each individual works together, with all backgrounds, home environments, and expectations, the fair balance should arise.


5 Reasons to Defend Homework

1. Students need homework to build work ethic. Home environments might not be completely conducive to homework. Similarly, life does not always provide a productive atmosphere. In learning how to overcome a surrounding, students would be introduced to the reality that exists in the real world.

2. If students are not encouraged to do homework because they do not have parents to guide them in doing so, what would they be doing with their time without homework? Homework provides structure and requirements when parents cannot. This occupies the students’ time in a responsible manner.

3. Homework teaches students the reality of a personal investment. Life requires that every individual is contentious of their surroundings. To be contentious, students must understand their roles and responsibilities. The structure of homework provides students with opportunity to determine what qualities they would like to be defined by.

4. In assigning students homework, they are provided with the opportunity to become invested in their studies. When students are truly intellectually intrigued, they become determined to be successful in their educational endeavors. This is then beneficial to society as a whole.

5. Homework compliments classwork. Sense school is a government provided program, wherever free enterprise exists it is important to take advantage of it. When students do homework they are saving the government funds and responsibilities. When the government is able to save resources they are able to direct them toward various needs of the American citizens.

Journal 4: Join the Flock and Enhance Your Twitter Experience

Furguson, H. (2010). Join the flock. Learning and Leading with Technology, 37(8), 12-14. Retrieved from http://www.iste.org/Libraries/Leading_and_Learning_Docs/June_July_2010_Join_the_Flock.sflb.ashx

McClintok, S. (2010). Enhance your twitter experience. Learning and Leading with Technology, 37(8), 14-17. Retrieved from http://www.iste.org/Libraries/Leading_and_Learning_Docs/June_July_2010_Join_the_Flock.sflb.ashx

This article discussed growth in NETS-T 5.

Summary:
These journal articles informs people on the values of being part of an online community. These journals really make online relationships a reality. Online relationships are not only a reality, but also a necessity. To function efficiently within modern professionalism, one must tap into technological resources. Twitter makes that dependency possible. The beauty about online relationships is, there is less of a notion toward various personality differences. Every personality can post on Twitter, and meanwhile every personality can follow on Twitter. Twitter is not a place to feel intimidated. In fact, these journal articles provide definitions commonly used within twitter communities to provide consolation to those who choose to become familiar with twitter. Another resources described with these journal article is the Hooklet, the bookmark tool within HookSuite. Simplifying online mental enterprise practices efficiency and allows for personal development in various other areas of life. Therefore, using Twitter for all it has to offer allows people to develop in a way that people never have been able to before.

Question 1:
How can Twitter be used in the professional field?
There are many digital discussion forums available for all fields of development on Twitter. Discussion forums can be used to find resources, lesson plans, or insight into the classroom. Teachers and educational professionals join these discussions for personal improvement. Therefore, even from the outside on can gain tools for improvement. In addition, if any outsider were to participate in the discussion, there would be opportunity for personalized growth. Thus, becoming part of the Twitter community is a win-win situation.

Question 2:

Are there more efficient resources out there than Twitter?

Twitter seems to be a professional resources that, unlike many others, organizes the social atmosphere and the professional community. Many resources out there have not been given the amount of professional attention that Twitter has. Therefore, Twitter's new craze has forced Twitter to keep working to make improvements to satisfy it's clientele.

Journal 3: Upside down and Inside Out

Kathleen, K. F. (2012). Upside down and inside out. Learning and Leading with Technology, 39(8), 12-14. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues/Upside_Down_and_Inside_Out.aspx

This article discussed growth in NETS-T 1, NETS-T 2, and NETS-T 3.

Summary:
"With the recession of 2009, the Byron School District, located in a small community near Rochester, Minnesota, USA, was driven by a pressing set of challenges that led to a serendipitous adoption of flipped teaching." (Kathleen, 2012) The Byron School District was challenged by the situation and brain stormed for a solution. Together they determined a great way to consolidate funds was to eliminate the class text books. The teachers still taught to the standards required by law, but they did not teach to the book. The teachers got together in collaboration and determined what curriculum they would be teaching. This was a challenge for the teachers as it required more time, energy and development then they were used to. The teachers were passionate and invested to see their students succeed. They not only used each other as resources, but they outsourced their worksheets and tests from a computer program called Kuta. In a cool headed, problem solving matter, they discovered allowing the students to review the information on their own time, provided time to address any understanding issues in the classroom. This is how they defined the "flipped classroom" (Kathleen, 2012). Homework was translated to classwork and class lessons became the students "homework" via video footage. Students were also challenged by this transition. Not all students came from homes with computers. This created a ripple effect with parents who were also upset by the transitions. However, statistics show that despite the many difficulties and challenges student test results improved across campus.

Question 1:
How would teachers be able to catch a student up if they fell behind in the lessons provided?
This seems to be a challenge. Even the most diligent of students struggle with information provided in a lesson. In a "flipped classroom" it would be very important to evaluate the students' understanding constantly. Teachers evaluation skills would need to develop keen insight into the status of the students. Similarly, students would be challenged to communicate their difficulties. These characteristics are challenged in the present day classroom, but would be absolutely necessary for survival in a "flipped classroom".

Question 2:
How would "flipped classrooms" address the multiple intelligences that are represented in the classroom?
Allowing students to watch videos at home on the computer allows students who need to take breaks, work in a manner that suits them and do so in their own discipline. Also, when students are watching the lesson videos on a computer, they are interacting with technology. From the computer, assignments could be completed, interactive learning could occur, and the classroom would not be disturbed. Students who like to work with others would be encouraged to do so by watching the videos together on their own time. This would allow student collaboration appropriate to the needs of each student. Obviously, the "flipped classroom" is open to whatever structure the teachers determine their students might need in a way that would not take away from precious class time.

Journal 2: School 2.0 Reflection Tool

This journal discusses growth in NETS-T 5. 

The School 2.0 reflection tool provided insight into my perspective on technology. Through this tool I was able to determine my weakness with room for improvement. I was also given many resources to guide me toward a better understanding of technology.  

Summary:
After working with the Reflection Tool on School 2.0 ("Reflection tool results," ), it was evident I can improve upon my dependency on technology in collaboration with the global and digital society. I specifically struggled with my abilities to design and develop digital-age learning experience and assessments(NETS-T 2) and to engage in professional growth and leadership(NETS-T 5). In reading through the suggested resources, I found myself struggling to adapt new ways of thinking. I found I am comfortable with my areas of weakness. However, as a future professional educator, I must strive to grow and improve my dependency upon technology.

After struggling with NETS-T 2, I read through Grow Your Personal Learning Network by David Warlick. In my reading, it is evident technology has been invented to assist human living; or at least, that’s the intentions of technology (David, 2009). The many Personal Learning Networks (PLNs) provide each individual with adequate resources to design or adapt relevant learning experiences that incorporate digital tools and resources to promote learning and creativity ("Digital age teaching,"). However, the situation can be made even simpler with the Really Simple Syndication(RSS) aggregator (David, 2009). Therefore, technology provides efficient means to design and develop digital age learning experiences and assessments. However, technology’s beauty lies in the eye of the beholder. I say this because technology wants to be our friend, but we are not sure what commitment lies behind the relationship. Once I am introduced to one portion of technology and the resources it provides, I become comfortable in our ways. I do not always look for more technological efficient resources. This is because in doing so I would have to convert my repertoire of information. Therefore, I do not allow technology function in the best way it has been designed. Even if technology is efficient, I as an operators am not. Therefore my struggle with technological efficiency continues to fight as it builds it's reputation of within my learning enviornment.

After struggling with NETS-T 5 and reading through the Reflection Tool Results on School 2.0 ("Reflection tool results," ) I began to recognize the parallels between interpersonal relationships and online communities. In my contemplation, it was evident there exists many similarities. I was convicted for not having recognized this before. The online community has been defined as having digital citizenship (Mike, 2012). Within any community there lies responsibilities. As I began to recognize my role as a digital citizen, I had to admit to myself, I have fallen into naive neglect. The Reflection Tool Results pointed me toward an online website and resource, Digital Citizenship by Mike Ribble. On Digital Citizenship, I learned I hold the responsibility to engage in professional growth and leadership. As a future educator and digital citizen, it is my obligation to inform society of the importance the nine elements of digital citizenship: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness and digital security (Mike, 2012). If I were to ignore this responsibility to my students and their development, I would be serving a dishonor to both them and society abroad.

References

David, W. (2009). Grow your personal learning network.Learning and; Leading with Technology, Retrieved from http://www.eric.ed.gov/PDFS/EJ831435.pdf
Mike, R. (2012). Nine elements of digital citizenship. Retrieved from http://www.digitalcitizenship.net/Nine_Elements.html
Reflection tool results. (n.d.). Retrieved from http://etoolkit.org/etoolkit/reflection/result

Journal 1: 100 Things That Make Me Happy

1. My Husband
2. My Home
3. My Passions
4. This time in my life
5. My Family
6. My Wedding
7. Life's Potential
8. Jesus
9. Friends
10. Family
11. Completion
12. The people that care for me
13. Living in San Diego
14. Discrete Mathematics
15. Linear Algebra
16. Hiking
17. Mountains
18. Birds
19. Cumulus Nimbus Clouds
20. Rain on a Summer Day
21. Sleeping in my New Bed
22. Sleeping in My New House
23. Reading the Bible
24. Bible Study
25. Worship songs
26. Voting
27. Kayaking
28. Pictures
29 Reminiscing about my Honeymoon
30. Volleyball
31. Ultimate Frisbee
32. Colorado
33. Number Theory
34. Friendly People
35. Subway
36. Back Roads
37. Real Analysis
38. Growing up in San Diego
39. Living near my family
40. Math
41. My In-laws
42. Facebook
43. Mail
44. Rosorito, Mexico
45. Community
46. Colorado
47. Flagstaff, Azizona
48. Old People
49. Having Time
50. Having Tasks
51. Sales
52. Cute Outfits
53. Pants That Fit
54. Shirts That Fit
55. Photography
56. The Office
57. Butterflies in my Stomach
58. Christian Films
59. Morals
60. My Grandma
61. My Mom
62. My Grandpa
62. My Dad's love for Me
63. Bathroom Breaks
64. When a Stranger is Kind to Me
65. The Golden Rectangle
66. Math Jokes
67. Summer Nights
68. Coffee Shops
69. Checking off my To-Do List
70. Plans
71. Getting to Know People
72. Patterns
73. Relationships
74. Rodeos
75. Small Towns
76. Old Friends
77. Reunions
78. Experts
79. Neighbors
80. Painting My Nails
81. Stars Wars
82. Stars
83. Cleaning
84. Gifts
85. Kind Comments
86. Genuine People
87. Understanding
88. Quality Time
89. Sunshine
90. Snow
91. Fall
92. Heat
93. Showers
94. Brushing My Hair
95. Making Payments on Time
96. Going to Bed Early
97. Waking up Early
98. Palomar Mountain
99. California
100. Finishing Tasks!