Internet Tools for the Classroom -Module 1 Blog
https://havencaylorbrown.weebly.com/blog.html
Will I be Flipping the Spanish Classroom like the lady from above? Perhaps
I agree with Mr. November that the designs of assignments need to be changed! We as educators need to be empowering our students to take more responsibility for their own learning. We (yes, both teachers and parents) need to give students authentic work from around the world to prepare each of them to expand their personal boundaries of what they can accomplish (November, 2013). As critical thinkers, students need to be able to create and collaborate about topics. After collaboration, they can solve problems or create things together in authentic conversations. We are so blessed to have 2019 technology in our schools, but even administrators get so lost in classroom sizes, school discipline, or which students don’t own the trendiest cell phones, shoes, or clothes to devote time to implementing some form of instructional technology to each classroom in his or her school.
As I skim through our modules, I find several learning models I am looking forward to studying. I am finding myself drawn to the Flex Model. Schools with direct instruction then breakout groups, collaborative groups, and labs (computer and science) sounds like an effective way of learning with technology in schools. The Flex model is what you may think a “flex” (flexible) model might be: There can be on campus teaching, Distance Education, Open Learning, Teleteaching, Computer assisted learning, Online learning, Virtual learning, Mobile learning plus more (Deakin University, 2009 ). I want the students to be inspired to work more at home with a Flipped classroom. They will do their studying on the web while at home then come to me so we can discuss any problems they had face to face. Streamlined assessments through technology is something I definitely want to implement. I also like the fact that the Flipped class would encourage the student to engage in project-based learning at home. Using the Bring Your own Device (BYOD) sounds awesome for student, collaborative learning.
When I left education for eight years from 2008 until 2016, I was already using Quia as a Web 2.0 site. However, it was the only one. I was also using other computer mediated communications such as chat and emails to enhance my Spanish classes. However, both Web 2.0’s and Cloud Based Learning exploded onto the scene, and I had to catch up. I began this Ed. S. program with Technology for the 21st Century, and I loved it. Now, I am taking this Online Tools Class, and in two weeks, just wow! Allow me to continue.
My initial thoughts of Web 2.0 tools are very encouraging and positive. I have a better understanding of the two characteristics of Web 2.0 tools. They are user generated content and social interaction. I have found myself mostly using User Generated Content since 2016. I have more control on what content I place on the site. I’ve been teaching for 30 years, and I stay in tune with what my with what my students socialize with. I do not mind using a textbook, but they do not bring a connection to students. Gallegos (2016) may not be an educator, when he is so on point when he states that people (in this case students) crave stories and crave interactions with real-life people because they spend some much time with inanimate electronic devices. There is a Web 2.0 site called Study Mate, and I know that a Study Mate has my vocabulary on it. If we do a video on Padlet, I don’t have to worry about someone adding an inappropriate video. Unless it’s like a teacher/parent approved Pen Pal exchange on Instagram I feel uncomfortable encouraging my students to use social media. However, I can control Mystery Skypes in my classroom. My students and I thoroughly enjoy Mystery Skype, but we have not completed one since last October.
It is phenomenal how technology can see to the needs of diverse learning of students. Does a person learn better at home? Well, through individualized learning, that person can study pre-planned, digital lessons from teachers on the web. There could be a blending if the person does part of their studies at home then come to school for face to face instructions where the teacher will lecture and help the students with hands on learning.
I was so pleased to see Kennesaw’s impressive, innovative, and trend-setting Universal Design for Learning (UDL) lab. Its idea is to break down barriers that are caused by the curriculum. There are three principles to be met in the UDL lab
Have any of you all used an effective flipped or blended model of teaching with technology where the students learned at home then came to you at school asking for further teaching? I saw it used in Yuma, Arizona, but how about somewhere in Georgia? If you haven’t sent a digital lesson home like this, yet want to, do you all feel that you might spend hours preparing online lessons for your students then they brush it off especially if you’re the only teacher doing it, or your administrators don’t support you? I do not think the flipped model is a bad idea, but my head principal thinks it’s awful. When I mentioned Flipped, our school’s assistant principal as well as our tech coach “flipped out” because they know how our principal feels. The model is another way to teach. Nothing absolutely nothing compares to face- to- face teaching. However, in 2019, every teacher should be challenged by their administrators to present a simple lesson according to the Flipped model especially if they have 1:1 computer to student ratio. Anyone tried the Flex model? After being warned to not Flip the classroom, I do not wish to mention Flex. What's an innovative, technology teacher to do in this case?
https://havencaylorbrown.weebly.com/blog.html
Will I be Flipping the Spanish Classroom like the lady from above? Perhaps
I agree with Mr. November that the designs of assignments need to be changed! We as educators need to be empowering our students to take more responsibility for their own learning. We (yes, both teachers and parents) need to give students authentic work from around the world to prepare each of them to expand their personal boundaries of what they can accomplish (November, 2013). As critical thinkers, students need to be able to create and collaborate about topics. After collaboration, they can solve problems or create things together in authentic conversations. We are so blessed to have 2019 technology in our schools, but even administrators get so lost in classroom sizes, school discipline, or which students don’t own the trendiest cell phones, shoes, or clothes to devote time to implementing some form of instructional technology to each classroom in his or her school.
As I skim through our modules, I find several learning models I am looking forward to studying. I am finding myself drawn to the Flex Model. Schools with direct instruction then breakout groups, collaborative groups, and labs (computer and science) sounds like an effective way of learning with technology in schools. The Flex model is what you may think a “flex” (flexible) model might be: There can be on campus teaching, Distance Education, Open Learning, Teleteaching, Computer assisted learning, Online learning, Virtual learning, Mobile learning plus more (Deakin University, 2009 ). I want the students to be inspired to work more at home with a Flipped classroom. They will do their studying on the web while at home then come to me so we can discuss any problems they had face to face. Streamlined assessments through technology is something I definitely want to implement. I also like the fact that the Flipped class would encourage the student to engage in project-based learning at home. Using the Bring Your own Device (BYOD) sounds awesome for student, collaborative learning.
When I left education for eight years from 2008 until 2016, I was already using Quia as a Web 2.0 site. However, it was the only one. I was also using other computer mediated communications such as chat and emails to enhance my Spanish classes. However, both Web 2.0’s and Cloud Based Learning exploded onto the scene, and I had to catch up. I began this Ed. S. program with Technology for the 21st Century, and I loved it. Now, I am taking this Online Tools Class, and in two weeks, just wow! Allow me to continue.
My initial thoughts of Web 2.0 tools are very encouraging and positive. I have a better understanding of the two characteristics of Web 2.0 tools. They are user generated content and social interaction. I have found myself mostly using User Generated Content since 2016. I have more control on what content I place on the site. I’ve been teaching for 30 years, and I stay in tune with what my with what my students socialize with. I do not mind using a textbook, but they do not bring a connection to students. Gallegos (2016) may not be an educator, when he is so on point when he states that people (in this case students) crave stories and crave interactions with real-life people because they spend some much time with inanimate electronic devices. There is a Web 2.0 site called Study Mate, and I know that a Study Mate has my vocabulary on it. If we do a video on Padlet, I don’t have to worry about someone adding an inappropriate video. Unless it’s like a teacher/parent approved Pen Pal exchange on Instagram I feel uncomfortable encouraging my students to use social media. However, I can control Mystery Skypes in my classroom. My students and I thoroughly enjoy Mystery Skype, but we have not completed one since last October.
It is phenomenal how technology can see to the needs of diverse learning of students. Does a person learn better at home? Well, through individualized learning, that person can study pre-planned, digital lessons from teachers on the web. There could be a blending if the person does part of their studies at home then come to school for face to face instructions where the teacher will lecture and help the students with hands on learning.
I was so pleased to see Kennesaw’s impressive, innovative, and trend-setting Universal Design for Learning (UDL) lab. Its idea is to break down barriers that are caused by the curriculum. There are three principles to be met in the UDL lab
- Representation – the designs are to integrate Multi Media, vocabulary, etc. to build the schema on what is going to be learned
- Action & Expression - models , feedback, & support
- Engagement – the goal is to find those modalities -visual-spatial (art), verbal, logical-mathematical, music, bodily-kinesthetic , interpersonal, intrapersonal, naturalistic that will engage students to want to learn.
Have any of you all used an effective flipped or blended model of teaching with technology where the students learned at home then came to you at school asking for further teaching? I saw it used in Yuma, Arizona, but how about somewhere in Georgia? If you haven’t sent a digital lesson home like this, yet want to, do you all feel that you might spend hours preparing online lessons for your students then they brush it off especially if you’re the only teacher doing it, or your administrators don’t support you? I do not think the flipped model is a bad idea, but my head principal thinks it’s awful. When I mentioned Flipped, our school’s assistant principal as well as our tech coach “flipped out” because they know how our principal feels. The model is another way to teach. Nothing absolutely nothing compares to face- to- face teaching. However, in 2019, every teacher should be challenged by their administrators to present a simple lesson according to the Flipped model especially if they have 1:1 computer to student ratio. Anyone tried the Flex model? After being warned to not Flip the classroom, I do not wish to mention Flex. What's an innovative, technology teacher to do in this case?