Review: Google Docs

Google Documents: 


This is a great tool for schools to use as it is FREE.  It has so many capabilities that are very similar to the Microsoft Office Suite, but also some extra features that are very attractive as well.  Besides the fact that it doesn't cost anything to use, it is available to multiple users (and at the same time if needed).  When creating a google document, the author can allow others to view and access the document too.  This reminds me a lot of the Wiki pages that we had created before and has a lot of the same capabilities that I wrote about with the Wiki pages.  What I like though about the google documents as opposed to the Wiki pages is that the educator is able to see who did what if the students are working in a group project.  This means a lot to the students who do their part in the projects because they will get a fair grade for what they completed.  For the students to did not do their parts, their grade will reflect that because the teacher can see what effort each student put in.  I also like that it is accessible from any computer with internet access.  When a student saves his or her work on a school computer, laptop, or personal/home computer, there will be times when they cannot access it or didn't print it out.  This may eliminate the use of paper in some situations, making it better for the environment too.  This is not only just for a "Word" document (text) but you can use it for the other parts of Microsoft Office Suite too.  There are similar "PowerPoint" presentations and spreadsheets like Excel.  The cost of buying the Suite is so much.  For a school that does not have the budget to provide this on each computer and in each classroom, google documents is a great option.  


Picnik: 


The program Picnik would be useful in a classroom for projects, especially for culture-related topics.  Students could use this program to edit and enhance photos that were taken of different countries or hispanic cultural items.  The ability to put text into the picture would be useful for both the teacher and the student to label and point to certain items.  The creative abilities of Picnik would make the lessons more appealing to the students if the teacher used them as a project cover or as part of a presentation of a project.  The students and teachers could also make bulletin boards using the creative things created with Picnik.  It is also free, which is a bonus.  There are enough features on the free version of this program for anything that a teacher or student would need.  You are able to purchase a more extended program for more options, but I cannot imagine that any basic classroom use would require the upgraded version of this.  

Week 13 Reflection

Reading about rich media on page 312 of Chapter 30, to me, defines why we are here studying what we are studying. The book states that "...current technology has greater capacity to deliver information to learners than learners have psychological capacity to assimilate that information." That statement is why this degree exists. We can teach so much more incorporating technology because it is much more efficient and effective. The book also spoke about how rich media is used in training. The training also then becomes more effective as well. "Rich media will only benefit learners to the extent that its capabilities are harnessed in ways that support human cognitive learning processes." I don't know if I can think of an instance where rich media (as defined by the book are products that incorporate high-end media such as video, animation, sound, and simulation) would hinder the learning process when used correctly. But, then who is to define what the "correct" use of technology is? And, who is to say that the use of technology may not confuse a student who might otherwise understand the concept through the use of paper and pencil only? I guess the first statement I cited from the chapter could not be true for all situations. 

But, then as I continued reading the chapter, I came across the section about the evidence that visuals can improve learning on page 315. I really think that this section is saying that in all cases, a visual, that could be a form of rich media, will enhance learning. When I think about the evidence and the tests that were done, I now feel like there really isn't an instance where a visual could not NOT improve the learning process in every situation. Hard to say. 

Another section of Chapter 30 that I really enjoyed reading was about minimizing the unnecessary visuals and text. Sometimes, teachers use too much which can make the lesson more confusing. I have experienced this as a student and also I have noticed myself doing it a couple of times when I was teaching. I was really excited about a lesson and used every trick I had in the book to try and explain this lesson. I thought I was tying everything (all of the materials) together very nicely and that it was all going to come full circle at the end of my lesson, but I had confused the students with all of the different visuals and worksheets. I would now be much more aware of the amount of extras that I am implementing into the lessons. Like the book says, the visuals and text need to be relevant to the lesson and not to distract the learners. They can be used to get the student's attention and interest, but not to the point where the point of the lesson is being lost.

Website

https://sites.google.com/site/spanishcarpenter/ 

Above is the link to my website.  This is a site that I would use as a classroom resource to find homework assignments, calendars, extra credit opportunities, contact information, course documents, and other important information.  I would include this web address in my syllabus at the beginning of the semester to ensure that each student and parent is aware that it is available to use.  I also have extra help resources on there if students need assistance.

Week Eleven Reflection

(Referring to page 275)...

There are three areas that I feel like I would like to develop more professionally. Although I am not currently a classroom teacher, I plan to be someday and have learned a lot from the experience that I have had in the classroom. I would like to see positive growth from myself in the areas of (1) Analyzing the characteristics of existing and emerging technologies and their use in an instructional environment (2) Establish and maintain professional credibility (3) Demonstrate effective presentation skills. 

The first area, analyzing the characteristics of existing and emerging technologies, is one that is constantly changing and therefore can always use professional growth. It would be very easy as a teacher to have a curriculum that is effective and just continue to use it year after year. But, what should be happening includes the use of technology to improve and enhance the existing curriculum and lesson plans. This is something that I would like to work on. I have used lesson plans that did not include technology at all and now look back and think of how much more effective the lessons would have been if I had incorporated some of the technology tools that we have been learning about in this class. I also feel that using these technology tools and analyzing their features before selecting the best way to implement them into the lesson will allow the teacher to reach different types of learners. Truly understanding the different uses of the tools will allow me to reach the maximum number of students throughout each lesson. 

Establishing and maintaining professional credibility is something that I feel I need to improve. This sounds like an intense statement because of how it is worded-"professional credibility" here is extreme and very serious. But, the way that I look at this statement is very different because of my situation. I am a very young person to be a high school teacher and therefore is extremely hard to prove to the students that I am credible and have the right to be in front of the classroom teaching. It is so hard to be so close to the age of the high schoolers and make sure that they know that I am the professional and that I am the teacher. It is difficult to separate myself from their generation (although we are in the same one) and to become the professional in class. When I am able to relate to so much that they are going through because I was not there too long ago and some things carry over to early 20's, it is very hard to become totally separated. I have never not been professional or had any reason to make people believe that I am not credible, but to the students, because of my age and lack of experience, I may seem like I am not credible. I don't know why I worry about this, I just do and would like to work on earning the same respect and credibility that the older teachers have. 

The third area, developing my presentation skills, is something that I would like to work on as well. I feel extremely confident in front of a classroom of students and feel extremely confident in my subject area. What I feel that needs improvement is the way that I present information sometimes. I have noticed that the more I do it, the easier and more fluid it becomes. So, this area is one that I believe will improve only with experience and time under my belt. It is difficult sometimes to explain a concept that makes so much sense to me "just because that's how it is". Well, when trying to explain that to high schoolers is a different story. In particular, I had an extremely intelligent student who could finish a concept correctly but needed to know and understand why it was how it was. In language, sometimes things are the way they are just because and there is no clear explanation. Presenting this to that student and then to the rest of the class who also then inquired is hard and something that I wish I was better at. Like I stated before, I feel that this will come with experience. 

Concept Mapping

This is an example of a concept map that I would have students make for a culture project.  After being assigned a specific city, the students would be responsible for presenting that city to the rest of the class.  This would be an outline that the students would make to start brainstorming for their presentation.  It would help organize their ideas and may also be of use when deciding which group member is responsible for which information.  Students could also use it as a "checklist" to make sure that each area of the project requirements was met.  It really would be a great tool for students to get used to using before large projects, especially when preparing for higher education.  

Week Ten Reflection

After reading these three chapters, I have found that they have something in common with many of my minor classes. When learning to complete lesson plans for specifically my minor, the PIE method was used. I don't think this is an official term, but it was something that we used. P stands for plan. I stands for implement. E stands for evaluate. Though the chapters were not focused on writing lesson plans at all, I was reminded of PIE several times when I was reading. It seems as though there was a common theme in the chapters. Whatever the plan is, it needs to be reviewed after it is implemented in order to improve it. Specific things may work in the original plan, but most of the time, something needs to be re-evaluated. 

Another thing that I see in these chapters is how the district should be viewed as a whole. The book speaks of several different roles (in more of a business setting, but when applying it to education, it works too) that need to be fulfilled in order to carry out a plan. To me, this idea is spread out over the three chapters. Training and meeting in order to come to an agreement needs to happen before the new progress can begin. Each person will have a role in this-whether it be writing the plan or process for change or being a "pawn" and having the very smallest role. These roles need to pull together as an entire "business" (district/school/building) in order to see improvement in the focus area. 

The biggest idea that is common throughout the chapters (sometimes not directly, but it is there) is the idea of implementing technology. Even when the author was speaking of a strategy/method and not specifically mentioning technology, that is what I was thinking about. The nature of the class obviously puts that in my mind when I am reading, but I believe that it can be applied to each of the chapters in several different ways. Each of the different processes can be improved with the use of technology, in my opinion. 

As I read the chapters, I definitely think that some of the methods could be used in a professional setting. I have written about ways they could be used in a school district in other reflections, but at Michigan Works, it could function the same way. I was in charge of creating a curriculum, implementing it, and then evaluating it and adjusting it for the next group that I would be teaching. I also needed to meet and collaborate with the rest of my team when I was going to make a change or teach a new class in order to let them know what was going on and what I needed from them. We worked together, most of the time through the use of technology, in order to achieve the goal. All of these ideas were mentioned and explained in the book (and given official names).