I have been doing some googling to enlighten myself on technology that is out there that can be used in the classroom. I have come across some interesting concepts that I never would have thought of myself but that actually seem plausible. For example, I would never have thought to use cell phones in the classroom or that there was a way to integrate them in an educational way. As I researched the idea of using cell phones in the classroom to teach, I was very surprised at the many different ways cell phones could be used. Here are a few examples of ways I found they can be used:
1) accessing data (google sms)
2) mobile recording (gabcast, gcast, jott)
3) surveys/ polls (polleverywhere)
4) mobile photo sharing (flickr)
5) homework and alerts (homeworknow)
6) calculator
7) digital camera
(more detailed and complete list found here and here)
Some of the ideas I "get", and really like are:
1) using the camera fuction to create a photo documentary which can then be uploaded and shared with the class.
2) using cel phones to create podcasts which can then be loaded up to a class blog, etc.)
3) using text message to "boost" and encourage students (more info here)
4) using text messaging to create their own novels
Despite the great ideas and benefits of using cell phones, there are also some problems that might arise from using them in the classroom:
1) not everyone in the class will have one
2) who pays for text messaging, picture taking/uploading, etc.
3) inappropriate use of cell phones (cheating, inappropriate pics, etc.)
4) who assumes responsibility in case of damage
I believe there is potential for cell phones to be used in a positive and effective way in our classrooms today. If we have technology and students are using that technology, then we should do our best to find a way to incorporate that technology into our teaching. Perhaps, using cell phones would only be a group project that would require signatures from parents giving permission for the student to use the cell phone, and maybe you would limit cell phone use to a specific activity in an effort to avoid some of the problems. Cell phones are a part of many middle school and high schools students' lives and I think by finding a way to incorporate this technology we perhaps unlock a tool that will reach a student that may not be reached another way.
Monday, September 15, 2008
Sunday, September 14, 2008
Cultural and Ethnic Differences
What?
Classrooms are growing more diverse than ever here in the United States. These means that there is an abundance of cultural differences that may exist in the classroom. Some of these differences include; language & dialect, talking v.s. silence, eye contact, personal space, waiting v.s. interrupting, public v.s. private performance, cooperation v.s. competition, and world views. Often times, these cultural differences lead us to assume things about a student just upon looking at them, without ever getting to know them at all.
So What?
There are many reasons students may struggle in school and have a difficult time learning. Sometimes the struggles may have to do with a cultural difference. As a future teacher it is important to become familiar with cultural differences and how they may affect a student's learning in order to be an affective teacher. It is also important as a teacher to create a more multi-cultural classroom that fosters learning and growth for everyone.
Now What?
I am determined as a future teacher of a very diverse classroom to learn about the cultures of future students that I am not aware of so I can better teach and be more successful at making the classroom one that is welcoming and inviting to all of my students. I am also determined to not allow myself to stereotype or make assumptions on any student that comes into my class before getting to know them. When we allow ourselves to assume, it is usually damaging to the student
Classrooms are growing more diverse than ever here in the United States. These means that there is an abundance of cultural differences that may exist in the classroom. Some of these differences include; language & dialect, talking v.s. silence, eye contact, personal space, waiting v.s. interrupting, public v.s. private performance, cooperation v.s. competition, and world views. Often times, these cultural differences lead us to assume things about a student just upon looking at them, without ever getting to know them at all.
So What?
There are many reasons students may struggle in school and have a difficult time learning. Sometimes the struggles may have to do with a cultural difference. As a future teacher it is important to become familiar with cultural differences and how they may affect a student's learning in order to be an affective teacher. It is also important as a teacher to create a more multi-cultural classroom that fosters learning and growth for everyone.
Now What?
I am determined as a future teacher of a very diverse classroom to learn about the cultures of future students that I am not aware of so I can better teach and be more successful at making the classroom one that is welcoming and inviting to all of my students. I am also determined to not allow myself to stereotype or make assumptions on any student that comes into my class before getting to know them. When we allow ourselves to assume, it is usually damaging to the student
Friday, September 12, 2008
Implicit Association, Intellgience and IQTests
EXTRA CREDIT: Implicit Association Tests
The results of my Implicit Association Test for race determined that I had a moderate automatic preference for European American compared to African American. I was surprised because I didn't know I had any kind of preference. The manner of the test was interesting on this one and I am not sure how they get results by having you do that particular test, but I do believe it could be helpful. In my case, I didn't realize that I had a general preference for any particular race. This test makes me aware that I do, and therefore I can make any necessary changes to prevent showing bias towards students in my class. You can't change something you don't know exists so I believe this test is very useful.
The results for my Implicit Association Test for gender determined I have a moderate association of Male with CAREER and Female with FAMILY. I wasn't at all surprised by these results at all. I realize that I have this viewpoint and don't see having this view as being a problem in the classroom. My views on this matter are personal and I don't believe they are so extreme that it would affect my teaching in a negative way.
Multiple Intelligence Test
My results showed my top 3 strengths to be logical, intrapersonal, and interpersonal. I believe these results to be most accurate with the person I am. I love math and have always loved math. I am also a person who likes to keep to myself at times, reflect and work at my own pace. When I realized I also scored high in the interpersonal category, my first thought was that it seemed to be contradictory to the part of me that is intrapersonal. I found it interesting that I scored highly in both categories. However, after reflecting, I realize that I do like to interact with others and observe others interacting. Although I may appear shy and kept to myself, that is more often than not the environment I am in and my level of comfortability. The manner in which the test is used to get the results is straight forward. The test is to measure the way in which a person learns best, so determining the interests, habits, and preferences of that person seems like a good way to get those results.
IQ Test
My IQ test results showed I scored the highest in the area of classification. Next highest were in the area of logic and pattern recognition. The results showed my weakest area to be mathematcis and general knowledge. I found these results surprising! (I figured I should have scored high in all areas!! - JK!!) The reason these results were surprising is because of my love of math, the good grades I have gotten in previous math classes and the results of the intelligence test which showed a logical (number smart) intelligence. I didn't imagine that my low score would be in mathematics. I also was surprised that the results showed my general knowledge so low. (It was very, very low). I wasn't able to finish the test and left 4 questions unanswered. I believe since the test is testing the data and facts one knows, it makes sense to have questions that relate to that data and those facts.
Would I use these tests?
I believe without a doubt, that the intelligence test could be helpful for a teacher to use in order to find out the way her class learns best. Intelligence is as individual as the student, so teacher's should not teach the same year after year, student after student. I think this tool would give insight to a teacher that would help her customize and manipulate her methods of teaching to reach the greatest majority of her students. As for the IQ test, I'm not sure whether I would use that in my class or not. On the test results themselves, it stated; "...to acheive excellence you must fully understand your strengths and learn to maximize your efforts. Knowing your greatest intellectual strength may give you insight into how you can improve your learning process, work better with others, or become more self aware of your abilities." Of weaknesses it stated, "Awareness of your weaknesses allows you to predict problems and find solutions ahead of time, thereby alleviating future headaches."
I belive that these points are true, however I can also see how having these results might have the opposite affect. A student might think he/she is good at a subject and upon reading these results and not getting the expected results might determine they are not good. That could then lead to a lack of confidence in that particular area which might lead to them limiting their potential. So, if I had to make a decision right now as to whether I would use an IQ in my class, I would say no at this point because although there are benefits, I don't feel the benefits outweigh the possible negative affect it can have. (That's not to say that upon further investigation I wouldn't change my mind.)
The results of my Implicit Association Test for race determined that I had a moderate automatic preference for European American compared to African American. I was surprised because I didn't know I had any kind of preference. The manner of the test was interesting on this one and I am not sure how they get results by having you do that particular test, but I do believe it could be helpful. In my case, I didn't realize that I had a general preference for any particular race. This test makes me aware that I do, and therefore I can make any necessary changes to prevent showing bias towards students in my class. You can't change something you don't know exists so I believe this test is very useful.
The results for my Implicit Association Test for gender determined I have a moderate association of Male with CAREER and Female with FAMILY. I wasn't at all surprised by these results at all. I realize that I have this viewpoint and don't see having this view as being a problem in the classroom. My views on this matter are personal and I don't believe they are so extreme that it would affect my teaching in a negative way.
Multiple Intelligence Test
My results showed my top 3 strengths to be logical, intrapersonal, and interpersonal. I believe these results to be most accurate with the person I am. I love math and have always loved math. I am also a person who likes to keep to myself at times, reflect and work at my own pace. When I realized I also scored high in the interpersonal category, my first thought was that it seemed to be contradictory to the part of me that is intrapersonal. I found it interesting that I scored highly in both categories. However, after reflecting, I realize that I do like to interact with others and observe others interacting. Although I may appear shy and kept to myself, that is more often than not the environment I am in and my level of comfortability. The manner in which the test is used to get the results is straight forward. The test is to measure the way in which a person learns best, so determining the interests, habits, and preferences of that person seems like a good way to get those results.
IQ Test
My IQ test results showed I scored the highest in the area of classification. Next highest were in the area of logic and pattern recognition. The results showed my weakest area to be mathematcis and general knowledge. I found these results surprising! (I figured I should have scored high in all areas!! - JK!!) The reason these results were surprising is because of my love of math, the good grades I have gotten in previous math classes and the results of the intelligence test which showed a logical (number smart) intelligence. I didn't imagine that my low score would be in mathematics. I also was surprised that the results showed my general knowledge so low. (It was very, very low). I wasn't able to finish the test and left 4 questions unanswered. I believe since the test is testing the data and facts one knows, it makes sense to have questions that relate to that data and those facts.
Would I use these tests?
I believe without a doubt, that the intelligence test could be helpful for a teacher to use in order to find out the way her class learns best. Intelligence is as individual as the student, so teacher's should not teach the same year after year, student after student. I think this tool would give insight to a teacher that would help her customize and manipulate her methods of teaching to reach the greatest majority of her students. As for the IQ test, I'm not sure whether I would use that in my class or not. On the test results themselves, it stated; "...to acheive excellence you must fully understand your strengths and learn to maximize your efforts. Knowing your greatest intellectual strength may give you insight into how you can improve your learning process, work better with others, or become more self aware of your abilities." Of weaknesses it stated, "Awareness of your weaknesses allows you to predict problems and find solutions ahead of time, thereby alleviating future headaches."
I belive that these points are true, however I can also see how having these results might have the opposite affect. A student might think he/she is good at a subject and upon reading these results and not getting the expected results might determine they are not good. That could then lead to a lack of confidence in that particular area which might lead to them limiting their potential. So, if I had to make a decision right now as to whether I would use an IQ in my class, I would say no at this point because although there are benefits, I don't feel the benefits outweigh the possible negative affect it can have. (That's not to say that upon further investigation I wouldn't change my mind.)
Tuesday, September 9, 2008
Research Study
The article I found to link to our research topic can be found by clicking here. The article is titled, "Tracking the Reasons Many Girls Avoid Science and Math". Research gathered by a group of researchers at the University of Milwaukee-Wisconsin found that a girls desire to pursue Math and Science has less to do with the initial interest they have in those subjects, and more to do with the self-confidence that is instilled by parents and teachers at a young age. One of the researchers, Nadya Fouad, has done many studies to determine what steers girls toward or away from these subjects. She found that the relationship between interest and confidence is closely related. Based on that research, she along with other researchers believe it is critical for parents and teachers to instill confidence in young girls early on in their education in both Math and Science. She summarizes her study by stating, "Ultimately, it's perception, more than reality, that affects the person's academic and career choices."
I believe the study done was a correlation study that explored the relationship between girl's interest in the subject areas of Math and Science and barriers that steer their interest away. The study was done primarily through the form of observation. A couple of the problems with the study that were uncovered included:
- lumping the subjects of Math and Science together - this was a problem because they discovered that for the 2 different subjects the supports and barriers could differ.
- the differences that exist at each developmental level and the differences between genders - to make the results more conclusive, they would need to set up interventions for each subgroup.
The study was conclusive in pointing out the top support for middle and high school students of both genders, was parental support and expectations. For younger girls the study also focused on engaging teachers and positive experiences with those teachers. The study pointed out that The main barrier for all students was test anxiety and subject difficulty.
University of Wisconsin - Milwaukee (2008, September 8). Tracking The Reasons Many Girls Avoid Science And Math. ScienceDaily. Accessed September 9, 2008 [http://www.sciencedaily.com/releases/2008/09/080905153807.htm]
I believe the study done was a correlation study that explored the relationship between girl's interest in the subject areas of Math and Science and barriers that steer their interest away. The study was done primarily through the form of observation. A couple of the problems with the study that were uncovered included:
- lumping the subjects of Math and Science together - this was a problem because they discovered that for the 2 different subjects the supports and barriers could differ.
- the differences that exist at each developmental level and the differences between genders - to make the results more conclusive, they would need to set up interventions for each subgroup.
The study was conclusive in pointing out the top support for middle and high school students of both genders, was parental support and expectations. For younger girls the study also focused on engaging teachers and positive experiences with those teachers. The study pointed out that The main barrier for all students was test anxiety and subject difficulty.
University of Wisconsin - Milwaukee (2008, September 8). Tracking The Reasons Many Girls Avoid Science And Math. ScienceDaily. Accessed September 9, 2008 [http://www.sciencedaily.com/releases/2008/09/080905153807.htm]
Friday, September 5, 2008
Descriptive, Correlational, Experimental & Action Studies
WHAT?
We learned about the different types studies that are done, especially among teachers. There are 4 different types:
1) Descriptive - which are studies done by observing what is going on. It is the most common research done among teachers. This type of research doesn't prove anything but it is the foundation for the other types of studies done.
2) Correlational - which are studies that explore the relationship between 2 variables. This type of study allows us to observe relationships and draw conclusions. The majority of studies done by teachers will be correlational studies. While correlational studies study the relationship between 2 variables, it does not determine cause and effect relationships.
3) Experimental - which are studies that include manipulating 1 aspect of the environment in order to yield a cause/effect relationship. These are the most difficult studies for teachers to do because of issues with ethics and the inability to control variables.
4) Action Research - which are studies done by a teacher in their own classroom or school.
SO WHAT?
Knowing the different types of studies is important to me as a future teacher because I want to be the best teacher I can be. In order to become the best teacher I can be, I need to be able to look at my students (who change and will be different year to year), my teaching strategies, and the responses, and be willing to change and adapt. Doing these types of studies will allow me to evaluate all of the above and decide what to change and manipulate in order to be the best and most effective teacher and meet the needs of my students to the best degree possible. In addition to that, it is also important to know that these different types of studies exist because articles and information out there can be deceiving. Knowing the types of studies will help me discern which information is accurate and reliable, and which information is lacking, deceptive, and incomplete.
NOW WHAT?
Now that I am aware that different types of studies are done to yield data, I will be more careful about what I take as fact as I read articles, especially those pertaining to education. Before now, I took headlines to be fact and assumed the information to be correct based on accurate studies, etc. Now I know the importance of evaluating such articles and headlines to determine the accuracy of the information presented.
We learned about the different types studies that are done, especially among teachers. There are 4 different types:
1) Descriptive - which are studies done by observing what is going on. It is the most common research done among teachers. This type of research doesn't prove anything but it is the foundation for the other types of studies done.
2) Correlational - which are studies that explore the relationship between 2 variables. This type of study allows us to observe relationships and draw conclusions. The majority of studies done by teachers will be correlational studies. While correlational studies study the relationship between 2 variables, it does not determine cause and effect relationships.
3) Experimental - which are studies that include manipulating 1 aspect of the environment in order to yield a cause/effect relationship. These are the most difficult studies for teachers to do because of issues with ethics and the inability to control variables.
4) Action Research - which are studies done by a teacher in their own classroom or school.
SO WHAT?
Knowing the different types of studies is important to me as a future teacher because I want to be the best teacher I can be. In order to become the best teacher I can be, I need to be able to look at my students (who change and will be different year to year), my teaching strategies, and the responses, and be willing to change and adapt. Doing these types of studies will allow me to evaluate all of the above and decide what to change and manipulate in order to be the best and most effective teacher and meet the needs of my students to the best degree possible. In addition to that, it is also important to know that these different types of studies exist because articles and information out there can be deceiving. Knowing the types of studies will help me discern which information is accurate and reliable, and which information is lacking, deceptive, and incomplete.
NOW WHAT?
Now that I am aware that different types of studies are done to yield data, I will be more careful about what I take as fact as I read articles, especially those pertaining to education. Before now, I took headlines to be fact and assumed the information to be correct based on accurate studies, etc. Now I know the importance of evaluating such articles and headlines to determine the accuracy of the information presented.
Tuesday, September 2, 2008
Week #1 - I Want to be a Tech Teacher!
So, today we had our 1st class in Instructional Media. I was so inspired and moved about the importance, especially in this day in age, to incorporate all kinds of technology in the classroom. "Doc" Waters had a very interesting comparison to relate the difference in how we learned in school and how our future students learn. She compared those who remember a time when we didn't have technology surrounding us (which is all of us Elem. Ed students) to Immigrants, and she compared students this day in age who don't remember a time without technology as Natives. Seeing it from this perspective really opened my eyes to the importance of making technology a key part in teaching todays kids. I always knew that technology would be an important part of teaching, and planned to use technology however, I imagined using technology as technology was used when I was in school - for fun. I never imagined using technology as a main part of teaching to help todays students learn. It was a "lightbulb" moment.
We also learned about google and what awesome tools they have. Using google tools students are able to connect with one another and collaborate on a project all without leaving the comfort of their own home. All the tools found in Microsoft Office (Excel, Powerpoint, etc.) are found on google tools. Another wonderful tool found on google allows students to search for information using a "scholar search which allows them to find accurate information. There is all kinds of information on the internet but discerning what information is reliable and trust worthy can be difficult, especially for younger children. With the scholar search found on google, students can find the information they need and be confident it is good information. Another tool we learned about that is cute and fun is Voki. Voki allows you to create an avitar that you can personalize and add voice to. I imagine that if you had your own avitar as a teacher that students could see, that you would become "tech cool" in their eyes.
As a future teacher, I would definitely have projects that would give students the opportunity to collaborate together and work on a project together using the computer. I think this kind of collaborative project would be important for students to learn and with the google tool, it would be easy to faciliate for all students. I think it would also be neat to encourage children to keep a journal, however instead of using the black and white composite books we used as kids in school, I would encourage them to use blogger (or something similar), to customize it and to reflect on their learning, their day, etc. just as you have encouraged us to do. I think that could be a very useful tool for both students and teachers. You could let the students choose whether to share their blogs or keep them private. It wouldn't be an assignment, just something you could help them see the value in and help them set up and be excited about. If children did decide to share it with you, their teacher, it might help give you insight into their personal lives and how you can best help them and also perhaps give you insight into ways to improve your teaching as you read the responses that pertained to what the children learned, enjoyed, etc.
After todays class, I am excited for the many tools I am unaware of, that lie waiting to be uncovered and used to make me a better "future" teacher.
We also learned about google and what awesome tools they have. Using google tools students are able to connect with one another and collaborate on a project all without leaving the comfort of their own home. All the tools found in Microsoft Office (Excel, Powerpoint, etc.) are found on google tools. Another wonderful tool found on google allows students to search for information using a "scholar search which allows them to find accurate information. There is all kinds of information on the internet but discerning what information is reliable and trust worthy can be difficult, especially for younger children. With the scholar search found on google, students can find the information they need and be confident it is good information. Another tool we learned about that is cute and fun is Voki. Voki allows you to create an avitar that you can personalize and add voice to. I imagine that if you had your own avitar as a teacher that students could see, that you would become "tech cool" in their eyes.
As a future teacher, I would definitely have projects that would give students the opportunity to collaborate together and work on a project together using the computer. I think this kind of collaborative project would be important for students to learn and with the google tool, it would be easy to faciliate for all students. I think it would also be neat to encourage children to keep a journal, however instead of using the black and white composite books we used as kids in school, I would encourage them to use blogger (or something similar), to customize it and to reflect on their learning, their day, etc. just as you have encouraged us to do. I think that could be a very useful tool for both students and teachers. You could let the students choose whether to share their blogs or keep them private. It wouldn't be an assignment, just something you could help them see the value in and help them set up and be excited about. If children did decide to share it with you, their teacher, it might help give you insight into their personal lives and how you can best help them and also perhaps give you insight into ways to improve your teaching as you read the responses that pertained to what the children learned, enjoyed, etc.
After todays class, I am excited for the many tools I am unaware of, that lie waiting to be uncovered and used to make me a better "future" teacher.
Wednesday, August 27, 2008
Motivation!
The reason I have pursued my degree in Elementary Education orginally started from a love I found early on of interacting with children. I have a sincere love for all children and want to see each one succeed. I wasn't sure I wanted to pursue teaching until I served a mission for my church where I had the opportunity to teach people and felt the extreme joy and satisfaction that came with teaching others. I believe that being a teacher is something I am meant to do....something I can do where I make a difference and enjoy what I am doing.
My motivation comes from many places. I have a desire within to reach out and inspire children, especially those who may be in critical need of outside inspriation and encouragement. Another source of motivation is my daughter. While I had a desire to become a teacher and one day complete my education, I wasn't really motivated to do it until shortly after I had my daughter. I realized that for her, I needed to finish my education so that if something unforseen happened I would be able to provide for her. I also wanted to set a good example for her and I want to be able to optimize the time I have with her as she gets older so the earlier I finish school the more time I will be able to spend with her.
The reason I succeed is because I desire to succeed. I am focused on what I want to acheive and I work really hard to acheive it. I know that if I work hard for what I want, then I will obtain it.
The reason I fail is because I lose focus or work half-heartedly. If my whole heart is not in what I am doing, it is hard to stay focused and be diligent and work hard.
To succeed in this program, I believe that I need to have more motivation from within instead of finding my motivation from outside influences (although they have helped get me this far). My perspective about myself and the teacher I can become needs to change for me to succeed because thus far I have viewed myself as a student. The thought of becoming a teacher has been a little nerve-wracking because I am not certain about what to expect and not certain about the teacher I will be. To succeed in the program I know that I need to change my perspective and see myself as a successful teacher so then I will become that successful teacher, just as seeing myself as a successful student has led me to being a successful student.
My motivation comes from many places. I have a desire within to reach out and inspire children, especially those who may be in critical need of outside inspriation and encouragement. Another source of motivation is my daughter. While I had a desire to become a teacher and one day complete my education, I wasn't really motivated to do it until shortly after I had my daughter. I realized that for her, I needed to finish my education so that if something unforseen happened I would be able to provide for her. I also wanted to set a good example for her and I want to be able to optimize the time I have with her as she gets older so the earlier I finish school the more time I will be able to spend with her.
The reason I succeed is because I desire to succeed. I am focused on what I want to acheive and I work really hard to acheive it. I know that if I work hard for what I want, then I will obtain it.
The reason I fail is because I lose focus or work half-heartedly. If my whole heart is not in what I am doing, it is hard to stay focused and be diligent and work hard.
To succeed in this program, I believe that I need to have more motivation from within instead of finding my motivation from outside influences (although they have helped get me this far). My perspective about myself and the teacher I can become needs to change for me to succeed because thus far I have viewed myself as a student. The thought of becoming a teacher has been a little nerve-wracking because I am not certain about what to expect and not certain about the teacher I will be. To succeed in the program I know that I need to change my perspective and see myself as a successful teacher so then I will become that successful teacher, just as seeing myself as a successful student has led me to being a successful student.
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