Lacey+Livingston

My name is Lacey Livingston. I am 20 years old and from Dayton, Ohio. I'm a sophomore Secondary English Education major at the University of Cincinnati. I just transferred to UC this spring 2012 from Miami University where I was also a Secondary English Education major. I have three sisters that are all older than me and one niece. I am the first one in my immediate family to attend college.I have went to Dayton Christian kindergarten through grade twelve until I graduated the year of 2010. Throughout my college career thus far I have had several volunteer opportunities that have developed me as a teacher. I spent 2 semesters working with students from a nearby high school that struggled in school. This was a humbling experience for me because unknowingly I thought the students would ask for help and express need for me. However, the students resisted my help which was a wake up call to me as a teacher. I realized I am going to be a teacher. A teacher that is going to have to reach students that embrace my knowledge and those that resist it. I decided I wanted to be a teacher my senior year of high school before that I thought for a long period of time I wanted to be a journalist. What changed my mind was how incredible my senior AP English teacher was. His name was Mr. Kurtz. He transformed literature for me in a way that I want to give to other students. He forced his students to challenge themselves and read and write things they thought they weren't capable of. He took bland literature that we were required to read and made it thought provoking. He made me interested in classic literature, which I am still interested in today and may in fact be my favorite genre. I have little experience with technology but I am fully prepared to learn much more about technology with the idea of implementing it into my own classroom in effort to make learning more effective. My favorite educational link as a result of this class is [|ReadWriteThink]. I believe this link will aid me in approaching my lessons more creatively. I have already developed several ideas as a result of the site and hope to find many more.

1. Does technology make a difference in the learning process or could you teach just as well without it? I think that in the current age it is important in the learning process to integrate technology. Years ago I think you could have taught just as well without it but now we are a more technology driven society. It is helpful for children to use technology in order to learn and maintain their attention. It provides visuals for students and those that are hands on thus improving their performance.

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2. Are students today fundamentally different than students in the past? I think students are fundamentally different than those in the past. Like I have said in the above sentences, students are more used to using technology to explore and find things out for themselves. Students in the past were used to going to the library to find a book to find answers but now students look it up on the internet or their phone for answers. Give a student a piece of technology and they well figure it out on their own. Years ago if you would do the same situtation students may have asked questions and directions like the generations before. Students in the current day are do-ers, no questions or directions necessary. So it is important to make technology available to them.

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Reflective paragraph: After reading the Kozma article I have changed my mind about the effectiveness technology has on the learning process. It made a convincing argument that it is not the technology itself that causes learning but the methods integrated into the particular media medium being used. Economically technology/media does make a difference but instructionally it doesn't. You can teach just as well without technology but I still believe that in a technological driven society it is an advantage to have media/ technology to use in the classroom because I think this increases students motivation. The article pointed out motivation is affected by a learners belief and expectations on how they will react to an external source not because of the external source itself. In modern day, many students interact with media and technology everyday so I think if they were using technology in the classroom rather than just textbooks students might respond better to learning because after all motivation is affected on how the learner expects a certain external event will go. Most likely students will find comfort in technology rather than books that are becoming more of a rarity in today's world. This of course could not be the case in every situation but I think in general it is. Students do enjoy technology and are more technologically savvy than in the past but students still require the same instructional methods as they always have.

Constructivism: - a more interactive style of learning rather than repetition and memorization -teacher helps guide the classroom toward learning instead of having complete control -implements different ways to go about learning that accommodates each students learning needs -students have more group activities and able to implement their own perspective and knowledge rather than their being only one set way/or answer -students are assessed in numerous ways not always in the conventional testing way could be point of view, opinion or other ways to assess whether the student knows the material -students are expected to gain knowledge of the real world around them through interaction and personal experience/discovery -teachers guide students to construct their own knowledge and interact with them in this way -students create meaning

Objectivism: -repetition and memorization is encouraged in order to gain learning -teacher is at the center of the classroom and is the facilitator of learning and activities -students are expected to give a correct response when a student is faced with a stimulus, they must respond with the answer in order to demonstrate learning -students work solely by themselves rather than group work -teachers generally follow a fixed curriculum and assess students by testing -teachers give forth information and expect students to retain it -believer in positive and negative reinforcement for desired responses -students learn meaning

[|Inquiry based learning] This video is based on the constructivist approach. Students are expected to find their answers and create new questions that are important to them. Students also work in collaborative groups to explore information and the teacher is used as a guide for the classroom.

[|Applying Math Skills to a Real World Problem] This video is also constructivist teaching. The project based approach gives students an opportunity to take the knowledge they know and apply it the world around them. It goes beyond the traditional assessment ways and gives students an opportunity for a hands on experience.

[|Traditional Teaching] The video demonstrates the objectivist model in which the teacher is the center of the classroom and controls the students learning. It illustrated the methods objectivists use such as expecting students to give a desired respond when a target stimulus is presented. Students only give answers to the questions the teachers ask instead of creating their own questions and exploring on their own infor mation in order to gain knowledge.

[|A Vision of Students Today] This video is also showing how classrooms today, particularly college classrooms, still use the objectivist approach. Many students that have classes with a large amount of students are learning in an objectivist way. The teacher is the center of the classroom and puts forth information that they expect the students to retain by repetition and memorization.

In my own schooling experience I can remember both styles of teaching. The objectivist model was commonly used especially in math and science classrooms. Teachers commonly stood at the front of the class, taught lessons and weekly or biweekly gave tests as a form of assessment. In my middle school years, teachers did offer project based learning in which we are asked to come up with a real world question and conduct research using the scientific method. This allowed students to find their own questions they were interested in and research on their own. More commonly in my upper level English courses I noticed a constructivist approach. Teachers would often encourage you to collaborate in groups to analyze literature creating an atmosphere that was inclusive to opinions rather than concrete analysis. media type="custom" key="15020772" Solutions: -Teachers should be allowed to "borrow" technologies already available in the school -Allow teachers to have a media/technology center available at certain times -Find a community resource or business that can provide access that can be shared to teachers out of school hours -Teachers create a network within themselves to borrow and create access to such technology amongst eachother

Game Station: 1.[|The Great Gatsby Game] 2. This game didn't really fit any of the four categories in a definite way. The game is a mix of a drill type game and virtual type game. It fits the category of drill type because it requires low level thinking skills and the game doesn't really engage the mind. It fits the virtual type because you assume a character role and travel in the world of the great Gatsby. 3. Standard: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. 4.The Great Gatsby game was fun I thought. I actually enjoyed the graphics because it reminded me of the type of games I used to play when I was younger. However, younger generations than me might fight the game unappealing because it isn't as high tech as the games they might be used to playing. I personally the love the book The Great Gatsby so the game was that much more inviting. The game incorporated quotes and graphics that are meant to remind the player of the novel. Students could play this game after reading the book and compare and contrast the too giving the lesson an exciting interactive.

1.[|The Plural Girls] 2.This game is a drill type of game. The child is given a word and they must match it with its plural form. It involves basic facts that children need to know about grammar and requires low level thinking skills. 3.Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 4. This game is intended for lower grade levels who are just starting to get a grasp on singular and plural words. I thought the game was fun even for me who is much much older than the intended audience. It challenges the students and I think students will want to get a high score, I know I did. You can also adjust the difficulty level which is neat because once a students masters it they can challenge themselves even further. Overall, I think the game is useful and informative.

Website evaluation: Group B Tree Octopus After looking at this site for just a couple minutes, I think the website is fake. I didn't conclude it was fake because of the look of the website but rather what the website was about. The website was actually very organized and had good graphics and even a gift shop where you can buy merchandise to support the Tree Octopus. However, the website was about octopuses that live in trees. The site explains they live in temperate rain forest region yet the pictures of the octopus are all in pine trees. Also sightings find the octopus in the snow. The whole site doesn't make sense and is obviously fake especially when you consider the facts they are trying to tell you and the images don't even match up.

Website link: [|ReadWriteThink] Evaluation link: [|LaceylivingstonwebsiteEVALUATION.pdf]

ISTE Standards:

**1. Facilitate and Inspire Student Learning and Creativity** Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: //c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes//.

As a teacher it is extremely important to be aware of the technology and tools available to progress learning. This class has provided opportunities to find tools and resources that are designed to address student reflection so they are able to understand, think, plan and travel through the creative processes easier. I found a fantastic website [|ReadWriteThink] and it had a plethora of tools and lessons rooted in constructivism and aimed towards enabling students to be able to reflect on their own. I found a lesson which I based my test or quiz on that uses character trading cards ([|Character Trading Cards]. These character trading cards are used to identify key characteristics and distinguishing features of a given character in a story. This part of the lesson is the extra step needed to make sure student reflection and understanding is being exercised. Before I took this course, I was never thinking of lessons and tools I might want to use in the classroom one day. I never imagined that a computer tools for teachers class would begin this thought process in my head. However, it was this class that made me start thinking about collaborative tools I could use to help my students reflect and understand more effectively. My teaching career in retrospect is not too far away so thinking about effective tools and lessons now is not too early as I previously thought before taking this course. I now know several places to find tools I need that I didn't know existed. I know in my own classroom such tools will be useful. I never really thought about integrating engaging technology in my classroom. I have always thought of myself as a more traditional person who would just stick to powerpoint and books and depend more on my creativity. However, as I reflect I know I will definitely make a goal to finding useful technological tools in the classroom. I took this class thinking that technology isn't really a thing I want to be apart of my classroom but now I consider some collaborative tools vital to learning.

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: //b.develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.//
 * 2. Design and Develop Digital-Age Learning Experiences and Assessments**

We started out this class debating whether technology added to the learning experience and whether students are fundamentally different than students from the past. My initial reaction was of course students are fundamentally different because they are so used to being around technology that they need technology in order to be attentive. Once the class went on, I learned much more about the implementation of technology by reading the articles debating the hot issue. Suddenly, the issue isn't so black and white but rather debatable on either end. However, as the course goes on I believe it isn't important that you just use technology in general but the importance is the kind of media you use and how you use it.

Obviously, the class is technology enriched because I am learning how technology can be effective in the classroom. What is even better is the class isn't solely based around the instructor dictating what technology is engaging. We are expected to explore technologies and interactive tools based on our curiosities and interests. The class Diigo's sole purpose is for each individual in the class to share what interesting technological discovery they found that appeals to their curiosity. I have found a variety of lessons and tools that I know I will be coming back to when my student teaching begins. One of my favorites being an interactive game, [|Lord of the Flies], that helps students analyze and understand the fantastic novel //Lord of the Flies.// It really wasn't until I started exploring by myself that I realized how many great games are out there for educational purposes. I have never really considered a positive intellectual development come out of games but I was wrong. Games are a great way to get those who are more resist to learning to get involved and learn without even being bored.

When taking a step back from the class and looking at it from a outside perspective, the class is constructivism in practice. Each and every one of us in the class is in control of their own learning. We have a facilitator to model and guide our thoughts on particular issues but it is up to us as to how high we want our educational goals. I can either skim past the material and appear engaged or I can set my educational goals high and thoroughly take advantage of what the class wiki holds as well as the Diigo group. Each week each individual is asked to comment on three other classmates' Diigo post and it is at this time that I get to manage my learning and see what technological tools I can find to incorporate into my classroom. The class wiki is there for me to be an active participant in my learning and collaborate with other students on my learning. My e-portfolio is a great way for me to assess my progress in the class. The e-portfolio includes my work and thoughts since the beginning and it is here where I can determine whether I have learned and developed as a future educator. The first thing I notice is how different I think about the issue of technology in the classroom. As I assess this it tells me that I have become more enlightened on the issue, which is a positive thing.

Classroom Diigo: [|Diigo]

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: //d.model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.//
 * 3. Model Digital-Age Work and Learning**

What's interesting to me is the whole class revolves around exploring the effectiveness of digital tools and technology with the thought in mind of implementing them into your own teaching. This class is absolutely necessary for the upcoming generation of teachers because technology is emerging at a fast rate and in order for learning to be exercised teachers must explore and educate themselves on how to implement digital tools into the classroom. I honestly didn't think this class would be much interest to me because I have always been a fan of traditional teaching meaning not really any use of technology. I never really saw myself as a teacher eager to incorporate technology and games. I saw myself more as a teacher who stuck to books and implemented technology by using power point. However, after being shown how technology can be used in an effective way and supportive of learning I now can see myself being a teacher in search for more enriching digital tools//.//

I remember one day I really started to see all of the current technological tools I can use when we had multimedia stations modeled before us that we were able to explore. It was here that I began to see that technology in the classroom could be expanded beyond power point. In high school, most if not all of my teachers had a SMART board for which they would take notes on. None of my teachers used it for anything but a replacement for a chalkboard. I never really saw a purpose and I thought they were a waste of money. Once the SMART board was modeled for me in the multimedia stations and I was able to have a hands on experience with it//,// I realized what value such tools have. The SMART board is great way for students to learn and have visual aides a click away.

Similarly, I also participated in game stations, which consisted of various educational games modeled for me. I began to understand the value of games in the classroom. Some of these games were like nothing I had ever seen in my educational career. I didn't encounter many educational games growing up but the games modeled were tools that really evaluated and analyzed learning. For example, the games on FunBrain are designed for this purpose. One game I found wanted to students to determine the correct plural form of a word. This game, [|PluralGirls], evaluated whether students understood the common grammatical rule.

Also during the coarse we took a day to visit the CECH library where I learned some important tools to locate materials I need. I am a transfer student so I don't know the in and outs of UC yet, especially what libraries have what I need. During this class I was shown how to use the library catalog to find important research material I need in a convenient way. So many materials for teaching were at my finger tips that I didn't even know were available to me.

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: //a.advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.//
 * 4. Promote and Model Digital Citizenship and Responsibility**

Before taking this class I never thought of the legality of using materials available to me on the internet. In my already 2 years of college this course is the first to introduce to me a safe way to teaching when using various sources. Technology is storming the classroom now more than ever. Research and information primarily comes from the internet and less from books. With that being said, it is important for teachers to know how to appropriately use materials. In this course, we did a segment called Ethical Uses of Technology. This where we as a class of future teachers learned more about copyright laws and fair use guidelines. Once I got read and got acquainted with the articles provided I felt like I was more comfortable using materials in a legal and ethical way. We also did an activity where we watched several classroom videos and decided where they illustrated fair use and where they might of fell short of fair use guidelines. This was extremely helpful because I was able to see how in real life classroom copyright and fair use play a part. There was some things in these videos that might of fell short of fair use but without being educated on such guidelines in this course I would have never noticed them.

Now that I know such laws and correct ethical uses exist I feel the need to really know such laws in order to protect myself as a teacher. I know that these laws in my classroom are going to be important to know. After taking this course, I have to realize that even our students need to be aware of these laws. In my own educational career I was never aware of copyright laws even though I have made many projects and conducted much research in school. I think students as well as teachers need to get acquainted with these laws. By educating students on copyright laws we are not only helping them in the classroom but also when they step into the real world. Every adult needs to be aware of them because the internet is so heavily used. As I reflect, I know it is important for me to create a mini lesson on copyright and fair use guidelines in my classroom one day.

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers: //a.participate in local and global learning communities to explore creative applications of technology to improve student learning.//
 * 5. Engage in Professional Growth and Leadership**

Learning communities are a great way to feed off each others creativity//.// It's a place where you share your thoughts and expect to be enlightened by another persons thoughts//.// This class in a nutshell was a learning community. We were constantly sharing our thoughts and exploring other classmates thoughts and giving our insight. It was this act of collaboration and exploring that led me to some very helpful lessons, tools and ideas that I know will develop me as a teacher. As I have mentioned before Diigo and the class wiki were helpful in bringing together our learning community. Every week we were sharing and giving feedback on each others work and discoveries. One of my favorite things we did as a community was the segment called Issues in Ed Tech//.// The reason I personally enjoyed this segment was because we all evaluated different stances on the same issue which was how effective technology is in the classroom. The first day of class we each had to share our opinions on the issue. What I found interesting is my stance completely changed once I read the articles and read others opinions. As a community we shared our thoughts on the question and gave feedback to each other. It was such an effective way of looking at a real life issue us as teachers are going to be faced with. On the first day, I was giving my opinions based on whatever fore knowledge I had on technology in the classroom, which was a very small amount. Once I read the articles written by scholarly experts I felt the confidence to share my opinion because I had explored with my learning community the theories involved with technology in the classroom.

Though I still do not feel technology is the key source of learning I do think it improves the learning process. As a result of taking this class and being apart of a learning community I know am more up to date on the debate of technology in the classroom. Before taking this course I felt like technology had made our students fundamentally different in a way that they needed it to learn. However, I was resistant to using it in my own classroom since I wanted to exercise a more traditional way of teaching. My learning community made me realize technology shouldn't pose a threat to my effective teaching and I shouldn't feel like technology is doing the teaching for me. My community showed me that I want effective technology and tools in my classroom to improve learning. Why would I not use the useful tools designed for teachers like me? Once this class is over, I still want to explore technology that engages students and improves their learning as well as my teaching.

Final Reflection:

As a result of this class, I am completely changed in my ideology regarding teaching. Before this course I was resistant to technology because I felt that technology makes things impersonal. As I witness the changing way of communication stray from conversations to text messages I can't help but believe technology takes the intimacy and human relationship out of life. I wanted to eliminate this by maintaining a traditional style classroom that depends more on my narrative than an electronic component speaking for me. Before technology was threatening to me as a teacher because I saw it as a possible replacement for my own knowledge that is needed. However, this class has shown how beneficial technology can be when using it to teach. I am now a firm believer that college should be preparing teachers how to teach five years into the future which is exactly what this course is aimed at doing. We are learning new ways to engage students as we progress further and further into a technologically advanced age.

Reality is that maintaining a classroom that is ridden of technology is unrealistic and could take away from developing students. As teachers it is our job to develop and engage minds that will make up our future leaders and these leaders need to be given the most up to date education. One of the most beneficial things I have learned in this class is the idea of networked learning. I think this kind of learning is going to prove effective in schools and realistically prepare our students for the "real" world. The ability to network is a skill that aids success in many different areas in life. The idea of a networked student takes the theory of constructivism and uses it in its purest form because students are taking responsibility for their own education. Overall, this course has developed me into a teacher that is willing to seek out new approaches in order to make the most out of learning rather than a teacher that is afraid to step out of the normal way of teaching because of the fear of losing my own voice. However, I have learned as a result of this course technology doesn't have to place the teachers on side lines but gives the teacher an opportunity to develop learning and encourage students so they are able to compete in the educational game on their own.