My experience with computers or technology in general is rather limited. Growing up, my house was the last to get the color television, cable, or even a VCR. We never had a computer or any type of gaming system. I am not trying to blame my parents for my stunted technological knowledge, but they didn't feel that those items were essential for the Adameak household. It wasn't until about two years ago that my parents got their first computer, and to this point, they connect to the internet through their phone line. Obviously, as a child, I enjoyed going to my friends' houses because they had evolved from the stone age into a world which included technology.
My first experience with computers involved the use of a Commodore 64. It was used to play Taipan and Castle Wolfenstein. I wouldn't say that it changed my life in any significant manner, although it did manage to occupy my time during the early morning hours. I didn't know the first thing about computers, so I would say that it served my needs at the time quite nicely.
When I got to college, the computer lab was stocked with Apple IIe computers, and I only used them to create documents. Did this alter my life in significant ways? I suppose, in a sense, my life was changed in that I could save my papers on a big floppy disk rather than using a typewriter. I still had trouble abandoning my IBM typewriter due to the fact that there were limited hours for the computer lab. I also felt fairly efficient with the way I was producing papers, and I didn't want to change what had developed into a good system.
When I got out of college I purchased an IBM Aptiva. This computer significantly lightened my wallet at the time, but allowed me to access the internet. The Lotus suite software was used for word processing, and AOL provided my internet access. When I started teaching, I was able to save my teacher files on this computer, and it was easy to revise my work as I improved my craft. I wouldn't say that I spent significant amounts of time using this computer, and in retrospect, I am not sure that the computer was worth the money. My Aptiva now resides in the basement and is home to an assortment of spiders and other creepy crawlers.
Computers have become more significant to me as I have continued in education. I still struggle with the time it takes me to produce quality work on the computer compared to the way that I have been doing work for years. I am sure that this fact will need to change if I intend to stay in education, and that is arguably the main reason that I am in this program.
Saturday, March 28, 2009
Saturday, March 21, 2009
Pearls of Wisdom
As I look back at my past blogs, I am all too aware of a common theme that runs through each entry. This theme centers on my fledgling knowledge of technology in an era that is rich with technological tools. Throughout this class, we have been introduced to tools that can be utilized in the classroom to improve student engagement. I would say to improve student learning, but the jury is still out on that point. It stands to reason that if technological tools improve student engagement in the classroom, then student learning would also be measurably improved. Now the key for me is to spend time getting to know these technological tools and deciding which can be used in my classroom.
To further this idea, I need to look back at why I became a teacher. I remember all too well what it was like to survive in the blackboard jungle. I was bored as a student, and as a teacher, I wanted to provide my students with an engaging experience that allowed them to be freethinkers rather than robots. The classroom environment that I was exposed to was drastically different than the environment of classrooms today. Technology as we know it now was not available when I was a student. I remember the often heavy-handed approach taken by my teachers to make sure I was given the information that I needed to be successful. Teachers would spew information that students would later regurgitate on assessments. Although that approach may have worked to some degree in the past, it certainly doesn't work in today's classroom.
The sad point in this reflection is that I am a hypocrite and a product of my environment. I think that my classes are fun and encourage freethinking, yet my delivery is not much different than that of the teachers I had. This issue will hopefully be resolved throughout my graduate experience, and the very reason I enrolled in the program. I want to find, through technology, ways to get students excited about learning, and part of that might involve the semantics of what learning means to students.
Students often associate learning with work, and my students don't associate work with any future benefits. I think that technology can help change this perception by allowing students to learn without it being considered work. The introduction to technology tools has given me a framework to rebuild what I do in the classroom, and in the end, help students learn with enthusiasm.
Arguably the greatest lesson that I learned so far in my studies is that technology implementation by itself is not enough. The appropriate technology must be chosen to enhance the content being taught. At this point in my learning, I could use technology more frequently, but I think that I would be using it for the sake of technology. I don't know enough yet to be able to determine how technology could be used to enhance learning. What I do know is that there are a multitude of technology avenues that must be explored and hopefully utilized in my classroom.
I have often toyed with the idea of creating a paperless classroom, but to this point have not felt confident with implementing that plan. I think that by using a Ning or Moodle to give students access to class information, and by using Google Docs for word processing, I would be well on my way to achieving my goal of a paperless classroom. More important than that, by using a Ning or Moodle for class information, students would have 24 hour access to my class. By utilizing these tools, I would be able to eliminate the walls of my classroom and the hours of the school building. The possibilities of Google Docs also will allow my students to collaborate together, for we all know that misery loves company. Hopefully, technology will take misery out of the equation, and we will be left with meaningful learning experiences.
I am also encouraged by all of the online tools that we have utilized in our studies. Prior to our class, I had never given consideration to using online tools, and as a matter of fact, I never knew online tools existed. I think the greatest advantage of these tools is that work can be completed, either individually or collaboratively, wherever one has access to the internet. No longer are we separated into Mac and PC user groups. Using online tools, we can all access the same information, regardless of the platform we use. Now that I have been introduced to these online tools, it is important that I spend time researching the best online tools for my students.
Times certainly are changing, and I think that I am preparing for this future by being involved in this graduate program. I have already started to transform my classroom because of the information we have learned in class, and I look forward to continuing this metamorphosis as I further build my knowledge concerning technology. I am excited about building this knowledge base so that I can provide and exciting and engaging classroom for my students, and hopefully have them develop a love of lifelong learning.
To further this idea, I need to look back at why I became a teacher. I remember all too well what it was like to survive in the blackboard jungle. I was bored as a student, and as a teacher, I wanted to provide my students with an engaging experience that allowed them to be freethinkers rather than robots. The classroom environment that I was exposed to was drastically different than the environment of classrooms today. Technology as we know it now was not available when I was a student. I remember the often heavy-handed approach taken by my teachers to make sure I was given the information that I needed to be successful. Teachers would spew information that students would later regurgitate on assessments. Although that approach may have worked to some degree in the past, it certainly doesn't work in today's classroom.
The sad point in this reflection is that I am a hypocrite and a product of my environment. I think that my classes are fun and encourage freethinking, yet my delivery is not much different than that of the teachers I had. This issue will hopefully be resolved throughout my graduate experience, and the very reason I enrolled in the program. I want to find, through technology, ways to get students excited about learning, and part of that might involve the semantics of what learning means to students.
Students often associate learning with work, and my students don't associate work with any future benefits. I think that technology can help change this perception by allowing students to learn without it being considered work. The introduction to technology tools has given me a framework to rebuild what I do in the classroom, and in the end, help students learn with enthusiasm.
Arguably the greatest lesson that I learned so far in my studies is that technology implementation by itself is not enough. The appropriate technology must be chosen to enhance the content being taught. At this point in my learning, I could use technology more frequently, but I think that I would be using it for the sake of technology. I don't know enough yet to be able to determine how technology could be used to enhance learning. What I do know is that there are a multitude of technology avenues that must be explored and hopefully utilized in my classroom.
I have often toyed with the idea of creating a paperless classroom, but to this point have not felt confident with implementing that plan. I think that by using a Ning or Moodle to give students access to class information, and by using Google Docs for word processing, I would be well on my way to achieving my goal of a paperless classroom. More important than that, by using a Ning or Moodle for class information, students would have 24 hour access to my class. By utilizing these tools, I would be able to eliminate the walls of my classroom and the hours of the school building. The possibilities of Google Docs also will allow my students to collaborate together, for we all know that misery loves company. Hopefully, technology will take misery out of the equation, and we will be left with meaningful learning experiences.
I am also encouraged by all of the online tools that we have utilized in our studies. Prior to our class, I had never given consideration to using online tools, and as a matter of fact, I never knew online tools existed. I think the greatest advantage of these tools is that work can be completed, either individually or collaboratively, wherever one has access to the internet. No longer are we separated into Mac and PC user groups. Using online tools, we can all access the same information, regardless of the platform we use. Now that I have been introduced to these online tools, it is important that I spend time researching the best online tools for my students.
Times certainly are changing, and I think that I am preparing for this future by being involved in this graduate program. I have already started to transform my classroom because of the information we have learned in class, and I look forward to continuing this metamorphosis as I further build my knowledge concerning technology. I am excited about building this knowledge base so that I can provide and exciting and engaging classroom for my students, and hopefully have them develop a love of lifelong learning.
Friday, March 13, 2009
Week Five
Egad! After going through the assignments this week, I have reaffirmed my greatest fear in teaching; I have become an anachronism. Had I been teaching 30 years ago, I think that my feelings of self worth would be in good standing. As it stands, I have found my teaching style seriously out of touch with what my students need. After taking the learning with technology profile, I am reminded that I work in a school district that does an excellent job providing technology and training for technology used in the classroom. At the same time, the graph demonstrated how inadequate my use of technology has been, and more to the point, how I am not meeting the technological needs of my students. Ouch. I have always been one that wanted to be told exactly the way it was, but in this case, I was hoping that some magical fairy could skew the results of the survey and show how great I was at implementing technology in the classroom. But unfortunately, the data tells no lies and uses no euphemisms.
I believe that self assessment has two purposes: the first is to point out weaknesses, and the second is to exact some sort of change for the better or worse. I am currently facing the proposition of choice. I can choose to be bitter about the results, claiming that they are irrelevant, and continue to teach in my current manner, or I can embrace the results and realize that I must take steps to improve classroom instruction. Fortunately for my pension and my marriage I will opt for the latter choice.
Throughout this course, I have realized how little I know concerning technology. There is no question that I am a digital immigrant who is at best somewhere in the entry level stage of the technology professional development process. I might even be considered at the pre-entry level stage if there is such a level. I can't believe how fast technology has passed me by. Although I could lament for hours, weeks, or months how unfortunate it is that I am in this position, I would rather dust off my ego and get back on my feet. My next step is to figure out how to become "one with technology."
I think the information that we have been studying in this class has developed my curiosity about technology. I never realized how much information was out in cyberspace concerning the use of technology. I have now been given tools to go find this information, and ultimately use technology in the classroom. I know that the journey will be arduous, but I have always maintained that student success has been the only reason that I entered teaching. With that in mind, I want to have newfound technology tools supplement my content knowledge to provide the best experience for my students. I want them to be excited about coming into my classroom, not because of me, but because they are excited about learning.
My hope is that other teachers in my district get excited about learning and subsequently implementing technology in the classroom. As in any district, we probably have many teachers who are set in their pedagogical methods, and are perhaps counting the days until they are put out to pasture. It is difficult to get students excited as juniors in high school who have no passion concerning learning and no clue what they will need to do for success in the future. This is not an excuse, for I cannot control what anyone does but myself. I look forward to continuing my education and applying the skills I obtain to allow my students become prepared for whatever they encounter in the future.
I believe that self assessment has two purposes: the first is to point out weaknesses, and the second is to exact some sort of change for the better or worse. I am currently facing the proposition of choice. I can choose to be bitter about the results, claiming that they are irrelevant, and continue to teach in my current manner, or I can embrace the results and realize that I must take steps to improve classroom instruction. Fortunately for my pension and my marriage I will opt for the latter choice.
Throughout this course, I have realized how little I know concerning technology. There is no question that I am a digital immigrant who is at best somewhere in the entry level stage of the technology professional development process. I might even be considered at the pre-entry level stage if there is such a level. I can't believe how fast technology has passed me by. Although I could lament for hours, weeks, or months how unfortunate it is that I am in this position, I would rather dust off my ego and get back on my feet. My next step is to figure out how to become "one with technology."
I think the information that we have been studying in this class has developed my curiosity about technology. I never realized how much information was out in cyberspace concerning the use of technology. I have now been given tools to go find this information, and ultimately use technology in the classroom. I know that the journey will be arduous, but I have always maintained that student success has been the only reason that I entered teaching. With that in mind, I want to have newfound technology tools supplement my content knowledge to provide the best experience for my students. I want them to be excited about coming into my classroom, not because of me, but because they are excited about learning.
My hope is that other teachers in my district get excited about learning and subsequently implementing technology in the classroom. As in any district, we probably have many teachers who are set in their pedagogical methods, and are perhaps counting the days until they are put out to pasture. It is difficult to get students excited as juniors in high school who have no passion concerning learning and no clue what they will need to do for success in the future. This is not an excuse, for I cannot control what anyone does but myself. I look forward to continuing my education and applying the skills I obtain to allow my students become prepared for whatever they encounter in the future.
Saturday, March 7, 2009
INTIME Video
I had the opportunity to watch the video set entitled "Assistive Technology in the Writing Process", created by Nancy Amdor, a secondary school special education teacher at Corning high school in Corning, Iowa. Although designed specifically for special education students, this lesson would be an excellent fit for the needs and abilities in my junior language arts classes. Mrs. Amdor takes her students through the three step process involved in writing an informative essay. The steps include: Pre-writing, Writing, and Post writing. During the pre-writing phase, students are encouraged to use the software Inspiration to brainstorm and organize ideas. During this planning stage, students gather information through research and learn to narrow the focus of the topic. The writing stage uses Cowriter software to help students find the words they want to use by audibly predicting possible word choices. By hearing possible word choices, Amdor's students are more successful at choosing the words that are meaningful to the work. During the post writing period, students use Ultimate Reader software that reads aloud student essays, allowing the student to hear mistakes concerning their syntax. Throughout the process, Amdor actively directs each student individually, allowing her to tailor the assignment to the varying learning needs of her students.
Although Amdor's students have moderate to severe learning disabilities, I can see that her approach would be successful with my students. Obviously, she has the advantage of a very small class size to implement this plan, but the principles would be applicable to any class size. I often struggle with the fact that my students do not write well, yet I feel that I teach them the same way that I learned, and I had excellent teachers. This one size fits all philosophy is my greatest downfall as a teacher. What was good for me is not necessarily good for my students. If I employed some of the techniques used by Mrs. Amdor, I think I could help my students, especially in the initial stages of the writing process. I should be more open to software like Inspiration to help students focus their ideas. I usually assign a paper and assume that students have a good handle organizing thoughts and the direction for the paper. This year especially, I have realized that my students have no clue how to organize their ideas. As they struggle with that process, frustration develops, and the paper is often stuck in limbo. I will do a better job implementing Amdor's process for teaching writing, and hopefully students will be better equipped to tackle the writing assignments expected of them in high school.
Although Amdor's students have moderate to severe learning disabilities, I can see that her approach would be successful with my students. Obviously, she has the advantage of a very small class size to implement this plan, but the principles would be applicable to any class size. I often struggle with the fact that my students do not write well, yet I feel that I teach them the same way that I learned, and I had excellent teachers. This one size fits all philosophy is my greatest downfall as a teacher. What was good for me is not necessarily good for my students. If I employed some of the techniques used by Mrs. Amdor, I think I could help my students, especially in the initial stages of the writing process. I should be more open to software like Inspiration to help students focus their ideas. I usually assign a paper and assume that students have a good handle organizing thoughts and the direction for the paper. This year especially, I have realized that my students have no clue how to organize their ideas. As they struggle with that process, frustration develops, and the paper is often stuck in limbo. I will do a better job implementing Amdor's process for teaching writing, and hopefully students will be better equipped to tackle the writing assignments expected of them in high school.
Friday, February 27, 2009
Spreadsheets 101
I have officially created my first successful spreadsheet in Google Docs and have that warm, tingly sensation. I have attempted spreadsheet creation in the past, but I have found it burdensome to use. I wouldn't say that I had an easy time creating my gumbo recipe spreadsheet, but I did feel a sense of satisfaction after my creation was completed and functional. As I was using the program, I was trying to think about possible uses for spreadsheets in my language arts classroom. Unfortunately, other than attendance, I don't think I will spend much time with this in the future. That being said, it is certainly nice to have this knowledge in my repertoire if I ever need to use a spreadsheet. I would perhaps utilize the capability of this program to be used as a grade book, but with programs like Webgrader and Powerschool, it seems silly to put grades in a spreadsheet. As I think of the recipe that I created, it is nice to take the guesswork out of adjusting the recipe for different serving amounts. I have never really had problems doing the math in my head when it came to recipes, but I suppose it is nice that the computer does the adjusting for the user. I look forward to playing around with spreadsheets as we continue our classes. If I ever get back into coaching, I am sure that I will be using spreadsheets on a regular basis. Of course, if I get back into coaching, my wife will leave me and take the kids. Not sure I want to use spreadsheets that badly. By the way, if the one person who reads this blog wants the gumbo recipe, which is very tasty, I would be happy to send it to you.
I am excited to get my kids (students) collaborating in Google Docs. I will be having my advanced composition collaborating on some essay revisions. Perhaps that doesn't sound very exciting, but I think that having them work together will help ease the pain. I don't think anyone would deny that our students are not the strongest writers. Anything that I can do to help them improve their writing will be a step in the right direction. Students do learn quite a bit by writing essays, but making them really evaluate their work on a second and third look is a process that they are not comfortable completing. Having peers evaluate work together hopefully will provide a better atmosphere for this to occur. I will report back in a later entry concerning the success of this collaboration.
I am excited to get my kids (students) collaborating in Google Docs. I will be having my advanced composition collaborating on some essay revisions. Perhaps that doesn't sound very exciting, but I think that having them work together will help ease the pain. I don't think anyone would deny that our students are not the strongest writers. Anything that I can do to help them improve their writing will be a step in the right direction. Students do learn quite a bit by writing essays, but making them really evaluate their work on a second and third look is a process that they are not comfortable completing. Having peers evaluate work together hopefully will provide a better atmosphere for this to occur. I will report back in a later entry concerning the success of this collaboration.
Friday, February 13, 2009
CEd0512 Part II
This weeks work involves a further study of online word processing, as well as I reexamination of search engines to see if my Googleitis is a curable malady. To start, I would like to visit the idea of online word processing. I have been impressed thus far with our work with Google Docs. I like the idea of being able to share documents with Google Docs, yet I was unaware that it wasn't the only kid on the block. ThinkFree, WriteWith, and Zoho Writer provide similar online word processing services as Google Docs. All of these services provide the ability to work collaboratively. With two of my three boys currently dealing with sinus and ear infections, I found myself home from work two days last week. I had to send my sub plans to school and thought I would try one of the online word processors. As a trial run, I sent my sub plans to my wife, and she found it more difficult to open the document than as an attachment. Perhaps I did not use the program properly, but until I figure out how to use it better, I think my time would be better spent researching the ins and outs of these programs. There is no question that having the ability to collaborate is a great bonus for these online programs, plus being able to track any changes made to the original document makes it efficient to edit the document. But overall, I am not ready to abandon my tried and true ways of word processing. My sub plans arrived via email as a word document, which by itself, stinks of sacrilege as a Mac user. I still like the bells and whistles that Pages provides in word processing, yet I understand that I need to change my thinking and use some of these online programs.
My thinking must also be adjusted when in comes to search engines. I suffer from a simple case of Googleitis. I never really thought that I should think about other ways to search the internet for information. As I started to poke around with different search engines, I was amazed how the same search yielded such varied returns depending on the search engine. To me, Google works fine for the needs that I have, and I have developed a comfortable relationship using this search engine. But I have been intrigued with both Clusty and KartOO. Both programs refine searches into separate search options. These options help to streamline the search and remind me of a Badgerlink search. I can spend a lot of time searching for information using Badgerlink if I simply use the general search. But Badgerlink also offers additional search options, and I have often found that my focus changed directions by using this alternative search. I like how these search engines essentially suggest topics that can be researched, or at the very least, help to refine the initial search. I am not sure that I can wean myself off of Google, but I do think there are viable alternative search engines that should be explored.
Here again, I must temper any excitement that I might have for online word processing or search engines. I feel, although perhaps erroneously, that my current methods and needs are fairly efficient. Until I become significantly more comfortable with these new opportunities, I will probably proceed with caution. I do believe that the biggest benefit from our studies has been that my eyes have been opened to many opportunities in technology that I previously didn't know existed. Now I just need someone to hold my hand as I slowly try to learn how to use the new technology efficiently.
My thinking must also be adjusted when in comes to search engines. I suffer from a simple case of Googleitis. I never really thought that I should think about other ways to search the internet for information. As I started to poke around with different search engines, I was amazed how the same search yielded such varied returns depending on the search engine. To me, Google works fine for the needs that I have, and I have developed a comfortable relationship using this search engine. But I have been intrigued with both Clusty and KartOO. Both programs refine searches into separate search options. These options help to streamline the search and remind me of a Badgerlink search. I can spend a lot of time searching for information using Badgerlink if I simply use the general search. But Badgerlink also offers additional search options, and I have often found that my focus changed directions by using this alternative search. I like how these search engines essentially suggest topics that can be researched, or at the very least, help to refine the initial search. I am not sure that I can wean myself off of Google, but I do think there are viable alternative search engines that should be explored.
Here again, I must temper any excitement that I might have for online word processing or search engines. I feel, although perhaps erroneously, that my current methods and needs are fairly efficient. Until I become significantly more comfortable with these new opportunities, I will probably proceed with caution. I do believe that the biggest benefit from our studies has been that my eyes have been opened to many opportunities in technology that I previously didn't know existed. Now I just need someone to hold my hand as I slowly try to learn how to use the new technology efficiently.
Tuesday, February 10, 2009
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