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PLN (Personal Learning Network)

Personal Learning Networks (PLNs) are a collection of people one engages and exchanges with online.  Personal Learning Networks can include multiple types of formats and communities, especially with the Web 2.0 tools, such as Facebook, Twitter, LinkedIn, Diigo and RSS Feeds.   PLNs help people stay up to date and organized with their friends, colleagues and family by sharing information with one another.  As a future elementary teacher, I plan on being very active in using my Personal Learning Network to share with colleagues and to collaborate with other educators on new topics that are interesting to incorporate into my classroom.  I know that it is important as teachers, to continue learning and expanding our knowledge in order to be successful with our students and as educators and having a PLN is an effective way to do so.

RSS Feeds:  I am using RSS feeds on my blog and I subscribe to KPBS News in Education, CNN Top Stories and People Magazine.  I subscribe to KPBS New in Education because it gives me up-to-date local news in San Diego on Education and because I plan on being a teacher in San Diego, I believe it is important for me to know what is going on in our local school systems.  I subscribe to CNN Top Stories because it feeds me current world news that helps me become a well-rounded citizen on our current events all over the world.  Although the CNN Top Stories RSS Feed isn't always educational related, I feel as though it is important for me, as a future teacher, to inform my students on certain world news topics.  Lastly, I subscribe to the People Magazine RSS Feed just for my personal interest in news on celebrities.  I also believe that People Magazine is the most legitimate entertainment magazine out there today.

Twitter:  I am a recent member of Twitter (just joined for this class) and I see the value in Twitter because I am able to follow people and organizations from all over who influence education and entertainment.  Twitter allows followers to get the inside scoop first hand on what is currently happening.  I am currently following Education Week, Voice of San Diego, Today Show, KPBS News, CNN Breaking News, Michelle Obama, Oprah Winfrey and a few other celebrities that I am interested in.  I follow all of these Twitter members to learn and be up to date on current issues happening which helps me grow as a future teacher.

Diigo:  I am also a recent member of Diigo, which is a social bookmarking network website.  I am following classmates which helps us collaborate and discuss relevant topics we learn in class or we need to learn about for our future as educators.  I am also able to follow other professors or educators links which opens me up to new bookmarks and information that is relevant to me.  Others can also connect to me and see my bookmarks that I find useful and they may as well.

Ning Discussion Forum:  The discussion forum I recently joined is called Classroom 2.0 which is an interactive website for educators where we can share useful information such as articles, videos or websites on topics related to education.  I really like the "Members: Videos, Pictures and Blogs" section because it really helped me see that the people on this site are real educators wanting to help other teachers grow.  I found a lot of great advice on this site regarding classroom management, curriculum and lesson planning.  This website is really beneficial for new teachers because everything is all on one website and we don't have to sift through many different informative articles on Google or videos on how to teach things on YouTube.  Instead, all of those resources are all gathered onto one interactive website.

My overall Personal Learning Network experience has been very informative, exciting and overwhelming at times.  Learning about all of these new and different websites has really expanded my knowledge on how I can become an effective future elementary school teacher.  This experience has been a little bit overwhelming because it seems like there are so many different websites that could help me as a future educator, but I don't know about all of the great websites and tools I should be looking into.  However, the websites and tools that I have already included in my PLN, listed above, will really help me in the near future.  A pro regarding the PLN is that I am able to collaborate with other educators and organizations on topics that are relevant to education and teaching.  A con regarding the PLN is that at times it can get very overwhelming and may cause too much information that will distract teachers from helping the students.

Blog #8 - "Build Your Own Board"

           This article called “Build Your Own Board” from the August 2009 issue of Learning and Leading with Technology explains the importance and interest in interactive whiteboards in classrooms.  Interactive whiteboards hold the students attention much more than blackboards used to.  An interactive whiteboard can connect to a projector and any kind of software.  Interactive whiteboards are also really easy for teachers to use and control.  Teachers can connect the interactive whiteboard with many different types of Web 2.0 programs such as Google Earth, a classroom blog or twitter and many other programs and tools.  Students can also interact with the whiteboard in front of the class, which makes learning more fun for the students.  There are many factors for teachers and administrators to consider when purchasing an interactive whiteboard which include cost and if it can fit into the classroom.

                It was interesting to read this article from 2009 about interactive whiteboards because I have notices that things have changed in the classroom since this article was written three years ago.  After observing many schools and classrooms, most rooms have interactive whiteboards such as the Promethean Board or the SMART Board.  Studies have shown that these interactive whiteboards have increased success and test scores for students.  I believe this is because students are more engaged with these types of board and they find it more fun to learn.  I think that a majority of schools in California by the end of this year or next year will all have interactive whiteboards in their classrooms.

                This article relates to ISTE NETS performance indicator number six “Technology Operations and Concepts” because students are engaging with a new technology, the interactive whiteboard, and understand how to use the new technology system.  This performance indicator highlights how students demonstrate an understanding of technology concepts, systems and operations.  By allowing students to use advanced technology, they are learning practical skills that they can use at home or in their future career. 

Vallis, K. and Williamson, P. (2009). Build your own board. Leading and Learning with Technology. 37(1).

Blog Entry #7 - "Make Learning Pop!"

           In the article entitled, “Make Learning Pop!” from the June/July 2012 issue of Learning and Leading with Technology, the author and teacher, Shaunna Smith, explains how pop- up books are an engaging tool that motivates student literacy.  She has always been interested in art and technology and was able to implement both of those interests into the classroom by using and creating pop-up books.  Smith brought a design software and machine into her classroom of high schoolers where she had her students design their own paper sculptures and pop-up books.  This project was a huge success in the classroom with the students because it was an engaging learning experience and provided a new aspect of traditional learnings and students were able to interact with one another and share their ideas.  This concept became so successful that other teachers were asking her about it and incorporating it into their own classrooms.

                I remember using pop-up books when I was a young child and in elementary school and used to love these types of books.  The pop-up aspect of the book is just so much more interesting and I see how students are more engaged in their learning because of this feature.  After reading this article, I understand the success in the high school because the students were able to be a part of the project from start to finish and it was their own idea.  As a future elementary school teacher, I think this would be a great project to incorporate into a reading lesson because it brings out creativity and imagination, as well as the students being able to own their own idea and project.

                This article relates to ISTE NETS Performance Indicator number one, “Creativity and Innovation”.  Through designing and creating pop-up books and projects, students are demonstrating creative thinking and developing innovative products.  Students are also applying existing knowledge to generate a new idea or product.

Smith, S. (2012). Make learning pop. Leading and Learning with Technology. 39(3), 26-28.

Blog Entry #6 - "Less Than a Class Set"

           In the article called “Less Than a Class Set”, the author Kristen Bennett, PhD, talks about how just a few iPads in a classroom can be just as effective the students as having an iPad for each student.  Often times teachers choose iPads over laptops because iPads are more portable, can be customized and are more appealing for students.  However, a problem that teachers and school districts face with iPads is that they are expensive, costing around $500 each iPad.  Because of the cost issue, teachers don’t need to get an iPad for each student, but instead just get a handful of iPads for the entire classroom.  The article states that from their studies, teachers found that by using iPads in centers, with partners or trios or just by the teacher alone for lectures had just as good of an outcome in successful learning as if all students ha their own iPad.  Some students benefit more than others while using an iPad in the classroom.  For example, students who are kinesthetic learners because the apps motivate students manipulate and interact with the content.

I think this is a great concept for teachers and school districts to follow in their classrooms.  I agree that not every student needs their own iPad in the classroom and it makes more sense to get a handful of iPads for the entire class.  There are more advantages to getting iPads for the class and not individual students because it lowers the costs and helps students share and work together in groups.  I believe that as long as each student has a chance to use the device and gets to learn from it, its use will still have the same impact as having an individual iPad.  I also think that if students had their own iPad, they will be less likely to socialize during free time and instead play games; this would deter their ability for learning the actual lesson plan and curriculum.  I also think that being able to work in centers in a group with an iPad is a great idea for the classroom.

This article relates to ISTE NETS performance indicator number two, “Communication and Collaboration”.  This relates to standard number two because students work with the iPads in groups instead of individually while communicating and teaching one another.  The students interact, collaborate and communicate together while contributing to team projects.

Bennett, K.  (2011). Less than a class set. Leading and Learning with Technology. 39(4), 22-23.

Blog Entry #5 - "Connected Books: Introducing the T-Book"

In the article entitled, “Connected Books: Introducing the T-Book” in the February 2012 issue of Learning and Leading with Technology, the writer talks about how digital textbooks are becoming popular in today’s schools.  However, digital textbooks neglect physical aspects of books.  The writer of this article explains that a transmedia book gives the ability to cross media, with a combination of text and digital fabrication, which creates a new instructional format, the T-Book.  While students read the T-Book, they are able to participate in activities that are related to the book and lights are illuminated that are imbedded in the back pages of the book.  Basically, a T-Book resembles a traditional activity book, but with the transmedia feature; allowing students to learn through elements that incorporate physical and digital activities.  For example, some t-books include QR (quick response) codes that are linked to online video with the student’s mobile phones, which extends the printed content of the book.  T-Books in the classroom have become very successful in the engagement of students while learning in the classroom.  Being able to participate in activities while reading a book often times helps students understand difficult concepts.

I think the T-Book is a great concept for teachers to use in classrooms, especially in the younger grades of elementary school or students with learning disabilities.  Being able to interact in activities with the book while reading helps students comprehend and understand what they are reading.  Often times, younger students have trouble comprehending and I think the concept of the T-Book helps that problem because students can become engaged.  Also, a majority of students are visual learners, so when students are reading a book and there is a QR code, students can use their mobile phone to click the QR code and watch a video that ads a different layer to the subject of what they are learning.  I definitely see the perks of a T-Book for younger elementary students or students with special needs.

Using T-Books in the classroom meets ISTE NETS performance indicator number one, “Creativity and Innovation”.  When students use T-Books they are applying existing knowledge (reading a book) to generate new ideas (using a QR code in the book).  T-Books are innovative products and uses a different process when using technology.

Cohen, J. (2012).  Connected books: Introducing the t-book.  Leading and Learning with Technology. 39(4), 28-29.

Blog Entry #4 - "Rural Districts Bolster Choices with Online Learning"

           The article entitled, “Rural Districts Bolster Choices with Online Learning” of the March/April 2012 issue of Learning and Leading follows four small rural school districts in Oregon and explores how each district encourages the use of online learning in classrooms.  The four school districts: Lane, Creswell, Pleasant Hill and Crow-Applegate-Lorane all use online learning to offer enrichment courses to advance students and help struggling students a way to retake courses to graduate.  Many smaller and rural districts are limited to offer a variety of courses in school due to the size of their staff, so many of these school districts have turned to online learning which gives students a richer selection of offerings.  The goal in using online learning is to expand the student’s knowledge, develop a free or low cost shared service and become innovative.  By using online learning, students are able to study and gain more knowledge about subjects that are tailored to their interests that they usually wouldn’t learn in a basic educational classroom, such as Mandarin or Computer Programming courses.  Most of these small rural school districts have seen their student’s grades increase and become more successful learners, however, there were only few cases where they saw a negative issue with online learning which was students becoming less motivated.  Overall, online learning is broadening choices for students, providing an effective alternative for students with learning disabilities and helping students graduate who usually wouldn’t by offering the opportunity to make up a course online.

                After reading this article, I realized how important it is for schools to include technological tools in their classrooms, whether it is iPads, laptops or mobile devices.  It was also very interesting to read the perspective from rural small school districts.  There are many studies that show students becoming more successful in school because of online learning.  However, I see that the teacher’s role is diminishing with online learning because their role has now become more of a mentor rather than a teacher.  With online learning, the teacher is there just to help and answer questions, as well as grade the assignments.  I do believe that online learning serves students at both ends of the spectrum by offering enrichment courses that allow capable students to move ahead and also offers courses that are available to retake for students that are failing.

                This article is related to the ISTE NETS performance indicator number six, “Technology Operations and Concepts”.  This performance indicator discusses how students demonstrate an understanding of technology concepts, systems and operations.  In this ISTE NETS performance indicator, students understand and use technology systems and select and use online applications effectively and productively.  The online learning structure of a classroom allows students to use and understand new technology systems and concepts.  By participating in an online learning classroom, students are involved in using technology systems that they aren’t familiar with.

Brown, D. (2012). Rural districts bolster choices with online learning. Leading and Learning with Technology, 39(6), 12-17.

Blog Entry #3: "Upside Down and Inside Out"

           The article entitled, “Upside Down and Inside Out”, of the June/July 2012 issue of Learning and Leading talks about flipping your classroom to improve students learning.  The flipped classroom upturns traditional teaching methods by delivering instruction online and outside of the class, while moving “homework” into the classroom.  Basically, the traditional classroom was when the teacher would lecture the class about a topic, but now the flipped classroom is when the teacher helps students with an activity.  This article focuses on looking into Bryon High School in Minnesota where one of the calculus classes uses a flipped classroom style.  Many times, these flipped classrooms are an innovative way of learning and students can use new technologies such as iPads, smartphones and electronic white boards.  Students in a flipped class, such as the calculus class in Minnesota, can choose to work in groups or individually.  While students are working on their assignments in class, the teacher is helping them if they have questions.  The reason why some schools decide to flip their classrooms is because of budgets.  It is cheaper to have a flipped classroom because schools don’t need to buy new textbooks and can learn through watching YouTube videos.  Studies have found that students learning and achievement is higher and scores are increased in flipped classrooms than in a regular classroom setting.

            I can definitely see the pros and cons for flipped classrooms.  I do think it is great for students to independently learn and teach themselves at home, but then where does the teacher’s role go if students are teaching themselves?  When it comes to flipped classrooms, are teachers now just mentors in the class?  After a long process for the teacher to get their teaching credential, it seems unfair for them to not be able to teach a class after all of their hard work.  I do, however, think this style of a classroom does promote students to instruct each other and group discussions.  Lastly, the class is freed up from lectures, so teachers are able to develop open ended, cross-curricular projects that actively engage students and bring real life relevance to their studies.

            This article is related to the ISTE NETS performance indicator number four, ”Critical Thinking, Problem Solving, and Decision Making”.  This performance indicator highlights students to use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.  The flipped classroom promotes students to think and problem solve on their own because they are learning the lesson at home by themselves without a teacher.  The flipped classroom instruction also encourages students to make decisions on their own without much help from their teacher.

Fulton, K. (2012). Upside down and inside out. Leading and learning with Technology, 39(8), 12-17.

Technology of Choice: SMART Boards

           

            SMART Boards are large, digital interactive whiteboards that feature touch detection for user input and helps improve learning outcomes.  A projector projects the image from your computer screen onto the whiteboard.  Teachers and students can write on these boards either by using a specialized pen or by touching the screen. 

There is a great advantage to using SMART Boards in the classroom because students are more engaged and excited about learning when they get to interact with the board.  This technology tool is good for both the students and the teachers because it boosts the student’s self-esteem and the teacher’s ability to assess the student’s learning.  This tool also engages students with special learning needs and often improves their behavior.  The use of SMART Boards in the classroom fosters a sense of community and creates a cooperative learning environment.

 Teachers can get started with this tool by first talking to their Principle about this need and seeing if the budget can cover this technology for the classroom.  Then, the teacher can purchase the board and software, which ranges from $3,000 to $7,000.  Once the board is purchased, the teacher will need to get it installed into the classroom which costs about $100 to $300.  There are also pre-made lesson plans available with the SMART Board purchase that can be purchased for $15-$40.

Below is an instructional video for SMART Boards:

http://www.youtube.com/watch?v=0U05WeXPGlk

Blog Entry #2: "Girls Save the World through Computer Science"

                This article, “Girls Save the World through Computer Science”, of the May 2011 issue of Learning and Leading talks about how a dozen girls from Ohio delivered laptops to students in the Caribbean and taught the kids how to use them.  The teacher at the Columbus School for Girls wanted her students to be open to computer science as a career, as fewer and fewer women are entering computer science fields.  In doing so, the girls needed to learn and understand hardware, software, maintenance, troubleshooting, networking and other activities on the computer in order to teach the Caribbean students about computers.  While doing this, the teacher hoped that the girls would gain an appreciation for the subject matter.  The computers used for this project were XO computers, which are computers designed for children in developing countries.  After the trip, the group of girls from the trip had plans to continue their work in computer science and that was when the teacher knew the trip had been a success.  The students were motivated by real work that serves a real purpose in the world.

                I feel that it is very important for girls to know and understand the ins and outs of computer science because there are always jobs in the computer science field and in need of women in that industry.  Computer science is continually changing our world.  I also think this is a great trip for students in high school because they were able to master something, such as computers, and then teach their newly adopted knowledge to others less privileged.  This trip not only broadened the girl’s knowledge, but also helped them become good service members in the community.  The girls were able to boost self-confidence after teaching others in the Caribbean about computers and were able to form lasting friendships.

                This article is related to the ISTE NETS performance indicator number two, “Communication and Collaboration”.  This performance indicator highlights interacting and collaborating with peers while developing a cultural understanding and global awareness by engaging with learners of other cultures.  The high school girls from Ohio were able to teach less fortunate students in the Caribbean about how to use a computer and the importance of computer science.

Murakami, C. (2011).  Girls save the world through computer science.  Leading and Learning with Technology, 38(7), 24-29.

Blog Entry #1: "AIM For Digital Equity"

            The article, “AIM for Digital Equity” of the May 2012 issue of Learning and Leading, explains how schools need to ensure that instructional materials are universally designed to be flexible, accessible and usable for students with and without disabilities.  The article states that it will only be a matter of time before digital content will largely replace the printed textbooks and lesson plans in education through mobile and other electronic devices.  Students with disabilities could see benefits from the use of digital materials by being able to get the text read aloud to them or being able to change the size or color of the font.  The excerpt explains that in order to increase the equity for students with disabilities, it is important that educators know the options for getting instructional materials in a variety of formats.  These formats are referred to as accessible instructional materials (AIM).  Lastly, the article is summarized by saying that teachers should integrate digital text and other accessible formats into the classroom and instructional practices so that students with disabilities can benefit from a technology rich educational environment.

        I do agree that digital items are so accessible and available now and that print formats will eventually be a thing in the past.  I think it is a great idea to bring technology into the classroom because students can definitely benefit from it.  However, a draw back from having so many accessible technology resources in the classroom is that it can also deter students from working hard to find out what something means and they will probably be less likely to retain and understand the concepts.  I do like the idea of accessible instructional materials (AIM) to help students with disabilities keep up with the work and with fellow classmates.  For example, if a student has problems with reading, they will be able to use the text book that their classmates are using, but they will also be able to go online or on a mobile device to have the text read aloud to them.  As a future teacher, I will definitely integrate digital text and other accessible instructional materials into the classroom.

       This article is related to the ISTE NETS performance indicator number six, "Technology Operations and Concepts".  This performance indicator highlights that students should understand and use technology systems, as well as using applications effectively and productively.  Students using accessible instructional materials (AIM) would need to know how to use the technology application along with the instructional material successfully.

Bowser, G. & Zabala, J. (2012).  AIM for digital equity. Leading and Learning with Technology, 39(2), 16-17.  

              

Quickwrite:  Critical Information Literacy

When we search for articles on the internet, we can't always trust what we are reading.  But how can we check the credibility of a website?  There are many ways to critically review online resources.  Some ways to review the credibility of a site is to check the sources (primary or secondary) on a website and look into who is funding the site.  We can also check if the website is opinion based or research based or if the article online is peer reviewed.  When looking at a website, we can read the "About Us" section to see if the website or company is legitimate and we can check the date the website was created.  Lastly, it is very important to know what type of domain is most trustworthy.  The most trustworthy domains are .gov, .edu, and .org.  If we were to check all of these different ways to critically review an online resource, we would eventually only find the most reliable and trustworthy websites.

Hello!  Today is the first day of EDUC 422 class and we just created our blog.  This will be my first time blogging.