10 Tips for Filming
Summarized by Karin Lindstrom
How to Produce Video Interviews
Media College
Each of these resources walked through basic steps to produce a quality video interview with little or no experience. Some of those steps included: planning and capturing more than necessary, audio, lighting, what to include and positioning in the frame, editing tips, and more. These are incredibly useful to me because I have absolutely no experience editing and only minimal experience filming. I appreciated that these steps were easy to understand and implement in any filming scenario with or without proper equipment. I found the rule of "Thirds" in framing and the audio tips most useful because I have never considered either of those factors. After looking at different pictures and videos, those two factors made a drastic difference. With these tips in mind, I plan to do a practice filming with a friend, simply to see each of these different pieces in action. This will help the interview run smoothly and produce the best footage possible! Having this information also makes me consider where I want to hold the interview; the location needs good lighting and no background noise. Overall, the information in each of these resources has opened my eyes to the realities of filming and the factors needed to create a quality digital story. Now I'm just excited to start....
Tuesday, November 2, 2010
Tuesday, September 28, 2010
Using Technology to Support Learning
In this study, a first grade teacher was observed as she incorporated technology into her classroom. The technology included various websites, cameras, and programs like PowerPoint. Ms. Rathkey, the teacher under observation, emphasized that technology is a learning support and used it to facilitate her students' connection of prior knowledge to new material. The children had the opportunity to make digital stories that studied animals and their habitats that they could take home to show their families. Any tool that builds a relationship between parents and the classroom while supporting students in their exploration of a topic is a huge benefit to a teacher. Projects like this allow children to be exposed to computers and learn to animate and organize, but also to compare to the research and knowledge gained from previous reading and class discussions. Technology has the capability to blend many projects together into one document the children can save and be proud of. I believe strongly that technology should not replace other styles of learning in the classroom because social interaction and play is extremely important, but it has such a unique use in supporting and connecting learning as well as communication between parents, students and teachers. It is a tool that should definitely be taken advantage of.
Potential of the Digital Language Experience Approach
Exploring the Potential of the Digital Language Experience Approach in Australian Classrooms
by Jan Turbill
In this article, the author reflects on her study of D-LEA with a young students named Penny. In this project, Turbill assisted Penny as she took photos using a digital camera and uploaded them to create a digital story using PowerPoint. She was able to write captions for each photo, then go back and correct the spelling and grammar before she shared her story with the class. This is such a useful tool in classrooms because students can pursue their individual interests and will be much more engaged and motivated to read and write. By writing what they are familiar with and watching as the words are corrected, students will learn extremely fast--not only to read and write but also develop skills using computers, cameras and programs they will encounter later in schooling. The idea of digital stories is especially appealing because it can be applied to almost any subject area and be different every time. It is an excellent individual project but could easily be adapted for small groups or the class as a whole. I remember authoring my own stories as a child and loved it--digital stories are simply a step further to develop even more skills and can be easily saved, posted or distributed to classmates or families.
The article also mentioned how digital stories aid English Language Learners. I think digital stories are an excellent way to incorporate cultural pictures that those students are familiar with and will be more able to write about. It's a great opportunity to educate the class on other cultures, make new students welcome and comfortable, as well as develop social, cognitive and technological skills.
by Jan Turbill
In this article, the author reflects on her study of D-LEA with a young students named Penny. In this project, Turbill assisted Penny as she took photos using a digital camera and uploaded them to create a digital story using PowerPoint. She was able to write captions for each photo, then go back and correct the spelling and grammar before she shared her story with the class. This is such a useful tool in classrooms because students can pursue their individual interests and will be much more engaged and motivated to read and write. By writing what they are familiar with and watching as the words are corrected, students will learn extremely fast--not only to read and write but also develop skills using computers, cameras and programs they will encounter later in schooling. The idea of digital stories is especially appealing because it can be applied to almost any subject area and be different every time. It is an excellent individual project but could easily be adapted for small groups or the class as a whole. I remember authoring my own stories as a child and loved it--digital stories are simply a step further to develop even more skills and can be easily saved, posted or distributed to classmates or families.
The article also mentioned how digital stories aid English Language Learners. I think digital stories are an excellent way to incorporate cultural pictures that those students are familiar with and will be more able to write about. It's a great opportunity to educate the class on other cultures, make new students welcome and comfortable, as well as develop social, cognitive and technological skills.
Tool for Knowledge Construction
Technology: A Tool for Knowledge Construction
in a Reggio Emilia Inspired Teacher Education Program
by Seong B. Hong and Mary Trepanier-Street
The authors of this report compiled data, reflections, experience and research during the technology work project, concluding that technology improves learning and teaching in the classroom. This is because it allows students to represent their ideas and understanding in a way that their motor skills cannot yet accomplish, collaborate as a whole toward organizing ideas, use visual and auditory tools to reflect on learning and to interact with communities outside the classroom. These tools are important and significant to children's education because it allows them to pursue their interests and learning above and beyond what we could without these resources. Technology that is child-friendly allows them to express themselves and share their ideas beyond what they are physically capable of with only a paper and pencils. Technology allows material to be instantly reviewed in multiple formats that are interesting and engaging, really improving the quality of learning. This reinforces knowledge more effectively than simple repetition and gets the students excited about learning and participating. In my classroom, I would incorporate videos and pictures about what we are studying, a tool that engages them and is also easy to add to if their interest becomes focused on one particular thing that I had not prepared for. I would also have interactive tools like Smartboard and Kid Pix that allow students to be involved in organizing and representing their ideas. I like those tools in particular because students can work together and add to each others ideas--or I could lead the class in a group project to produce something together.
in a Reggio Emilia Inspired Teacher Education Program
by Seong B. Hong and Mary Trepanier-Street
The authors of this report compiled data, reflections, experience and research during the technology work project, concluding that technology improves learning and teaching in the classroom. This is because it allows students to represent their ideas and understanding in a way that their motor skills cannot yet accomplish, collaborate as a whole toward organizing ideas, use visual and auditory tools to reflect on learning and to interact with communities outside the classroom. These tools are important and significant to children's education because it allows them to pursue their interests and learning above and beyond what we could without these resources. Technology that is child-friendly allows them to express themselves and share their ideas beyond what they are physically capable of with only a paper and pencils. Technology allows material to be instantly reviewed in multiple formats that are interesting and engaging, really improving the quality of learning. This reinforces knowledge more effectively than simple repetition and gets the students excited about learning and participating. In my classroom, I would incorporate videos and pictures about what we are studying, a tool that engages them and is also easy to add to if their interest becomes focused on one particular thing that I had not prepared for. I would also have interactive tools like Smartboard and Kid Pix that allow students to be involved in organizing and representing their ideas. I like those tools in particular because students can work together and add to each others ideas--or I could lead the class in a group project to produce something together.
Tuesday, September 21, 2010
Benefits of Web-Based Learning
Integrating Educational Technology Into Teaching
(Chapter 8)
M. Roblyer
This excerpt details several benefits of incorporating web-based learning into the classroom, particularly the unique opportunities that are impossible using traditional classroom methods. Communication is one of those, an extremely important aspect of education as students get older and need to collaborate on group projects, receive mentoring, or connect with students around the world. Other benefits include researching, analyzing, and publishing information quickly and easily. Another exciting aspect of web-based learning is the limitless possibilities; the resources available to teachers and students online can apply to any learning objectives in every subject area. The list included in the chapter covered history of farming and prairies, consumer practices, science, math, geography, ecology, art, and many more. Teachers can meet any learning objectives using these tools and make the process quick and more efficient for students. It is important for teachers to be innovative and adapt to the students needs as society and cultural practices change over time. These websites have access to numerous resources for information and application of classroom studies. The more that is available, the more potential students have to grow.
(Chapter 8)
M. Roblyer
This excerpt details several benefits of incorporating web-based learning into the classroom, particularly the unique opportunities that are impossible using traditional classroom methods. Communication is one of those, an extremely important aspect of education as students get older and need to collaborate on group projects, receive mentoring, or connect with students around the world. Other benefits include researching, analyzing, and publishing information quickly and easily. Another exciting aspect of web-based learning is the limitless possibilities; the resources available to teachers and students online can apply to any learning objectives in every subject area. The list included in the chapter covered history of farming and prairies, consumer practices, science, math, geography, ecology, art, and many more. Teachers can meet any learning objectives using these tools and make the process quick and more efficient for students. It is important for teachers to be innovative and adapt to the students needs as society and cultural practices change over time. These websites have access to numerous resources for information and application of classroom studies. The more that is available, the more potential students have to grow.
Smart Steps
Smart Steps: Teaching with Technology in Early Childhood Classrooms
Krista Byrd, Charlie McIntyre, Dana Wiggins
This page includes a model lesson to reference in preparation for using technology with young learners, including a site for Smartboard support. There is also a list of different websites to incorporate into lessons for children developing basic literacy, math, or technology skills. They are interactive and appropriate for young children with the assistance of an adult. Some of those include Starfall, Story Place, Literacy Center, AAAMath, and many more. As children are beginning to learn these basic skills, the tools on these websites can offer excellent support and enrichment. These are made for young children, so they will be able to interact with the technology and work together to grow. I would use programs like these at computer stations in the classroom, set up so that two or three students could work together with the guidance of a teacher or aide.
Krista Byrd, Charlie McIntyre, Dana Wiggins
This page includes a model lesson to reference in preparation for using technology with young learners, including a site for Smartboard support. There is also a list of different websites to incorporate into lessons for children developing basic literacy, math, or technology skills. They are interactive and appropriate for young children with the assistance of an adult. Some of those include Starfall, Story Place, Literacy Center, AAAMath, and many more. As children are beginning to learn these basic skills, the tools on these websites can offer excellent support and enrichment. These are made for young children, so they will be able to interact with the technology and work together to grow. I would use programs like these at computer stations in the classroom, set up so that two or three students could work together with the guidance of a teacher or aide.
Tuesday, September 14, 2010
Web 2.0 in Early Childhood Education
Top 10 Web 2.0 Tools for Young Learners
by Chris Riedel, 02/02/09
In this article, Riedel reports the findings of Gail Lovely, an education technology consultant. She lists the top ten most useful Web 2.0 tools for children to be used in the classroom. This list was primarily composed of communication tools including Wikis, Skype, Voicethread, Yack Pack, Voki, Blogs, etc. There were also animation sites like Kerproof, Create-a-Graph, Animoto and Glogster. For use in early childhood education classrooms, I love the idea of using Kerproof and Animoto for class discussion to incorporate movies, create class characters, or show pictures to aid the lesson. Create-a-graph would also be a great tool if the class were to do surveys of classmate's or family's favorite color and report findings. I believe that creating a visual aid could really help students see similarities and patterns or understand the concept of percents. There are so many possibilities to incorporate these tools for children who are just being introduced to technology and help them be comfortable around using the tools at an early age. They could even use Voki to begin to associate letters with sounds and learn to read or spell. To keep families in the loop and encourage that children practice using technology with their family at home as much as possible, it would be incredibly useful to have a class Wiki or Blog where parents could get information, contact the teacher, and contribute/respond to class discussions. There are endless possibilities to incorporate these tools into lessons, as well as connecting to the families of the class and creating a community of involvement.
by Chris Riedel, 02/02/09
In this article, Riedel reports the findings of Gail Lovely, an education technology consultant. She lists the top ten most useful Web 2.0 tools for children to be used in the classroom. This list was primarily composed of communication tools including Wikis, Skype, Voicethread, Yack Pack, Voki, Blogs, etc. There were also animation sites like Kerproof, Create-a-Graph, Animoto and Glogster. For use in early childhood education classrooms, I love the idea of using Kerproof and Animoto for class discussion to incorporate movies, create class characters, or show pictures to aid the lesson. Create-a-graph would also be a great tool if the class were to do surveys of classmate's or family's favorite color and report findings. I believe that creating a visual aid could really help students see similarities and patterns or understand the concept of percents. There are so many possibilities to incorporate these tools for children who are just being introduced to technology and help them be comfortable around using the tools at an early age. They could even use Voki to begin to associate letters with sounds and learn to read or spell. To keep families in the loop and encourage that children practice using technology with their family at home as much as possible, it would be incredibly useful to have a class Wiki or Blog where parents could get information, contact the teacher, and contribute/respond to class discussions. There are endless possibilities to incorporate these tools into lessons, as well as connecting to the families of the class and creating a community of involvement.
Monday, September 13, 2010
Digital Images Engaging Young Learners
Using Digital Images to Engage Young Learners
by Judy Van Scoter
Van Scoter writes that incorporating digital technology into class lessons will promote their curiosity, support language and literacy, and document their learning. Digital technology allows students to look at objects as they never have before, from a new perspective. It encourages them to look closer to notice what they never could before--inspiring questions and the desire to seek more information through more observation. With this new information, they can better make connections in and understand the world around them. Their photos can also create opportunities to practice language and literature; Van Scoter offers that young children love to create stories about their photos and could write, type, or tell about them. The class could also come together as a whole to contribute to a group project. Having the opportunity to save and document these projects and progress is a huge benefit, not only to keep the students interested and enthusiastic, but also to save and send home to connect with their families.
I absolutely love the idea of using digital technology in the classroom! I remember writing stories in school when I was young and I absolutely loved it. Using cameras and microscopes to enhance that experience is such an awesome opportunity. I would love to tie science to reading and writing by doing an observation walk and reflection. While walking, each student could pursue whatever they find interesting or are curious about and document it with their camera, having the ability to observe it closely and learn more about it. Once the students returned to the room, we could let each child contribute their most interesting observation and piece together a story. The students could also use all of their pictures to write/tell their own individual story. It is such a great opportunity to interact with their environment and community then reflect on it, all while practicing skills that will help them develop socially, cognitively and in their technologically. This is taking something that impacted me as a child and modifying it to take advantage of all that technological advances can offer. Adding technology does not replace any of the natural interaction of students or take away from their hands-on learning experience--quite the opposite! It allows them to get even more up close and personal with the world around them and create a project to show for their work almost instantly. I could not ask for more as a teacher!
by Judy Van Scoter
Van Scoter writes that incorporating digital technology into class lessons will promote their curiosity, support language and literacy, and document their learning. Digital technology allows students to look at objects as they never have before, from a new perspective. It encourages them to look closer to notice what they never could before--inspiring questions and the desire to seek more information through more observation. With this new information, they can better make connections in and understand the world around them. Their photos can also create opportunities to practice language and literature; Van Scoter offers that young children love to create stories about their photos and could write, type, or tell about them. The class could also come together as a whole to contribute to a group project. Having the opportunity to save and document these projects and progress is a huge benefit, not only to keep the students interested and enthusiastic, but also to save and send home to connect with their families.
I absolutely love the idea of using digital technology in the classroom! I remember writing stories in school when I was young and I absolutely loved it. Using cameras and microscopes to enhance that experience is such an awesome opportunity. I would love to tie science to reading and writing by doing an observation walk and reflection. While walking, each student could pursue whatever they find interesting or are curious about and document it with their camera, having the ability to observe it closely and learn more about it. Once the students returned to the room, we could let each child contribute their most interesting observation and piece together a story. The students could also use all of their pictures to write/tell their own individual story. It is such a great opportunity to interact with their environment and community then reflect on it, all while practicing skills that will help them develop socially, cognitively and in their technologically. This is taking something that impacted me as a child and modifying it to take advantage of all that technological advances can offer. Adding technology does not replace any of the natural interaction of students or take away from their hands-on learning experience--quite the opposite! It allows them to get even more up close and personal with the world around them and create a project to show for their work almost instantly. I could not ask for more as a teacher!
Sunday, September 12, 2010
NAEYC Position Statement: Technology and Young Children, Ages 3 - 8
Technology and Young Children--Ages 3 through 8
A position statement by the National Association for the Education of Young Children, Adopted 1996
NAEYC's research indicates that technology does not replace important interaction in early childhood education, but it is a huge par of life in America therefore important to address and include even to young children. Appropriate usage of technology in education supports and enhances activities like art, dramatic play, building, writing, reading, etc. These are all important to the development of children and cannot be replicated with technology, but computer programs can offer new and unique teaching strategies to assist by giving individual students the ability to use technology as well as help the teacher involve ad address the class as a whole. Part of the teacher's responsibility is judging what technology is appropriate for their class specifically, because no class is the same. The students' age and culture factor into the process, therefore ensuring that there is no violence or stereotyping is essential.
Many of the readings so far have focused on technology as a tool to be combined with other important teaching strategies to best support the children's education. This reading addressed that as well but expanded on details that other readings have not. NAEYC emphasized the importance of teachers choosing appropriate material, not only relevant and useful material but technology that all students have equal access to, that all can use, includes content that is age-appropriate, is equally accessible to any students with handicaps, etc. These were several details that I had not considered. It is easy to state that I will need to "carefully consider" what material is appropriate without even knowing how to walk that out. This article gives examples of several important factors and ideas regarding how to address those in the classroom; I had not considered how to make technology accessible to all races and socioeconomic groups, equally interesting and relevant to both genders, free of stereotyping and exposure to violence, etc. I now realize how important it is to weigh the cost of the programs I wish to use in the classroom. With this information I could make a check list for programs I am considering using and ensuring that it is best for the entire class in all of the areas listed above.
A position statement by the National Association for the Education of Young Children, Adopted 1996
NAEYC's research indicates that technology does not replace important interaction in early childhood education, but it is a huge par of life in America therefore important to address and include even to young children. Appropriate usage of technology in education supports and enhances activities like art, dramatic play, building, writing, reading, etc. These are all important to the development of children and cannot be replicated with technology, but computer programs can offer new and unique teaching strategies to assist by giving individual students the ability to use technology as well as help the teacher involve ad address the class as a whole. Part of the teacher's responsibility is judging what technology is appropriate for their class specifically, because no class is the same. The students' age and culture factor into the process, therefore ensuring that there is no violence or stereotyping is essential.
Many of the readings so far have focused on technology as a tool to be combined with other important teaching strategies to best support the children's education. This reading addressed that as well but expanded on details that other readings have not. NAEYC emphasized the importance of teachers choosing appropriate material, not only relevant and useful material but technology that all students have equal access to, that all can use, includes content that is age-appropriate, is equally accessible to any students with handicaps, etc. These were several details that I had not considered. It is easy to state that I will need to "carefully consider" what material is appropriate without even knowing how to walk that out. This article gives examples of several important factors and ideas regarding how to address those in the classroom; I had not considered how to make technology accessible to all races and socioeconomic groups, equally interesting and relevant to both genders, free of stereotyping and exposure to violence, etc. I now realize how important it is to weigh the cost of the programs I wish to use in the classroom. With this information I could make a check list for programs I am considering using and ensuring that it is best for the entire class in all of the areas listed above.
Tuesday, August 31, 2010
Framework for Teacher Knowledge
Technological Pedagogical Content Knowledge:
A Framework for Teacher Knowledge
by Matthew J. Koehler & Punya Mishra
In this article, Koehler and Mishra develop a theory to explain the elements of quality teaching in today's technological world. Devices that we use every day are being constantly updated and thrust into classrooms through students' dependence as well as educational tools. As the authors state, "these new technologies have changed the nature of the classroom or have the potential to do so," (1023). Whether or not teachers want to take time to learn and teach new skills, technology will not be kept out of the classroom nor will it cease to develop. Koehler and Mishra state that simply bringing technology to the classroom is not enough; quality teachers must have a thorough understanding of how to incorporate it into lessons as well as make it useful and understandable to students. This includes knowledge about the subject matter (content knowledge), knowledge about the processes/methods and how it applies to educational goals (pedagogical knowledge), knowledge about technology and all combinations thereof. By understanding all of these areas and how they relate, teachers will be able to adapt to different teaching situations and employ all available resources to provide a quality learning environment.
This article justifies the need for this course. Teachers emerging into classrooms in such a technology-focused society need to know how to incorporate it into lessons and enable students to use it to their advantage. Without the understanding of different technologies, our lessons will become less relevant to the world we send our students into. The necessity for technology in education is rising but is useless unless we can present it to students with the knowledge of how it works and applies to their lives. This will be critical in the Early Childhood classrooms; elementary education will be vastly different from the classrooms we grew up in--and we must prepare our students with the skills they will need. This includes introducing them to computers and computer programs at a very early age. Understanding how to incorporate computer programs that support their learning as well as prepare them for more advanced programs without sacrificing necessary human interaction and activities for their cognitive, emotional, and social development will be the challenge we face as new teachers.
A Framework for Teacher Knowledge
by Matthew J. Koehler & Punya Mishra
In this article, Koehler and Mishra develop a theory to explain the elements of quality teaching in today's technological world. Devices that we use every day are being constantly updated and thrust into classrooms through students' dependence as well as educational tools. As the authors state, "these new technologies have changed the nature of the classroom or have the potential to do so," (1023). Whether or not teachers want to take time to learn and teach new skills, technology will not be kept out of the classroom nor will it cease to develop. Koehler and Mishra state that simply bringing technology to the classroom is not enough; quality teachers must have a thorough understanding of how to incorporate it into lessons as well as make it useful and understandable to students. This includes knowledge about the subject matter (content knowledge), knowledge about the processes/methods and how it applies to educational goals (pedagogical knowledge), knowledge about technology and all combinations thereof. By understanding all of these areas and how they relate, teachers will be able to adapt to different teaching situations and employ all available resources to provide a quality learning environment.
This article justifies the need for this course. Teachers emerging into classrooms in such a technology-focused society need to know how to incorporate it into lessons and enable students to use it to their advantage. Without the understanding of different technologies, our lessons will become less relevant to the world we send our students into. The necessity for technology in education is rising but is useless unless we can present it to students with the knowledge of how it works and applies to their lives. This will be critical in the Early Childhood classrooms; elementary education will be vastly different from the classrooms we grew up in--and we must prepare our students with the skills they will need. This includes introducing them to computers and computer programs at a very early age. Understanding how to incorporate computer programs that support their learning as well as prepare them for more advanced programs without sacrificing necessary human interaction and activities for their cognitive, emotional, and social development will be the challenge we face as new teachers.
Finding the Balance
Technology in Early Childhood Education: Finding the Balance
by Judy Van Scoter
June 2001
Van Scoter's booklet goes beyond the question of whether or not to use technology but how to use it in a classroom setting. She details how to create a healthy balance with technology in the classroom by describing multiple ways technology can aid social, cognitive, language, and emotional development. Before using technology in the classroom, Van Scoter stresses that teachers should ask themselves whether or not the technology would add to the educational experience, not replace the interaction or material that the children need to learn. Factors like location and time are key to making technology use healthy and effective; computers located in the classroom as opposed to a lab and gauging computer time slots based on age are important to support the students' learning. With so many available programs, teachers must choose those that are relevant and realistic for the age group. The programs should provide support in subject areas already being taught or form foundational computer skills that they will build on for the rest of their education and career after.
It was refreshing to read an article that takes the issue of technology in classrooms deeper than simple pros and cons because there are significant contributions to both sides. Whether or not we believe technology should be a part of the classroom, children will be affected by it. Their experiences using technology or observations of others form the attitudes, minds, beliefs, and habits they bring to the classroom. The specific examples given in the booklet can be useful in the classroom to change bad impressions or habits that children have already developed or simply create a strong foundation in technical skills. Based on information in the reading, I have an idea of how I hope to use technology in the classroom. Many classrooms use centers to practice different skills; rather than taking the students to a computer lab I would make a center in the classroom. In that situation, it gets as much time and emphasis as the other activities and is in a perfect place to add to the lessons and support their learning by providing a fun way to practice their skills. For the pre-school age children, a teacher's aide could be there to assist them and teach them. This is only one of many possible solutions to incorporate technology in the classroom in a healthy and supportive way.
by Judy Van Scoter
June 2001
Van Scoter's booklet goes beyond the question of whether or not to use technology but how to use it in a classroom setting. She details how to create a healthy balance with technology in the classroom by describing multiple ways technology can aid social, cognitive, language, and emotional development. Before using technology in the classroom, Van Scoter stresses that teachers should ask themselves whether or not the technology would add to the educational experience, not replace the interaction or material that the children need to learn. Factors like location and time are key to making technology use healthy and effective; computers located in the classroom as opposed to a lab and gauging computer time slots based on age are important to support the students' learning. With so many available programs, teachers must choose those that are relevant and realistic for the age group. The programs should provide support in subject areas already being taught or form foundational computer skills that they will build on for the rest of their education and career after.
It was refreshing to read an article that takes the issue of technology in classrooms deeper than simple pros and cons because there are significant contributions to both sides. Whether or not we believe technology should be a part of the classroom, children will be affected by it. Their experiences using technology or observations of others form the attitudes, minds, beliefs, and habits they bring to the classroom. The specific examples given in the booklet can be useful in the classroom to change bad impressions or habits that children have already developed or simply create a strong foundation in technical skills. Based on information in the reading, I have an idea of how I hope to use technology in the classroom. Many classrooms use centers to practice different skills; rather than taking the students to a computer lab I would make a center in the classroom. In that situation, it gets as much time and emphasis as the other activities and is in a perfect place to add to the lessons and support their learning by providing a fun way to practice their skills. For the pre-school age children, a teacher's aide could be there to assist them and teach them. This is only one of many possible solutions to incorporate technology in the classroom in a healthy and supportive way.
The Multitasking Generation
The Multitasking Generation
by Claudia Wallis
Sunday, March 19, 2006 Claudia Wallis delves into how the infinite capabilities of technology affect the learning and thinking of young people today. Children growing up in a society with constant technological advances are able to interact with each other and work multiple tasks simultaneously--unlike any previous generation. Computers, cell phones, and other electronic devices make those activities a daily practice for most students. Despite constant communication and access to innumerable resources, " the mental habit of dividing one's attention into many small slices has significant implications for the way young people learn, reason, socialize, do creative work and understand the world," (Wallis 4). Some of those implications included lack of desire or ability to focus, decreased efficiency, and less deep or analytical thinking.
This article refers primarily to teens and college students but is relevant even in Early Childhood Education. The students that will be in my class are entering into the world of technology at a very young age. They have not yet developed the habits described in the article, but are sure to if they are not taught a healthy balance of technology and more traditional approaches in the beginning. To create a healthy balance, I believe it is important to focus on physical interaction, reading books, writing, drawing, group work, etc. I will encounter these students at a pivotal point in their lives! I hope to teach these young children the best of both worlds by incorporating technology into our lessons, but also cherishing traditional values that have been effective for generations. It will be exciting watching my students learn how to get the most from numerable resources at their fingertips, but also encouraging a healthy lifestyle of interaction with each other and their families, and developing their individual ability to think and reflect on their own work. As the article explains, the more children attempt to multitask the less efficient they are in their work and their relationships suffer. I aim to prevent this by teaching them appropriate uses of technology as well as appropriate ways to interact with one another. If they can make those behaviors habit, they stand a much better chance at focusing on each task separately and pursuing it with all of their effort and interest.
This article refers primarily to teens and college students but is relevant even in Early Childhood Education. The students that will be in my class are entering into the world of technology at a very young age. They have not yet developed the habits described in the article, but are sure to if they are not taught a healthy balance of technology and more traditional approaches in the beginning. To create a healthy balance, I believe it is important to focus on physical interaction, reading books, writing, drawing, group work, etc. I will encounter these students at a pivotal point in their lives! I hope to teach these young children the best of both worlds by incorporating technology into our lessons, but also cherishing traditional values that have been effective for generations. It will be exciting watching my students learn how to get the most from numerable resources at their fingertips, but also encouraging a healthy lifestyle of interaction with each other and their families, and developing their individual ability to think and reflect on their own work. As the article explains, the more children attempt to multitask the less efficient they are in their work and their relationships suffer. I aim to prevent this by teaching them appropriate uses of technology as well as appropriate ways to interact with one another. If they can make those behaviors habit, they stand a much better chance at focusing on each task separately and pursuing it with all of their effort and interest.
Sunday, August 29, 2010
Have You Googled Your Teacher Lately?
Have You Googled Your Teacher Lately?
Teachers' Use of Social Networking Sites
By Heather L. Carter, Teresa S. Foulger, and Ann Dutton EwbankThis article outlined the realities of teachers participating in social networking websites like MySpace or Facebook, both benefits as well as negative consequences. Many teachers use these tools to communicate and relate to students in a relevant way, as well as encouraging participation in events, clubs, class discussions, etc. However, the article also gives examples of how creating a public identity online affects teachers. These sites force teachers to toe the line between their personal lives and their public/professional identity. Teachers have rights to free speech and displaying any pictures, posts, or comments like every else using networking sites but employers, students, and parents view those posts. This poses the question: how should teachers use social networking sites?
As a student in the education program, it is important even now to be aware of my identity that is made public through social networking sites. Carefully considering how the pictures, posts, blogs, comments, etc. that are on my profiles portray me is essential because they represent more than the person I am at home or with friends. My public identity represents society's idea of what a teacher should be, it represents the leader and role model I am in and out of the classroom, and it represents the school that I work for. The interactions I have with people online will affect both my personal and professional lives. Those interactions will not relate directly to students like many examples in the reading, since Early Childhood Education incorporates birth through age eight. Primarily parents, co-workers, and employers will all have access to and seek this information. Each of those groups have a right to know who they are letting take charge of their child's education, who they work with every day, or who they are employing and allowing to represent their school. Creating and maintaining a public identity that will accurately portray me as responsible and professional is my responsibility in preparation for entering the professional world, especially in a leadership position.
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