Reading Reflection Week 14

I found several of the Web 2.0 tools that we used this semester to be quite useful.  Two of the tools I found to be most useful were the blog and the bookmarking site (Delicious).

            This chapter highlights the blog as a Web 2.0 tool.  The author states that,  “Web 2.0 applications usually contain tools to support versioning and regression to earlier versions.” (page 300).  Blogs are a great example of this.  With a blog, you can add text, videos, etc. and it is organized for you by dates.  It easy to go back to a particular date to find a similar posts or topics.  It is also easy to see improvements and advancements over time.  For example, I enjoyed using a blog to post assignments for this class, not only because it kept them organized, but also because I could go back to a particular assignment to see what I originally thought.  Perhaps I didn’t care for a tool before or didn’t really know how to use it, but later on in the semester I felt more comfortable with it.  It is nice to see how my perspective changed over the course of the semester on certain topics.  I also enjoy being able to refer back to other assignments (posts) while doing a new assignment. 

This can be translated into everyday life as well.  For example, I follow my cousin’s blog.  She had a son who was born prematurely and it is nice to see all of her updates on him.  It is nice to go back to the day he was born and see all of the progress he has made.  This is particularly nice for me, as I live twelve hours away and do not see them often.  She (my cousin) even refers back to other posts to show how much he has progressed.

This chapter also highlights the bookmarking site (Delicious).  Like Pinterest, this tool is a great way to keep track of ideas.  Instead of having hundreds of bookmarked websites (as I did before I knew about Delicious), I have one website that holds all of my favorite websites.  The other feature I love about this tool is the fact that you can share ideas with or find ideas from others.  The author states that, “Web 2.0 tools utilize individual group contributions to create value.” (page 300).  Let’s face it, if these bookmarking websites did not allow for sharing, it would be rather boring and not nearly as valuable.  Pinterest is another version of this and I can spend hours browsing and pinning ideas.  However, if the ability to share was not there, I would not spend nearly as much time on that website.  The Delicious website is a great way to bookmark websites and ideas.  It keeps them organized and easy to find.  It also allows for sharing and tagging of ideas, which makes all the more valuable.

I really enjoyed learning about and using all of the Web 2.0 tools this semester.  While some of them were easier to use than others and I got more frustrated with some than others, it was still nice to have the opportunity to use them. 

Reading Reflection Week 13

I found quite a few of the ideas in this chapter to relate to my experience in e-learning (so far).  With this being my first online class (ever) I learned a lot about e-learning, as well as, myself as a learner.  I found two passages that related to my experience in e-learning.

The first passage that related to my experience is “The biggest swing in the last few years is the strength of community and the use of social learning technologies for purposeful learning activities.” (page 283).  Before taking this online course, I figured I wouldn’t have much interaction with others.  I thought most of the work would be independent and I would not learn much about my fellow classmates.  I found this to not be the case at all.  While I haven’t needed to use social media, such as Facebook, to complete a lesson, I have had quite a bit of interaction with my classmates.  The discussions that I have had with them in the class forums have helped me to see different viewpoints, as well as, simply getting answers to my questions.  I really enjoyed working with my classmates and getting to hear fellow teachers’ points of view and teaching techniques.

The second passage that related to my experience is “it is preferable to think of e-learning technologies not as a platform but as parts of a functional architecture combining technics in designed experiences that support learners’ reception or construction of knowledge, skills, and attitudes. “ (page 285).  Before taking this course, I figured that we would have many videos and tutorials to know exactly how to complete these assignments and use these technologies.  However, I came to find that that was not the case.  I am typically a student who likes the exact directions so I know how to complete an assignment.  I almost loathe the total flexibility of assignments for fear that I may not do it right.  I was pleasantly surprised to see a change in attitude.  This class offered many opportunities to figure things out for myself and use the technologies the way that I wanted to use them.  I ended up becoming very comfortable with this and rather enjoyed the freedom.  This course taught me a lot about myself, not only as a learner, but as a person who uses technology.

I found a lot of the ideas in the chapter to be relatable and connected with most of the passages in some way or another.  My first e-learning experience has given me newfound confidence in dealing with technology, as well as, using it in the classroom.  

             

Online Application Reviews

The office suite that I looked at was Google Docs.  Before checking it out, I just assumed it was a place to make documents and store files.  Once I started looking at it, I realized that it was much more.  The most useful part of Google Docs, to me, is the fact that you can collaborate with other people in real time.  I also like that you can share the document with someone else.  For distance learning especially, it would be nice to share drafts of papers or projects and each group member can help to make changes or add things.  I think I would definitely recommend this to a coworker, but when working with upper levels.  I teach Kindergarten and this is something that I think would be over the kids' heads.  The fact that you can collaborate with others without the sole use of e-mail is worth recommending it alone.  However, I also thought it was cool that it had a lot of the same applications as Microsoft Office (adding images, etc.).  I would definitely recommend this application to coworkers teaching older students that are working on a group project.  The students could collaborate without having to be in the same room as one another.  It would have been nice to have when I was in high school and was unable to meet with my group members to work on an assignment!

The image editor that I looked at was PicMonkey.  At first, I thought it was a pretty average image editor, however, after taking a closer look, I realized there are many more options.  I really liked that you could make collages and add different items to your images.  I liked the different backgrounds and fonts that you could add to the actual picture.  I also really liked all of the different photography options that you could change (the color/effect of the picture, the different touch ups, and textures).  I would highly recommend this image editor to my coworkers.  I think it would work well for a project or art class.  With all of the different options, it would really allow students to put their own stamp on a picture and it would really add to a project.  I would definitely recommend this for older students, as I don't think younger students (especially my Kindergarteners) would understand all of the different options.  It would be great for a beginners photography class to use.

Website

I decided to create a website for my classroom. This website contains homework assignments, useful links, announcements, as well as, a list of weekly sight words. I included these elements because these are the most important pieces of information that parents need to know in our classroom. Parents would be able to come to this website to get any assignments or announcements in case they lose the letters or notes sent home or they forget to look at their weekly newsletters.

Click here to view my website.

Reading Reflection Week 11

               While reading this chapter, I decided to look at each lesson from my current situation.  I looked at which lessons I found to be relevant to me as a Kindergarten teacher.  I found quite a few of the lessons to be relevant to me and my current situation, but two of them that I found to be the most relevant were, Lesson 8: Develop a Strong Set of Communication Skills and Lesson 16: Keep Up with the Literature in Your Areas of Interest.

                Lesson 8: Develop a Strong Set of Communication Skills is very relevant to me because I am constantly communicating.  I communicate with students, parents, co-workers, and administrators on a day-to-day basis.  The communication that I have found to be most important is communication with parents.  Since becoming a teacher, I have definitely improved on my communication with parents.  I have learned to refine my written communication.  While it’s still not perfect and I’m sure never will be, I have definitely learned how to write to parents in a way that I communicate what I wanted to say without offending anyone or anything being taken out of context.  I have also improved in my verbal communication with parents.  I think part of this comes with maturity, but I used to be almost afraid to tell parents the full truth and would sugarcoat things.  I have since learned that telling the whole truth (tastefully) is the best thing for parents and most actually appreciate the honesty. 

                I have also found communication with students to be just as important.  Whether it’s explaining something so they understand or talking to a student who is having a bad day, communicating with students is extremely important.  The way a teacher communicates with a student can affect their whole day.  For example, I have one student with an emotional impairment.  When this student walks in the door, I start out with a fresh new attitude and give them the most positive reinforcement that I can.  If I start out the day communicating in a positive way, they will pick up that attitude. 

In order to further learn how to effectively communicate in my career, I can take a look at how others communicate.  I work with very talented teachers and I know that we can definitely learn from each other.  Also, I can talk to my administrators.  I am always up for advice and if I feel the need, I can ask my administrators for some help.

                Lesson 16: Keep Up with the Literature in Your Areas of Interest is also very relevant to me.  In this day and age, when everything in education is constantly changing, it is so important to stay abreast of the latest information.  I look at this as not only reading articles on education, but also looking at how other teachers teach.  I love to find new ways to teach and how to keep things fresh and new.  The term “If it isn’t broke, don’t fix it” does not apply to me.  For instance, I know I had a successful school year last year.  My students all learned a great deal and had fun while doing it; however, I know there are other ways I could have taught certain lessons and subject areas.  Before this school year, I spent a lot of time looking at new activities and lessons to incorporate into this new school year.

                In order to further keep up with trends in my area of interest, I can devote more time to doing so!  If I want to keep up-to-date with literacy in the classroom, I need to spend more time reading and researching the new ways of teaching literacy.  The same goes with any other subject.

Concept Map

In my Kindergarten class, we discuss the topic of animal habitats.  The idea of using concept mapping in my classroom would be helpful when discussing animal habitats because it can help show the students similarities and differences among many different animal habitats.  I usually use a Venn Diagram to show the students similarities and differences.  However, when using a Venn Diagram, you can only show similarities and differences for two things.  When discussing animal habitats, I could use this in my classroom to show the similarities and differences of many animal habitats.  This could be used in discussion.  Another way I could use this in the classroom is for the students to make their own concept map of animal habitats after we have thoroughly discussed these habitats.  Because I work with Kindergartners, I made my concept map rather simple.  I kept the habitats simple, as well as, their characteristics.

Reading Reflection Week 10

                After reading about instructional design/technology in these three contexts, I found a few different recurring themes.  Obviously, I felt instructional design/technology in P-12 education and higher education had the most in common, however, I did find some similarities between them and a business context.

                One recurring theme I found between all three contexts was how the instructional designers do not work on their own.  They typically work in teams.  The teams could, obviously, be made up differently depending on the context.  For example, in a business context, there may be a leader, a consultant, a client, maybe an expert.  All of these people make up the instructional design team.  In P-12 education, the team may be a trainer, a teacher, and the learner.  This team could also consist of administrators in the school system.  In higher education, the team consists of experts, an instructional designer, and even a whole committee of people.  In each context, it wasn’t just an instructional designer doing all of the work.  Each person that makes up the team comes together to create a “product” of some sort.  This product could be a great employee, a great learning program, efficient teaching and learning in the classroom or even a great training program.

                Another recurring theme I found across all three contexts was assessment or evaluation.  In each context, they used some sort of assessment or evaluation to see if their instructional design worked.  Whether it be a certain training they conducted or how students learned after a concept was taught.  Assessment is extremely important for instructional designers because these professionals are training and creating a “product”.  Without assessment, they do not know if what they are creating works.

                The last recurring theme I found across all three contexts was quite obvious.  The use of technology was evident for instructional designers in all three contexts.  Instructional designers in the context of business used technology for training purposes.  In the context of P-12 education, the instructional designers helped teachers implement lessons that involved technology.  In the context of high education, most of the instructional designers discussed using technology for distance learning or for training purposes.

                When I read the first chapter, the chapter on instructional design in the context of business, I had a hard time seeing how it was relevant to the context of instructional design in education.  After reading all three chapters, it is now easy to see the similarities.  I have enjoyed learning more about instructional design after seeing how it is directly used in education.