final reflection

I had no idea there was so much technology out there that I have never heard of before this class.   I like that we were exposed to many different technologies out there and appreciate that we were able to choose what we would like to try.  This course absolutely allows this course to fit the needs of all educational levels, jobs within the district and different personalities of all of us. I like that we could share our ideas with our team members which will allow us to fine tune our ideas in the future.  The directions were laid out well for each activity and great examples for us to follow.

The main challenge I see ahead is the challenge of finding time to work on these ideas!  I love the Popplet and the you tube videos.  I will definitely try to use as much time I can during teacher workshop week to take videos of our deans and teachers. So, don't run when you see me coming!

Activity 4: screencast

 

 

 

 

 

http://screencast-o-matic.com/watch/cIj2eVVg3x

 

I tried to embed the video and also put a link to the video. I think the most difficult thing for me is to embed the links and videos.  That will be my goal this year... Embed a link within 30 minutes or less! 

 

 

Activity 10

RubiStar

Rubric Made Using: RubiStar ( http://rubistar.4teachers.org ) >> To save this document onto your computer, please choose File :: Save As from your Browser Menu.

Story Telling : CONVERSATION Teacher Name: Elton Student Name:     ________________________________________

CATEGORY	4	3	2	1
Listens to Others	Always listens attentively to peers. Is polite and does not appear bored or make distracting gestures or sounds.	Usually listens attentively to peers. Rarely appears bored and never makes distracting gestures or sounds.	Usually listens to other peers, but sometimes appears bored. Might once or twice accidentally make a gesture or sound that is distracting.	Does not listen attentively. Tries to distract peers, makes fun of them, or does other things instead of listening.
Voice	Always speaks loudly, slowly and clearly. Is easily understood by all listeners all the time	Usually speaks loudly, slowly and clearly. Is easily understood by all listeners almost all the time.	Usually speaks loudly and clearly. Speaks so fast sometimes that listeners may have trouble understanding.	Speaks too softly or mumbles. The listeners often have trouble understanding.
Body Laguage	Sitting up, body turned toward the speaker, eyes open, nods head or smiles time to time.	sitting up, body not always facing the speaker, eyes open, nods head or smiles time to time.	Sitting up, body not facing the speaker, eyes open, no head nods, smiles or eye contact.	Sleeping, slouching, turned away from the speaker, walking away from group.
Asking Questions	Asked 4 questions though out the conversational hour.	Asked 3 questions though out the conversational hour with some verbal prompting.	Asked 2 questions though out the conversational hour with verbal and visual prompting.	Asked 1 question though out the conversational hour with a verbal, word for word, prompt.

Date Created: August 14, 2013

 

 

This was very easy to complete.  I would possibly use this rubric during my conversational groups.  Possibly add a couple more sections regarding commenting and making connections.

Activity 10

5 paragraph paper popplet

My favorite activity that I have completed was making the popplets and the you tube video.  I will definitely be using these sites a lot throughout the coming year.

Activity 9: Fitness Assessment

Scenario 3  Ms. Applegate, a Spanish teacher, heard about an interactive poster tool called Glogster. She played around with it and made some really cool electronic posters about different Spanish-speaking countries to use as visuals with her students. Her students liked the posters so much that she decided to have students make some of their own outlining some key features of different Latino holidays. Ms. Applegate discovered in the computer lab while her 8th grade students were creating accounts that Glogster asked students to verify that they were at least 13 years of age or older. This didn’t pose a problem for her 8thgraders but Ms. Applegate panicked because the following period she planned to do the same activity with her 6th graders.

Discuss the possible ethical issues involved.

Ms. Applegate would absolutely need to change her lesson for the 6th graders.  As for the 8th graders, I think she is within ethical boundaries of age limits.  I would assure the parents are notified of all lessons and assignments either on the initial syllabus or on her web page.

Determine if the safety or well-being of anyone is in jeopardy.

If she goes a head and allows the 6th graders to log on and lie about their age, then yes, their well-being is in jeopardy.  This allows them to feel as though they can lie about their age on any other media out there. 

What advice, strategy or policy would you recommend to individuals or schools based on this scenario?

I like Bri Oachs idea of having "the district or building to create a checklist of things to consider before proceeding with using a particular tool with a class."  This may be a good assignment for your next course.  Ms. Applegate could easily form a new lesson. One idea would be to have her 6th graders view the 8th grade projects on the smart board or computers, then review/edit the 8th graders work (on paper).  They could add ideas for the 8th graders to program the next day.

Share any real-life incidents or personal connections related to the scenario.

I have not used individual student accounts with technology, so I have nothing that relates to this scenario.

Scenario 7:  Ms. Jansen, a special ed. teacher, has been using Screencasting in her class to post review screencasts of her lessons and study materials. These screencasts have been heavily used by students and she has received glowing emails from parents thanking her for going this extra distance. Ms. Jansen decides it’s time to have her students create their own screencasts. She struggles with how best to post and share their screencasts and decides to use a class YouTube account/channel. Because some students want to do screencasting from home, she provides students with the class YouTube username and password so they can upload their videos from home. Two disasters ensue: 1.) Students post more than just their screencasts including inappropriate random YouTube videos as well as change the privacy settings of the account. 2.) Students post video content of themselves and their peers and the teacher discovers that some of these students have “no photo” stipulations on file in the office. Before Ms. Jansen can even blink, these videos have been shared/linked to Facebook pages and have an assortment of inappropriate comments posted from outside users.

Discuss the possible ethical issues involved.

I again agree with Bri Oachs... I feel this is extremely poor judgment in giving students any of the school/personal password and login information.  

Determine if the safety or well-being of anyone is in jeopardy.
 
This scenario has jeopardy of personal safety and well-being written all over it.  There are so many incidences that could occur because of pictures/names/videos being released.  Privacy issues. Harassment issues.  Could go on and on.

What advice, strategy or policy would you recommend to individuals or schools based on this scenario?

I agree with other's statements such as, "Teachers should put restrictions on passwords and students should not be allowed to post anonymously. If a teacher runs into a similiar situation she should make herself available after school for kids to catch up, or be realistic in the amount of time that needs to be allotted to finishing the assignment at school."  Never, Never give students password and ID information.  We all remember 5 or 6 years ago.... that was fun and the technology department was a bit busy.

Share any real-life incidents or personal connections related to the scenario. 

Again, I haven't used a lot of technology in the classroom, so I have not had the joy of a personal experience here.

 

 

 

 

 

Activity 8: Poll

Poll.

This seemed very easy to create, but I am not sure it will work.  It would be a nice way to poll my class at the end of the hour to see how much they feel they have learned and to give me insight to more information.  I may also be a good way to gain information on how connected our students are to MVHS.

After viewing you tube videos of the staff, I could send out a poll regarding how much they feel they know regarding staff.

Poll:  Do you know who the principal is at MVHS?
http://www.polleverywhere.com/multiple_choice_polls/xFIgZIVnlJhP1hH

Activity 7: Google Drive

Google Drive has been amazing this past year.  Our SPED team has used it in many different ways.  Our SLP team has also used it.  This is one document that we have created and can all add to it when we think of new ideas.

https://docs.google.com/a/moundsviewschools.org/document/d/1uaKlgRTx188TJ5eGn2Xikh-pPIo8Au_nBqo4viZmLMg/edit?usp=sharing

Activity 6: flash cards using study blue

I love this idea of making flashcards for students to use on their phones.  They are ALWAYS on their phones and this is a great way to make them more useful.  Easy access to vocabulary... key word easy and convenient to the average high school student! This site was extremely easy to use and create cards.

Study blue:
http://www.studyblue.com/#backpack


I also tried Quizlet.  This was also very easy and will be a good tool to use with my students.  Like all of these sites, I just need time to develop the materials. 

http://quizlet.com/24428786/amygdula-and-hippocampus-flash-cards/

Activity 5: You Tube

This is an extremely basic/no information You Tube.  I was having trouble with activity 4, so I skipped ahead.  I would like to make 10 You Tube videos of the Principal, Deans, SPED teachers to use in class to introduce the teachers my students will work with throughout the year.  Obviously I will have to edit and come up with a script for the teachers/administration. 

 

 

 

 

Activity 3: Story book

Activity 3: I finally did the story.  I used Zooburst.  It was more difficult to use than I anticipated.  Once I figured out the process of editing it was much easier.  This book, which is extremely short/simple, took me about 2.5 hours to make. I'm sure they would go faster now that I know the process. I will probably use the book in an introductory lesson to the class (only because it took so long to make).  I am not a huge fan of the "story book" idea for high school; however, I think I made it work. It would be great for primary grades.

Click on the link below to view the story.
http://www.zooburst.com/book/zb01_51af5e643e6f9

Activity 2: my popplet

Activity 2: My Popplet

http://popplet.com/app/index.php#/1069060

This was much easier than I anticipated. Fun.   I can't wait to make more.

Activity 1

Activity 1:

You Tube Video which may be helpful in sharing information with teachers regarding their students who are hearing impaired due to inner ear hearing loss or middle ear hearing loss.  Middle ear hearing loss is most commonly due to congestion from a cold/allergies,  ear infections or fluid in the ear.   This video is specific to a student with inner ear hearing loss, but as many as 25% of elementary students on any given day will have middle ear hearing loss (conductive hearing loss). The amount of loss is specific to each child, but this gives a good example of what they may be hearing and why some kids appear to have negative behaviors in the classroom, when they actually are just not hearing. 

Keeping in mind that the child who has good hearing cannot hear like an adult.  He/she cannot fill in the blanks of missed information.  If the teacher says, "The cat ran up the tree." The student may hear, "The cap ran up the tree."  Unlike adults, who would automatically correct the sentence, the child may think, "Wow, that's a cool cap.  I need one of those."'

Many students will get incorrect answers on spelling tests, not because they don't know how to spell the word, but because they did not hear the teacher correctly. The student may not be able to think..."That word was not on my list; therefore, I should not spell it. I should ask the teacher to repeat it."  Instead, he writes the word as he heard the teacher say it. He/she does not have the life experience or cognitive ability to make the correction (this is possible, on average, around 13-14 years of age).

Now, let's think about the 25% of kids, on average, who are not hearing well in the classroom...

 

 

 

kick off

I am excited to learn how to blog!  I am hoping to become comfortable with this technology and hoping to use it in my teaching next school year at Mounds View High School.  I feel I am comfortable with technology as long as I have the "help desk" within a phone call or a mentor to go to within my reach.  Some one once said I knew enough about technology to "be dangerous."  My goal is to learn enough to be independent in blogging and semi independent in this new technology (to me).