Journal 6: Foster in Creativity and Innovation Through Technology

Version:1.0 StartHTML:0000000105 EndHTML:0000005697 StartFragment:0000002295 EndFragment:0000005661

(2012). foster in creativity and innovation through technology. Learning and Leading, 24-27. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

I think its great that this school and this class are encouraging creativity.  With funding low, art and music classes are no longer offered and fostering creativity had been pushed aside for STEM classes.  Its great that not only are students able to express themselves artistically, but they are also able to gain experience using technology for a different purpose than surfing the Internet.  Its also great practice in making connections with STEM class material.  One of the students was quoted saying, “we learned that in math”.  Making those connections deepen understanding and encourage students. 

My first question is how could I teach my students to use technology like the author and promote creativity while also teaching STEM requirements?  My solution would be to model professor Heil’s model of teaching where students complete STEM assignments by using technology creatively. As an example, a student wouldn’t be expected to write a paper about the history of Native Americans in California, instead they would be expected to create a computer model showing how they natives lived, where they lived, what they ate, and simulate how they were treated after Spanish conquest.  This would allow students to not only know the material but also create an innovative way of explaining what happened.

My second question is for teachers who are not technologically savvy could they still use this method in their classroom?  My answer has two parts.  The first being teachers need to be trained.  No teacher should be lacking skills in technology and if they are there need to be seminars, classes, and trainings.  Second, if there was a teacher who lacked in the creativity and technology field I still think they could and should hold classrooms in this way.  They would not be a good source for support or ideas however, which is why training and seminars are a good idea for teachers behind technology. 

Journal 9: How to do More with Less

(2012). How to do more with less. Learning and Leading, 18-19. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

                       At first, I thought the idea of blended teaching seemed like it would maybe be a good idea, but how could it work?  Most students don't complete assigned reading so how else would they learn?  I soon realized this is the old way of thinking about education in schools.  Then the article gave examples of strategies to have a blended teaching approach.  The examples were  web based and included posting slides, video, blogs, and synchronous chats for students to participate in.  I immediately fell in love with this idea.  

                   Q: My first question was could I come up with another technological way to inorporate this teaching style?

                     And the answer to that question was a webcast!  Webcasts are easily portable.  Students could download the audio file onto their phone, ipad, or ipod, and transport it anywhere allowing them to do homework and study anywhere even if there is no internet connection.  Students could rewind and replay sections of the webcast that was unclear without having to listen to other parts they already understand.  

                   Q: The second question I came across, how many students would take the time to teach themselves?

                     I feel like many students would not do any of self teaching or video watching and come to class the next day expecting the teacher to explain the topic to them.  This would result in a greater waste of time.  So I figured to avoid this I would have to make it seem like a normal homework assignment.  for example, send students home with their homework being to watch/listen/collaborate on my choice of technology based learning and to also complete an assignment about it.  I feel students will not watch the video if it does not seem like an assignment they will have to turn in.  so in addition to having my students complete a self learning assignment I would include assignments to be complete like worksheets or crosswords, collaborative work like creating or commenting on blogs. 

Journal 8: Adaptive Technology

Communication

Augmentative and Alternative Communication (AAC) is the use of other methods to replace/support verbal communication.  AAC  includes a wide range of systems from no technology (gestures, signs), to low technology (communication board, wallet), to high technology (speech generating devices).  AAC users are individuals that have difficulty expressing their thoughts and ideas verbally (e.g. people with Cerebral Palsy, Autism, Apraxia, Muscular Dystrophy, etc.). Some AAC users will only need to use their system for a short period of time while others may use it long term.
 
Low Tech: A communication board can be computer generated or hand made with objects, pictures, and/or symbols.   They can range from a single symbol to a single page to multiple pages.  Communication boards offer students opportunities to communicate and complete, learning activities, transitioning, literacy activities, daily living activities, and more. A communication overlay to communicate about literacy activity, and more.  Picture exchange systems like a communication board provide students the opportunity to physically give communication picture or symbol during activity or through self-initiation. A communication board would be helpful for a child in the classroom to interact between peers and  teacher.  It would also be a great way for a child to respond to a question proposed by the teacher! 

High Tech: A Voice Output Communication Aid (VOCA) is an electrical device that aids people who are unable to use natural speech to express their needs and exchange information with others.  These devices are an alternative way to communicate.  There are different types of VOCA programs available; either symbol based or text based.  This could be great in a classroom as well, used to either communicate ones thoughts with peers or with the teacher.  Here is a video of a girl learning to use a VOCA.

Accessibility:

The typical way to enter information into a computer is though the use of a keyboard and a mouse. When an individual has a motor control and/or a visual disability, alternative input devices may be needed. There are a variety of alternative and adapted keyboards and mice.  Visually impaired students to operate the computer through voice commands, overlays, or switches.  

Hardware: The Magic Wand Keyboard is a mini computer keyboard with a built in mouse.  The keyboard is designed to be used with little or no hand movement and requires no strength.  This keyboard allows anyone with a disability to access any computer. This is a valuable tool for students as it allows for them to take notes, write papers, take tests, do internet research, and complete homework. 


Software: 
VisioVoice is an application for Mac that enhances access to vision impaired users.  The software provides a way to easily navigate texts, web pages, word documents, etc.  The software can also convert text to audio files and includes an image, cursor, and text enlarger to make it easier to see what is on the screen.  This software can be used by students who are doing research on the internet or using the computer to write a paper or complete homework.  It is also a great tool for children who are assigned an assignment that requires a lot of reading since the program converts text into audio.  

Amber
Rosalie

Journal 7: My Personal Learning Network

A  PLN is a "personal learning network", it is a network of people interacting and sharing ideas that contribute to each others professional development and knowledge.  Using technology and internet  communication is done through social networking sites like Diigo, Facebook, blogs, and Twitter. 

Twitter is a social networking tool that allows users to send and read messages called "tweets". On Twitter I follow Teacherswithoutborders, edutopia, Betty Ray, and Lonna Baldree.  These groups and individuals have the same interests and focuses I do regarding education.  On March 27th I followed an educational chat, #edchat.  The topic of the chat was; What are the possibilities that open to us if we change observation model for teachers to a coaching model?  The chat was a bit overwhelming, hard to keep up with and follow the topic, some peoples posts were nothing to do with the topic so it seemed like many conversations were being followed.  A main point of the conversation seemed to focus on teacher observation and coaching.  The group went back and forth as to who is responsible for increasing effectiveness and how to go about giving feedback to a teacher.  Is the teacher responsible for seeking their own help, or is someone responsible for coaching the teacher even when the teacher doesn't want to improve.

Diigo is a social bokmarking site that allows users to bookmark and tag webpages as well as follow what other people bookmark and tag.  On Diigo I follow Graham Wegner and other educators like Kathy Schrock and Dan gibson who provide resources, tips, and information that I can use to build my PLN.  I can use diigo to follow groups like EduPln and Discovery Educator network which also provide me with resources like lesson plans and tutorials,and allow me to connect with people who can support my PLN.

I started following "The Educator's PLN" which is a ning site that supports educators and their personal learning networks.  On the site I watched a video by Thomas Whitby titled "Rip it Out-Dead Poets Society"  which focused on the idea that words are powerful and can change the world.  I agree with the video, there is no formula for poetry but rather a way to think creatively.  

Journal 4: "If You Give a Kid a Video Camera . . .;"

Campbell, L. O. (2012). If you give a kid a video camera. Living and Learning, 30-33. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.asp
   
     I really love the idea of using video cameras in the classroom. I think it is a great way for students to work together and also share with each other their findings. I feel like this would open conversation in the classroom and also provide room for feedback from other students. I think that video recording makes children want to be more creative about what they are doing. This would result in greater understanding of the material because the student was actively engaged and interested in the material. It is something that they would remember for more than just a few weeks. I like the idea of using the camera for all subjects; no matter what the curriculum is, a teacher could find a way to incorporate the video cameras.
    My questions were how would I keep children responsible for the video cameras? The article addressed that by explaining that the children would check out/in the video cameras each time.  Many classrooms and school libraries have video cameras or ipod/ipads for rent with parent/guardian approval.  By checking out equipment, the school can keep track of the cameras and children can be monitored.
    My next question is what if there was damage from a student to the camera? Would the student/parent be held responsible for the fund to repair or replace the camera? I can see there being a problem with funding for the cameras themselves as well as who is held responsible for cost of repairs.  In order to check out equipment, parents/guardians would need to have signed a permission form stating they would be responsible for any damages.

Journal 3: "Infographics More than Words Can Say"

Krauss, J. (2012, 2). More than words can say, infographics. Learning and Leading, 10-14. Retrieved from http://www.learningandleading-digital.com/learning_leading/201202?pg=12&pm=2&fs=1

      The article was not very informative to me however it was intriguing.  I felt like the article defined what info infographics are, but did not give much more information.  The example given in the article was not very descriptive of what exactly infographics are or how it can help interpret information.

Q: What exactly are infographics? 
 Luckily, at the end of the article there were sources listed where a reader can get more information.  I followed that information and found David McCandless' TED video and website. 
After watching his video I have a much greater understanding and love for infographics.  McCandless explained (and I agree) that we are lost in information; we have an information overload and its difficult to decipher what it all means.  Data is wonderful but we need to be able to compare data sets to each other for more true answers.

Q: How can one use infographics in the classroom?
Infographics allow one to give ideas and concepts without having to read much text in between the data.  Being able to relate two sets of data is what brings us information.  Only knowing one set of data can be very misleading.  Infographics are a way of organizing and designing data to solve our information problems.  I think its great that we can incorporate other means of getting information to students who are kinesthetic or visual learners rather than auditory learners.

Technology Self-Assessment: School 2.0

A2.a. Digital-Age Learning Culture - ensure instructional innovation focused on continuous improvement of digital-age learning

NETS-Ts #1: Facilitate and inspire student learning and creativity

I watched a very inspiring TED video.  The speaker was Ken Robinson.  He explained that human creativity is something that we need to nourish in our schools.  He explains that our western education system is focused only on science and math, which is only a part of intelligence.  He also makes an important point that we are having to educate children based on what we think the world will be like in the next 10, 15, 20 years.   Instead of telling children they are wrong or not doing something right we need to let them take chances and explore themselves.  They are not frightened of being wrong until we get them in the classroom.  We need to tell our children that its ok to be wrong, we are educating our children our of creativity.  Once in school they are expected to study the typical subjects like math science and history.  In those areas there is a right and a wrong, not room for abstract thought or creativity.  There is a hierarchy of subjects and the arts are at the bottom.  I would like to see drama, dance, music, art, gardening, and cooking.   With the exception of excellent teachers and schools, Ken Robinson is right, schools, are killing creativity.