Assessing Meaningful Learning

I think the best part of this week’s lesson was the inclusion of the website that has many different rubrics available to teachers. As a student, I appreciate having rubrics which clearly outline the way I am being graded, down to the different sections of grading (grammar, content, etc). Since I will not be teaching courses that are easy to quantify, such as English papers or Pre-K skills, these rubrics will be a great asset for me and my students. While I personally don’t care for the “clicker” since English classrooms don’t lend themselves to multiple choice questions, I have seen them used in larger courses and I think they definitely have great uses in other fields. I think all of these different tools have their place in the many different classrooms throughout the field of education.

Since I have grown up with technology and a very techno-savy-teacher for a mom, I can’t say that I learned all that much from this course. However, what I did learn was little bits of information that will hopefully help me to use technology more effectively in my own classroom. I especially love the different websites that we have been shown that I can use to help make my job easier. As modes of acquiring and sharing information change, so will education. I cannot wait to see how our jobs and the jobs of future teachers change as a result of new technology. I simply hope that while the mode of instruction changes, the quality does not. 

Technology Application Standards

§110.31. English Language Arts and Reading, English I (One Credit), Grade 11
(a)  Introduction.
                      (1)  The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In English I, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.                      
                      (2)  For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. 
                                            (A)  English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.
                                            (B)  For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.
                                            (C)  During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.
                      (3)  To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations in English I as described in subsection (b) of this section.
                      (4)  To meet Texas Education Code, §28.002(h), which states, "... each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.

(Source: Texas Education Agency at http://www.tea.state.tx.us/)

English is a very interesting subject and the TEKS for it are no exception. These TEKS are important to my classroom because I hope to teach classes like ESL. The second TEK refers to English language learners (ELL) and how they must learn how to read and how to speak English at the same time. I would do my best to teach vocabulary that the students would use both in academic life as well as everyday life. I would do my best to use readings that have pertinent vocabulary and use technology in a way that would help the students learn. I might try using videos of basic speech so that they can learn accents. 

I personally think that the eleventh TEK is the most important. The TEK reads: “Students understand how to glean and use information in procedural texts and documents.” This is important since students will be reading many documents throughout the rest of their lives. Students must be able to read and understand these documents in order to properly make their way through life. I send many e-mails to graduate students as a part of my job at the university. Many of the students are unable to read the e-mails and properly respond in the way I request. I interpret this as meaning that they are unable to “glean and use information in...documents.” As a teacher, I hope to show my students how to properly read documents (both fully and “skimming”) so as to help them further in life.

Visualizing Technologies

On a bright Spring day at Texas A&M University -  Commerce, I sat down to listen to a lecture about Shakespeare’s Othello in my freshmen-level English course. Shortly after the class began the teacher pulled down a screen and started showing maps online to show where the play was supposed to take place. However, instead of a short two minute (if that!) showing of the map, she spent over fifteen minutes doing her best to help us visualize the area with maps and images that, in the end, contributed nothing to my understanding of the play. A picture is worth a thousand words, and her words were all useless.

When using visualization technology, it is imperative that instructors make sure that the images are increasing the students’ understanding of the topic. For courses like math and science, visual aids are imperative to student understanding. Graphic visuals and models can help students understand complex ideas and organize their information. In courses like literature, video clips of plays are highly important to students’ understanding on how to read works like Arthur Miller’s Death of a Salesman. Most students won’t be able to understand the stage directions and the small nuances that drastically change the meaning of the text. Through the use of visual technologies, these students will now be able to better understand the text and their appreciation for literature will hopefully increase.

Podcasting: Another Web 2.0 Tool

Over the summer, I took the bus to and from work every day. I enjoyed being able to sit back and relax instead of fighting Austin traffic on my way to teach pre-K. While on the bus, I would listen to different podcasts from NPR-it quickly became one of my favorite morning rituals! Podcasts are a great, and often free, way to learn about a new topic by using a source such as NPR or TedTalk. I also like that podcasts can be downloaded and then listened to later on a portable device, which is perfect when you don’t have wifi on the bus. I appreciated this week’s lesson because I also learned how to create my own podcast using the free software provided by Audacity. I hope to go and teach overseas, and perhaps I can make a few podcasts in order to talk candidly about my experiences.

Like other Web 2.0 tools, podcasting allows for people to share their ideas and knowledge with others in a relatively simple way. Through the use of free software like Audacity, users only need a basic understanding of technology in order to spread their ideas with a vast audience. Additionally, podcasts offer a depth and an insight that is more personalized that a website such as Wikipedia. Podcasting, however, is different from other tools since it is an audio source of information. While audio isn’t ideal for all situations, it is perfect when the user is unable to give their full attention, such as when driving. Just like other Web 2.0 tools, the audience of a particular podcast is ever expanding as more people gain internet access. This enables podcasters to reach a larger audience than a single radio interview would allow for.

I own an iPhone and, as I mentioned earlier, I use it to listen to podcasts frequently. I enjoy listening to podcasts as I ride in buses or even drive. I especially like that most podcasts do not contain commercials, which makes it a lot easier to enjoy. I think podcasts could be useful in the classroom, but I think I would rather use a video service, such as YouTube. One of the benefits of podcasting is that most podcasts can be downloaded and listened to later. However, since most schools have internet access, I would use videos so that my students would have both the visual and the auditory experience. I think podcasts are best enjoyed when alone and less so in a group setting. 

Web 2.0 Tools in the Classroom

Web 2.0 tools are something I use nearly every day in my life. This week, I celebrated the Hindu festival Maha Shivarati and I immediately went to Wikipedia to learn more about it. Wikipedia is great for when anyone is looking for a broad understanding of a topic. While it is certainly not the most reliable source, it can provide basic information that is quick to access and easy to edit. Other Web 2.0 tools such as social bookmarking are prevalent in today’s society. My two favorite social bookmarking websites are Pinterest, which allows for the bookmarking of any website with an image, and Hukkster, which allows me to bookmark clothes and then notifies me when they are on sale. These websites help me organize my favorite recipes and websites and then share them with my friends. I would probably argue that I use Web 2.0 tools multiple times throughout the day, and they clearly permeate many different aspects of my life.

Today’s education is impacted almost daily by Web 2.0 tools. As I mentioned earlier, I often go to Wikipedia in order to learn more. Students these days may not go to the library and use an encyclopedia, but they will quickly turn to Wikipedia to gain knowledge about a topic. However, this is highly questionable, since encyclopedias contain accurate and researched information, while wiki websites such as Wikipedia allow for constant revision by any user. Thus, teachers have to instruct their students on proper ways to conduct academic research. However, wiki sites can also be highly useful to teachers who seek to have multiple students contribute to the same website. As accessibility to computers and internet increases, Web 2.0 tools will become more used in the classroom.

Even today as I was looking through Facebook I came across a friend of mine who posted about copyright images and blogging. The author explained her side of the story-she had an image saved on her computer which she thought would work perfectly for her post. She didn’t have time to research and gain permission, so she used it and forgot about it, until she received a letter from the host of her blog informing her about her illegal use. The blogger goes on to explain how she was able to contact the original artist and apologize and how the two were able to become friends despite the ordeal. Now they each speak out against improper use of copyrighted images and encourage everyone to respect the works of others.

While this is only one example, it isn't the most unique. Technology allows people to create upon the works of others, but netiquette insists that we do it properly. Sampling in music, collages of artwork, and even quotes of literature can all be copyrighted and it rests on the user to insure that they are properly attributing their sources and gaining permission. If they chose to ignore this step, they face legal action and potential embarrassment or loss of content. The world will only get more and more confusing as more information is created and shared. However, it is imperative as teachers that we do our best to follow correct laws and encourage the same of our students. My fourteen-year-old brother doesn’t understand why it is illegal to torrent information, but it’s up to me and my fellow future educators to instill an understanding of copyright and legality in an online world.

On another note, teenagers also have to deal with the new threat of cyber bulling-an intense and often extremely form of verbal and mental abuse that occurs online. These students are subjected to a form of bullying that isn’t closely regulated by adults such as parents or teachers. It is important to stress to our students that they can come to us if they are ever at the receiving end of the bullying. This will allow adults to intervene before it is too late. Teachers must also stress that online bullying is hurtful, that it isn’t a simple act to do when one is bored, but that it has a multitude of consequences. Thankfully, I have never had to experience cyber bulling myself, but I worry about any student that feels they must face it alone.

Link to the article about copyrighted images and blogging: http://blogher.com/bloggers-dont-do-what-i-did-pay-attention-when-selecting-images-and-make-sure-you-have-permission-us

The MAPping activity is meant to teach students about the importance of analyzing online sources. In middle school, I was exposed to these same websites and taught the importance of critically analyzing all online sources since anyone can write anything they want online. Ever since then, I have been wary of using online sources that are not certified as peer-reviewed articles. While I may consult Wikipedia or Google for basic information regarding a topic, I only use scholarly sources when trying to accurately learn about a subject. I access scholarly sources through online databases such as EBSCO or by using sites such as Google Scholar. I find that by using scholarly sources I avoid using inaccurate information. I have also been exposed to the different search engine techniques we learned today. It astounds me how complex a search can be in order to return the correct information.

I will continue to search in the same way that I always do. I plan to show these websites to my students in order to encourage them to search in the way I do. Since I know how to properly search the internet in order to return scholarly and accurate information, I will hold my students to high standards with regards to online sources. While they may be able to use any website for their other courses, I will require that they only use scholarly information. I will probably also encourage my students to use the search engine Bing since you can get reward points for using it. I enjoy using Bing and I often get free pizza as a result!

In conclusion, I did not find this activity very helpful for myself since I have already been exposed to this information in different courses and workshops. However, it is one that I will probably use with my students in my future career. I find that activities like these are very helpful for students who are just learning about how to find scholarly sources for their work. I know that many libraries have workshops covering this information in order to encourage students to use the online database. I hope to instill the same high standards that I have for online sources in my students so that they will be successful in their future endeavors just as I have been throughout my academic career.

Introducing the Girl Behind the Technology

Online classes can be difficult since you are unable to interact with your classmates and teachers. However, blogs allow for us to each get to know a little bit about the person behind the posts. I am an avid music listener, an explorer, a vegetarian cook, and a talker. I love making popcorn on the stove and gossiping with my neighbors or blasting my record player as I cook a new recipe. I find that Commerce may not have all that I’m looking for in a town, but I try to make my little apartment the best home possible. If I’m not in my room, you can probably find me trying out a new restaurant in Dallas or catching a great film at the Angelika Theatre. While I’m enjoying my time as a student, I cannot wait to step into my own classroom for the first time. I hope to be teaching within the next few years.

The focus of this blog will be on how to integrate technology into the classroom, with a focus on teaching English as a foreign language. Although I have used a computer nearly my whole life, I do not always like the ways in which new technologies are introduced in the classroom. Sometimes, technology is used in the classroom simply for the sake of using it. Instead, I hope to use technology to supplement my teaching, rather than allow it to be the focus of my lessons. My personal belief is that technology should work for the teacher, not the other way around. Technology has so many useful applications, and yet, it should never detract from the coursework or the classroom environment.

My goal for this course is to learn about the different ways in which I can utilize technology in the classroom, and to report about it here for future reference. While I do not plan to use a great deal of technology, I hope to stay current on what the internet and other technological sources have to offer. I hope that this course will introduce me to new technologies that are useful for teachers. I also hope to see scholarship that supports using these technologies in the classroom, so as to have proof on their effectiveness. Perhaps my opinions will change over the course of this semester as I learn more about technology and teaching! Welcome to Te(a)ch!