Final Reflection- 812

·  What are some things that you have learned about effective teaching strategies when integrating technology?            

I believe it’s important for technology to be integrated into the curriculum.  There are many technological resources available that can help enhance instruction and student’s learning within the classroom.  It’s important that teacher’s have a good understanding of the technology and ways it can be used to support learning within the classroom. 

·  How did integrating web-based technologies help you think about and evaluate uses of technology            

Through these courses I’ve learned many new web technologies that I didn’t know were available.  Having students collaborate on a project through Google docs, or share their understandings or ideas through a blog are very useful tools that I’m looking forward to incorporating into my classroom.   These tools can be used to stretch students thinking, along with reaching different types of learners. 

·  How have you met your own personal goals for learning about technology integration?  Do you have any new goals? What are your plans for reaching your new goals and your long-term goals after this course is over?           

My goals are continuing to change as I learn more about the technology available.   When I first began taking classes in educational technology, I wanted to learn ways to integrate technology.  Right now, my current goal is to integrate technology into my already packed curriculum to help students develop higher level thinking skills.  I want to use technology to make a difference in my students’ education.  It is my goal to prepare students for their digital futures.  I plan on reaching this goal by obtaining my Masters in Educational Technology, and staying current on available technology. 

Project Evaluation

Next year I plan on having a list of possible video conferences I would like to set up at the beginning of the school year. One aspect of this project I would change would be to make sure the videoconferences not only apply to my curriculum, but take place during that unit of study. Currently in my science class, we are studying astronomy. However, because the videoconference set for this week is on simple machines we took a break from studying astronomy to complete the pre-conference materials for the videoconference. Though my students are able to go along with the flow, and did not make a big deal about this change I know it will be hard to get back into our astronomy unit. Because of the break in the unit, I will have to dedicate a class period to reviewing the material students have learned and identifying the learning goals for the next week. Next year I plan on setting up the videoconferences at the beginning of the year in hopes they will occur in that unit of study. This way the field trips will build on material currently being taught and the students will be able to make more of a connection.

Because I haven’t actually conducted the video conference yet I haven’t come across many lessons. However, I have questioned teachers in my building and asked them to share some things they’ve learned through their experience with video conferencing. One teacher explained that it’s important that students have enough background knowledge on the topic shared or discussed. This teacher, due to a miscommunication, was unable to complete all of the pre-conference lessons prior to the videoconference. Because of their lack of background knowledge students had a hard time relating and participating in the experience. After speaking with this teacher, I set aside two days to cover the pre-conference material and make sure my students are able to participate in the discussion that will take place during the video conference. However, I’m sure after my experience on Thursday I will have learned more that I could share with other teachers about videoconferencing.

I’m looking forward to my first videoconference. I hope my students find it a worthwhile learning experience, as I would hope to continue to implement more virtual field trips in the future.

Project Implementation

project-implemtation.mp3

My First Podcast

My TestI hope this works! =)

Internet Research for TechQuest Project

                When I first began to research video conferencing, I started with a google search.  I searched with the key phrases “Video conferencing/ education.”  I found a few useful sites through this search.  One of the first websites that came up was  AT and T Video Conference list (http://www.kn.pacbell.com/wired/vidconf/adventures.html).  I found the list to be very long, and hard to search through.  It would have been beneficial if the site was organized by grade level or content.  This site also lists the content providers, but does not describe the programs offered through the remote site.  I had to click on each site to find a list of programs offered by the content provider.  One video conference that sounded quite interesting was “Storm-E” a weather simulation http://www.cet.edu/products/ or http://www.cet.edu/.  Weather is a topic covered in seventh grade science. 

After searching through the internet, I consulted with my school’s librarian.  She was very knowledgeable about locating field trips that are available, as well as how to get started with videoconferencing.  She recommended I visit the TWICE (Two Way Interactive Connections in Education) website, which I found to be very resourceful.  Once on the Twice Website, I navigated to a page about preparing to video conference.  The site gave some advice on how to get started with videoconferencing.  Their first recommendation is to find out if you have two way interactive capabilities in your school.  My school is fairly new, and was built with many technology features including an ITV Room.  The next step is to find a field trip.  There was a list of favorite field trips, as well as field trips organized by Michigan Content Area Standards.  I found the list organized by Michigan Content Area Standards to be the more useful list.  It’s important that any field trip, a video conference, or a trip outside of the classroom be related to the content that is covered in the classroom.  This allows for students to make the connections between the classroom, and the outside world.  Once a field trip has been decided upon, you must secure funding for the trip.  Some of the video conferences charge a fee, however I found many content providers that are free of charge (For example: NASA, Cranbrook).  The next step is to schedule a time to video conference with the content provider.  In my school, I need to contact my librarian who sets up the connection with the Genesee Intermediate School District.  An important tip I found was to connect with the remote site/ content provider beforehand to set the lesson objectives, as well as set up a test for the connection.  It’s important to make students aware of the objectives of the lesson, as well as expectations of their behavior during the video conference.  Lastly, it’s important to familiarize yourself with the equipment prior to the video conference. 

                While on the TWICE Website (http://www.twice.cc/fieldtrips.html) I began to look through the list of video conferences listed by content areas.  I was initially disappointed to see lists for language arts, science, and social studies, but not math.  I teach both math and science, four sections of math and one section of science.  My goal with this TechQuest is to find video conferences for my content areas as well as for members on my academic team.  Because there was not a section listed for math, my initial discovery started with seventh grade science.  I was surprised at the number of video conferences available that align with the seventh grade science curriculum.  Some of the video conferences that particularly interested me were: Ice Age, offered from the Cranbrook Institute of Arts, Microgravity Expedition, offered from NASA Johnson Space Center, Rocks and Fossils, offered from the Liberty Science Center.  These particular topics are part of units that I still need to cover before the end of the year, and could be implemented in the next few weeks.  I’m also interested in finding out more about the video conference: America after the Civil War, offered from Albany Institute of History and Art.  This is a topic covered in eighth grade social studies, but could also tie into the curriculum in eighth grade language arts.  I’m interested in setting up a video conference for my seventh grade science class, as well as an eighth grade social studies or language arts before the end of the year. 

                Upon completion of my research, I realized that searching through google was helpful but would not be the first place I would start next time.  As I continue to collect information about particular video conferences, I will utilize my librarian and school resources more.  If I were to begin my research over, I would start with my librarian or other teachers within the school who have held video conferences before.   

TechQuest Project Description

Project Description

  I believe that educating students is not solely based on the content mandated by the state.  A complete education includes teaching students about character, opening their eyes to the world around them, and helping them understand this world through thoughtful experiences.  This TechQuest will address the need to cover classroom content, as well as helping students experience the world around them.  With the costs of field trips increasing, being able to afford one field trip a year requires a lot of money.  Many schools are cutting these outside trips due to budget constraints.  I would like to explore other ways to help students experience the real-world connections to the curriculum other than a typical high-cost field trip.

 A field trip for 120 students to a local children’s theater and planetarium cost nearly $2000 for my team this year.  Many things must be considered when planning a field trip.  The cost of buses has increased, with the high cost of fuel.  Bussing 120 students to the children’s theater and planetarium cost $350 for the day.  Tickets to the children’s theater to see The Giver, a book read in our eighth grade language arts classes, cost $900.  This was a neat experience for the students’ to see the book they’ve read for the past few months, acted out.  After the show, the students were buzzing about the comparisons between the book and the play.  Students were commenting on their favorite parts, and whether they enjoyed the book or the plays’ interpretation of the book better. The cost of the planetarium (with a school discount) was around $250.  The show not only covered typical astronomy, which is part of the seventh grade science curriculum, but also Lewis and Clark’s journey across the United States, a topic taught in eighth grade social studies.  The students were able to make connections to the classroom in many different curriculum areas.  The experience was not complete without a quick stop at Fuddruckers, for a lunch tab of $500.  The students, as well as myself, found this experience to be very beneficial and worthwhile.  If funding was not an issue, I would take three or four more trips to give my students more valuable experiences.

Funding numerous trips is not practical or cost-effective.  I would like to investigate how technology can be used to give students worthwhile experiences, in a cost-effective way.  My school has an ITV Distance Learning Room.  Using this room, students are able to interact with a speaker or a classroom through cameras and microphones.  What is being said in the ITV Distance Learning Room can be heard and seen in the other classroom. I would like to explore field trips/ conferences that have connections to the curriculum being covered in my classroom, as well as on my team. 

As a teacher of math and science, seventh and eighth grade I know that I cannot be a master on every topic I teach.  Of course, I do my best to stay current on changes made in both field (particularly science), however, there are many things I do not know.  Worthwhile field trips, in my eyes, give students the opportunity to learn from an expert in that field.  It also gives students the opportunity to ask more thought-provoking questions, with a guarantee of an immediate response.  During this course, I plan on researching how to utilize the ITV Room in ways to make connection to the curriculum.  It is my hope that through these experiences, I will be able to make the curriculum come alive to students in a valuable way. 

 Resources: http://www.kn.att.com/wired/vidconf/adventures.html 

This website includes a long list of video conferencing opportunities for education

http://dln.nasa.gov/dln/content/catalog/

This website is for video-conferencing with NASA

http://www.protopage.com/gbmslib#Scheduling_&_Material_Checkout/ITV_Distance_Learning

This website is for the media center online for my school.  It has directions on what to do in the ITV Room and how to schedule a video conference.

TechQuest Proposal

techquest-assignment.doc

Final Reflection- CEP 811

Before this course, I considered myself technology capable.  I could work with the technology provided to me through my district: computers, CPS Clickers, CPS Chalkboard, and Study Island.  However, I found many of my lessons to be Change without a Difference.  However, through making my own WebQuest, and StAIR I’ve found ways to incorporate technology into the curriculum.  Through this course I’ve learned ways to make a change WITH a difference!  

When I researched WebQuests I found many different WebQuests I could use in my classroom. Typically when I book a computer lab my students are doing research or solving problems on Study Island.  Through this course I’ve come to realize more opportunities for my students on the internet.  Just a few weeks ago my students completed a virtual lab through the internet.  I’m looking forward to having my students complete my WebQuest, and others I found that can apply to my curriculum.

I think one of the biggest things I have accomplished through this course is being able to integrate technology to make a difference in the classroom.  In the past I believe I became so consumed with attempting to integrate technology that became my main focus of the lesson, losing focus on the curriculum.  Throughout this course I’ve come to realize the best ways to integrate technology will incorporate your curriculum.  I’m looking forward to learning more ways to make this happen!

A new goal I’m setting for myself is to continue learning new applications, and new ways to integrate technology to help my students learn.  I am the type of learner who needs to take it one piece at a time.  This class was a great way to learn about WebQuests and StAIR projects,I feel very comfortable with both of these applications now.  In the future I would like to learn more ways to use technology to help make a change WITH a difference in my classroom. 

Online Experiences

When I read through the resources and technologies I found many that could be applicable in my classroom.  One of the most beneficial experiences I would like to incorporate is the interactive discussions with experts and online field trips.  My school has an ITV room, which can link together with other classrooms or individuals across the world.  While at MACUL last week I was introduced to many virtual field trips that would be of high interest, and of great application to my students.  In our session we went to the Pro Football Hall of Fame, Calvert Marine Museum, Edmonton Oilers Ice School, and author Janie Panagopoulus. 

Through online field trips the options of content is endless.  Students can read a book in class, and then have a video conference with the author.  It’s not often students are given the opportunity to conference with the author about their thoughts, ideas, or background on a particular book or subject.  Also the cost of video conference is much more affordable than having an author come to the school.  In my classroom, my students have experienced a video conference with NASA and learned about microgravity and the experiences that astronauts have in space.  Some of these things just cannot be experienced or done just in the classroom.

When utilizing video conferencing for online field trips teachers need to be more of a “Guide on the Side.”  If students are going to have a book talk with an author, the teacher should prepare students for this experience and serve as the facilitator during the conference.

I think I would have a hard time using blogs with my students. Over time, I can see how this tool could be beneficial, however keeping up with students’ blogs to make sure they are appropriate would be difficult.  Also, I’m not sure if this tool would work best with middle school math and science students. 

Google Documents