Digital Post H

Digital Post #H

Next generation web 2.0 presentation tools such as prezi, animoto, and glogster. These are tools that we use on our blogs. Thanks to our blogs I was introduced to these great tools that I have had a fun time creating and this is just practice for when I do become a teacher. This concept was great for me because I learned about two new web tools and I learned a little more about prezi.

1. Prezi allows teachers and students to create visual displays collaboratively online using nonlinear approaches to information presentation (Maloy et, al p. 224).
2. Animoto is also another next-generation tool, in which teachers use video clips, pictures, sound, and text to expand how information is presented and received (Maloy et, al p. 224)
3. Glogster lets teachers and students created digital posters (called glogs) that combine the use of images, sounds, and graphics with text (Maloy et, al p.224).

YouTube, handcrafted videos, and streaming video resources are different tools that focus on different things. This concept specifically stood out to me because I did not think you could use YouTube as a tool because when I was in school it was locked for students use. YouTube is a video hosting and sharing website where people upload videos that they have made and watch those made by others (Maloy et, al p.225). Some teachers even have their own profile on where they post video material. I noticed that some of my professor have their own channel so that they can guide us through some of our modules. Handcrafted videos are videos where the camera focuses on words, numbers, images, and even paper cutouts as they appear and move around a whiteboard or white background (Maloy et, al 226). This type of video I found like a great idea for me because it would help me a lot in my math classes. Handcrafted video also does not show any faces so it would be perfect for privacy issues. Finally, streaming videos are the simultaneous transfer of a video, voice, and data from one computer to another (Maloy et, al p. 226). This type of video is handy because it can be viewed either from a smartphone or computer. These type of videos are available for free to schools and they are growing constantly. These video tools as a future teacher is great to know what they are good for so I can know when in my lesson I can use them and how. The only video tool I knew about was YouTube, but I thought it was very limited now I know there is an educational part in it.

Strategies for using videos with students was a concept that was very helpful to me even as student. This concept explains how each strategy allows the student to contribute and interpret their own ideas.

• Pause and rewind videos often. Pausing or rewinding to review video segments engages students in lively ongoing discussions about what they are viewing, making the experience interactive. 
• Ask the students to write responses. As they view video, students can take notes or write reactions to parts of what they are watching. By pairing different modes of learning video viewing and expressive writing teachers enhance student involvement.
• Integrate video into lessons. Showing brief segments of a video rather than watching and entire program facilitates and interactive viewing experience for students. Alternatively, when the teachers show one or two short scenes or sections from a video, it is easier to promote discussion and analysis because student attention is focused on the important academic material in the lesson.
• Turn off the sound or the picture. Eliminating sound or picture dramatically changes the video experience.

This concept has taught me how to use these strategies in the classroom and its given me some examples as a future educator. This is a way to make enliven the classroom experience for students specially for me that I do not usually use technology much.

Overall, this chapter was full of ideas and technology tools that I could use in the future. These three concepts were specially useful to me because I feel as if I can use them in my own classroom and feel comfortable using them. I have a variety of web 2.0 tools to choose from that thanks to blogging I have been able to learn about more and more and expand my use of. The use of videos in the classroom from YouTube, handcrafted, and streaming are different but very useful in specific ways. Finally, the strategies that will help enhance the use of videos with students. All these things combined together for me have given me many ideas on how to use them in the near future as an educator.

References:

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Ruiz, J. (2016, October 22). Strategies. Retrieved October 22, 2016, from https://www.powtoon.com/my-powtoons/#/

Ruiz, J. (2016, October 22). What would you use? Retrieved October 22, 2016, from https://magic.piktochart.com/output/17388471-what-would-you-use

Digital Post G

Digital Post #G

Differentiated Instruction as defined by the text is an instructional approach in which teachers create different educational experiences as ways to meet the learning needs of individual students (Gregory & Herndon, 2010; Tomlinson & and Imbeau). This is what got me I immediately thought this concept is great and has a lot of information. The different groups that are assigned to learn in differentiated ways are great examples of how to keep the student engaged and allowing them to do different activities with partners, groups, or the teacher. Another great concept of differentiated instruction is how student learning differences rise in four different areas:

• Readiness. How students' prior expenses have prepared them to learn academic material
• Interest. How curious or committed students are to learning what is being taught in school.
• Learning profile. How students learn best in formal and informal situations.
• Affect. How students regard themselves as learners, and how students regard the school as a place to learn.

Although this concept has a lot of information the only problem would be the challenges the teachers and students face because there is not enough time to accommodate every single student such as special needs, English learning students, or gifted and talented. Differentiating activities is only a way to engage the student and helping all students participate in class. It is not the best way but it is one step to keep the students minds learning while in the classroom.

Universal design for learning (UDL) was another great concept for me because it is like defines multiple ways to represent, express, and engage students. UDL emphasizes instructional goals, strategies, and materials so that almost every student to increase students leaning opportunities. The example the book uses was for a hearing impaired student that thanks to a powerpoint the student was able to see and read the definition of the vocabulary words this also being a great way to help other students because they also read and saw the material not just hear it. UDL is applying different ways to learn information, provide different ways of showing what they know, and increase their motivation. This is great for the students because all students learn differently and changing the learning situations can increase learning.

Multicultural education in the 21st century, had a lot of great information on diversity which is now seen more and more in schools. The best concept I have read because it gives credit to the all the people it makes the people one person it does not define race, gender, ethnicity, sexuality; what it is doing it is presenting the opportunity of multicultural education in different ways. It contains great resources for the teachers such as how to integrate the stories and histories of multiple people into every subject area. The students learn how to connect their school assignments with issues and concerns they are experiencing in their own lives. This sample lesson plan on multicultural education is great example of a lesson for diverse students. Multicultural education has grown quite a bit and with that has came the use of technology more than before with student's being able to research their own cultures, language, and background through technology this concept by far has it all to help the delivery and enhance the learning of the multicultural children of the 21st century.




Resources:
Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc

Education, A. (2015, January 30). Using differentiated Instruction to support all learners. Retrieved October 14, 2016.

Institue, T. E. (n.d.). Multicultural education online. Retrieved October 15, 2016 from teacher education institute

Ruiz, J. (2016, October 14). UDL 222. Retrieved October 14, 2016, from https://www.powtoon.com/online-presentation/fgf3UKjRtWx/?mode=movie#/

Blog Post #E

Blog Post E

Teaching problem solving with computers something that was not completely established when I attended school. Computers were used by some teachers, but we learned through the board, books, and each other. This chapter showed me a different view in problem solving and how computers can be an awesome tool for teaching problem solving to the students. Problem solving through computers will basically be what us as teachers assign. As the book states there as software programs, apps, learning games, and intelligent tutoring programs which will all provide students with challenging problems to solve (Maloy et al, p106).  This is something that I will definitely will love to try as a future educator because it may help the students engage and enjoy more while using a new concept of problem solving through computers.




                   Creative commons credit to By: Lucélia Ribeiro(flicker)

Higher-Order and Lower-Order thinking is something that I experienced for myself when I was a seventh grader and having gone through this is why I can relate to this very well. Lower-order thinking is basically just learning how to spell vocabulary words for a test or quiz. Higher-order thinking is learning how spell the word its definition and then write an essay using all these words with the correct meaning. I had to do the higher-order thinking because I was placed in a ESOL class for English learning students and this is one of the best things that has happened to me because although I was in that class by mistake it was a challenge to me to do all this and I was able to expand my vocabulary by the end of the year. When this happened to me computers and gamification were not used as much. In this chapter I learned that " to successfully promote higher-order thinking, a game should earn a score of between 15 to 20 points on the rubric created by John Rice, meaning higher-order thinking features are consistently present" (Maloy et al p, 162). If I would have been challenged in my time with a game instead of a full definition and essay I think the different opportunities of the game would have helped me getting a passing score on the rubric.

Online Software selection resources for teachers which was such a big help for me as a college student. This concept I think is very important and something that we should be aware because it is very helpful. They have edudemic directory which offers reviews on technology resources such as laptops, cell phones, apps and more. Entertainment software rating board ( ESRB)  is an independent evaluation group that assesses and rates new pieces of software a year. Evalutech a free review service for teacher and families it offers more 10,000 software and print resources for k-12 teaching. Stopbadware.org is a software watchdog whose goal is to identify destructive software (Maloy et al p, 164). This resources I had never heard of before reading this chapter and I they would be very useul because as a teacher you will always have many thing on your computer specially in this era of technology.


Resources:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Creative commons credit to flicker retrieved October 1, 2016 from flicker

Holmes, M. (2011, December 3). Blooms taxonomy. Retrieved October 1, 2016, from https://www.youtube.com/watch?v=__YdXxwBZ7Q