Journal 9 - More With Less

How to do More With Less: Lessons From Online Learning - By: L. Pape, T. Sheehan, and C. Worrell

Summary -  With current limitations on budget and funding for teachers the utilization of free technology and efficient classroom strategies are necessary.  Alternative classroom strategies for online instruction are blended teaching and flipped classroom instruction; which, can be utilized to maximize interaction between students to students and teachers to students utilizing online sources.  Utilizing free technology and programs, like: Diigo, wikis, games, instruction activities, and blogs, teachers can stretch their classroom finances to their best ability and encourage a more technology integrated and organized classroom and work ethic.  Using sites like Moodle or a classroom blog, students can have 24/7 access to assignments, current events, and instruction.  Within the article are accounts from real classrooms on utilizing these technologies.

Q1: Why should I incorporate online sources and tools in my classroom?

A1:  Accessibility and choice are the immediate reasons.  By utilizing new technology and free resources on the computer my students will be able to complete projects and assignments with greater creativity.  A choice for my students in how to present and obtain knowledge in their own way will be created, even if I may be teaching them about these technologies, they may incorporate them into future study.  Access to school material is essential to a child's learning.  If I restrict my student's access to the material necessary for what I assign; then, I am responsible for a restricted attempt at the assignment, not the student.

Q2:  Why is it important to incorporate alternative teaching strategies? 

A2:  Through personal experience as student, repetition and personal involvement with what I am studying gave me a better understanding of the material.  Students and teacher reverse their roles in the classroom, in this way, a greater perspective and uniquely individual perspective on the class material can be found.  My students may become my teacher at any point in time.

Pape, L., Sheehan, T., & Worrell, C. (2012). How to do more with less: Lessons from online learning. Learning & Leading with Technology, 39(6), 18-22. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/DigitalEditionMarch-April2012.aspx

Journal 8 - Adaptive Technologies

Summary - Students with special needs are among those that can benefit greatly from technology in the classroom.  Technology can help and create an avenue for those with special needs to close the gap that their need creates compared to those fully-able students.Technology for special needs students can range from high to low tech and covers two main categories: communication and accessibility.  In this post, I have researched a few representations of adaptive technology and bookmarked resources of my search in my Diigo tags and networks. 

Communication Technology -  These forms of technology help students with difficulties in communication, bridge the gap, making it easier.  Technology for communication can range from low tech to extremely high tech, catering to the students needs.  Augmentative and Alternative Communication (AAC) is a general term used to describe tools that supplement or replace the students impairment in traditional writing and spoken forms of communication.  A low tech representation of AAC is the Mayer-Johnson Soft Communication Boards (pictured to the right).  Communication boards can be used as a way to communicate without spoken words.  The boards can be used with those who can not articulate speech on a daily basis, like special needs students, but also those who's speech may be temporarily affected, hospital patients.These boards specifically use Velcro so that instructions and individual thoughts can be constructed instead of a fixed sheet, and are utilized in different forms.  An example of incorporating high tech devices into the classroom is the Ipad (pictured-left). This tablet style device is handheld and can be downloaded with multiple types of software, games, and apps to incorporate into the classroom. The Text-to-Speech software by Apple is a way in which communication can be integrated into a tablet device or computer. High tech communication devices can give you the same effect as low tech device but in using high technology: the amount of space taken up by the item will be less, more words can be incorporated by downloading updated vocabulary, and voice software may be incorporated if speech is extremely difficult.
Input Technology -  Input technology is used to create an interface between the user and their computer.  Traditional forms of input devices are: the keyboard and mouse.  Special needs students may require specialized input devices, in order, to do homework or other curriculum requirements.  The Tetra Mouse (pictured-right) is an example of a specialized input device for special needs students.  If a student does not possess adequate fine-motor control for a mouse interface; then, the students can use the Tetra Mouse which is used with the mouth and not the hands.  The Tetra mouse functions like a traditional mouse, via a USB connection, yet its interface with the user is specialized to the mouth.  Often times input devices are specialized to a specific software program.  The  Soundhouse Special Access Kit (pictured-left) is an example of a software and input device developed to include those with special needs into music.  The banana keyboard has over-sized keys to address motor control issues and simulates a basic piano keyboard.  Incorporating the keyboard with the software contained in the kit, students can choose any musical instrument along with multiple effects.  This creates an inclusive atmosphere, where special needs students can explore their creativity in a feild of study that may have been excluded to them.
Conclusion - Technology can help to increase inclusion within schools.  Developing and utilizing these tools or tools like these, I can cater to my students' physical or mental needs.

Journal 7 - My Personal Learning Network

A Personal Learning Network (PLN) is an online social network dedicated to learning and education.  By incorporating multiple social networking tools like: Skype, Facebook, Diigo, Twitter, and blogs an educator can gain easy access and links to educational material, cohorts, and insight online.  By creating my own PLN I am able to connect with professionals with the same interests in teaching, access to their resources, and vice versa (i.e. they can gain access to my: materials, resources, and incite).  My PLN and I encourage communication and access to better our teaching abilities, experience, along with that of our students.  My network of cohorts and resources is, also, no longer limited geographically.

Via my Twitter account I was able to follow professionals already in the teaching feild.  Using hashtags specific to education (ex: #edchat, #edtech) I was able to link to other educational professionals and to online resources for education.  Since, I am relatively new to Twitter along with other online tools and resources for teachers, I was mostly an observer in my first Twitter #edchat (date: 4/3/12@noon).  The question of, "What should a good Administrator look like & how can we get there from here?" It was overwhelming at first to keep up with many of the posts on the question, but soon was able to navigate the discussion well.  Opinions on the topic were posted quite rapidly.  I agreed with most and disagreed with others.  I did not partake in return tweeting but I explored links (posted by other participants) to: PLNs, teacher forums on educational administration, and teacher blogs.  The links I explored were then integrated into my Diigo tag role and I selected to follow individuals who I found interesting and informative.  I also chose to follow education professionals who I found interesting and informative: Cube for Teachers - and educational bookmarking community, Mark Brumley - a Tech-education advocate, and Joan Young - an elementary school teacher also involved with Scholastic Books.

With my Diigo account I am able to tag, bookmark, and highlight websites and material resources online.  After tagging these online resources I can make them available to others via my Diigo tag role.  I can also follow others, gaining access to their library of tags and websites that they find insightful or useful.  In turn, others can follow me.  I am currently following: my Educational Technologies professor, Jeffery Heil, who is helping me to develop my PLN,  Mark Brumley, a Tech-education advocate (also a member in my Twitter network) and Discovery Educator Network, because of my interest in Discovery Network media and its uses as a pedagogical tool. The rest of my PLN tags can be found in my Diigo list Robert Mendiola's PLN and My Groups.

Joining Educators PLN, an discussion forum designed for teacher networking, I am able to join in on conversations related to: educational practices, tools, and resources.  I was able to explore video posted to encourage better education.  I chose the video with Pixar's Randy Nelson on the Collaborative Age posted by Thomas Whitby (also in my Diigo network). In the video, Nelson discusses the heavy importance of a collaborative effort among people, starting with students, to reach an end goal.  The end goal is more easily obtained and in most cases exceeded with a collaborative effort.  I agree with the collaboration and is reflected in the development of my PLN.

I encourage other educators and future educators to build their PLN.  You may utilize the links in this post or find other online tools and websites to build your own PLN.

Journal 6 - Fostering Creativity and Innovation

Fostering Creativity and Innovation Through Technology - By: S. Vaidyanathan

Summary -  In order to, increase the proficiency of students in the subjects of: science, engineering, technology, and mathematics (STEM), while also encouraging innovation and creativity, teachers can incorporate lessons that tackle both.  STEM subjects and creativity occur in separate parts of the brain yet incorporating a lesson of digital art or design, students can gain creative ways of exploring STEMs without becoming apathetic to the subject matter.  Utilizing freeware and on-site computer labs is essential to keep the budgets for these projects, low. 

Q1: How can I alleviate animosity towards STEM subjects with my students?

A1:  By utilizing graphic arts programs and digital design tools I  will encourage creative and innovative use of STEM subjects in the classroom.  By my students creating their own: blog, newsletter, or digital presentation; they will utilize STEM subjects in an indirect manner while also having fun and exploring their own path towards the end goal of our project.

Q2:  What digital tools could I use in order to foster creativity? 

A2:  There are many free and educational digital tools that can complete this task.  For beginners a simple and almost universally available program would be Microsoft Word.  Utilizing the Word program students can create their own or enhance a classroom newsletter.  Students can use Excel to create a crossword puzzle, based on themselves or an activity they are studying.  Art programs like Google SketchUp can also be used to study geometry and architecture while creating a personal office building or personal space.  By using these tools students will incorporate STEM principles; while, utilizing the creative part of their brains.

Vaidyanathan, S. (2012). Fostering creativity and innovation through technology. Learning & Leading with Technology, 39(6), 24-27. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/DigitalEditionMarch-April2012.aspx

Journal 4 - Kids & Video Cameras

If You Give a Kid a Video Camera. . . - By: L. O. Campbell

Summary - Through cause and effect, if you were to give students an opportunity to create videos; then, the student will want to use the device to learn more.  By utilizing the video format each subject can be further explored in a way not available to the student before.  In the subjects of art and literature, students can create video responses to what they have read, much like: move critics do on television and the Internet.  Video can be used for: long term analysis of students by teachers, sending messages to a pen pal, or feedback in learning centers.  The saying, "A picture is worth a thousand words." then a movie must be invaluable.

Q1: What kind projects could I implement in my classroom?

A1: I could incorporate the use of a video camera to by having my classroom conduct interviews of other classmates.  In interviewing other classmates, students can gain a greater understanding of their peers and develop greater communication skills.  Using Skype, my classroom can create a pen pal relationship with classrooms around the world.

Q2: How can I ensure safety of both my students and equipment?

A2: I can ensure that the camera is used only in strictest of confidence.  Like any other electronic devise the camera is to be used for school only.  By cataloging devices and who they are checked out to I can hold students responsible for the items and data they may collect.  According to the article protective cases can also be acquired for protection of the equipment.  Safe practices in filming practices and content to be filmed will take the outlining of specific rules that will have to be made prior to the use of the cameras.

Campbell, L. O. (2012). If you give a kid a video camera. . . Learning & Leading with Technology, 39(5), 30-33. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

Journal 3 - Utilizing Infographics

Infographics: More Than Words Can Say - By: J. Krauss

Summary -  Infographics are visual depictions of data, for example: charts, pictographs, flowcharts, venn diagrams, etc. The utilization of infographics is to portray information that can be accessed by more than one part of the brain.  More than often information is written or read by students in the K-12 curriculum; infographics are visuals that can help students to further understand the content that teachers are attempting to get across and vise versa (students content to teachers).  When creating infographics: utilize as much data as possible while using minimal ornamentation,  infographics can be created by hand or with a computer, and utilize free software if possible.  Resources to develop infographic proficiency can be found on the last page of the article.

Q1: How can I develop infographic knowledge without computer proficiency? 

A1: A basic knowledge of graphs, charts, and diagrams are essential to developing a proficient use of infographics.  By taking key elements of the before mentioned items I can help my students to understand the principles of what should and will be shown in their graphics.  Before I was able to create a graph with a computer: I first learned about different styles of graphing and charting, second I learned how to construct graphs by hand, and third I learned how to use the software to create similar visuals.  Using low tech tools (e.i: protractors, rulers, pens, etc) my students will be ale to create infographics before they are computer proficient and also to compensate for those without access to a computer.

Q2: Do I believe infographics are useful? 

A2: Yes.  As a predominately visual learner I have benefited greatly from visuals.  Information and data should be given in multiple formats that will be accessible to all learners.  Using infographics in my classroom can also aide students in portraying information or data they have collected for projects.  The saying "A picture is worth a thousand words," is a valid cliche in this instance. There are many concepts that I would have had less comprehension in if they were not given in an infographic format.

Krauss, J. (2012). Infographics: More than words can say. Learning & Leading with Technology, 39(5), 10-14. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

Journal 2 - Twitter, Technology & Education

Join the Flock! - By: H. Ferguson

Summary - The main premise of the article Join the Flock!, is the incorporation of educators into social networking.  Twitter is the primary focus of the article which encourages educators to use Twitter as a device for sharing: teaching resources, projects, educational information.  The article chooses to show that twitter is not just a tool for random complaints but collaboration.  Utilizing collaboration, re-tweeting, and tagging, teachers can now talk and share ideas across any boundary.

Q1: How will I use Twitter as an educational tool?

A1: I can utilize Twitter by developing a relationship and community with other educators interested in teaching technology or any other school subject.  As other educators post projects and ideas, I can re-tweet those ideas or post my own.  I can also incorporate Twitter as a tool for parents: notifying them of major projects in class, educational websites to help their children, and educational opportunities or events in the community (ex: museums, zoos, plays, etc.).

Ferguson, H. (2010). Join the flock!. Learning & Leading with Technology, 37(8), 12-15. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2010.aspx

Enhance Your Twitter Experience - By: S. M. Miller

Summary -  If teachers are to utilize Twitter as an educational tool; then,  it is extremely important that educators learn how to use Twitter to the best of their ability.  Understanding key terminology like: tweet, tagging, lists, and microblogging, teachers can develop an easier Twitter experience with strategies and organization.  This article gives basic instructions on how to organize and setup a Twitter account and delve deeper into Twitter based technologies and tools as an educator.

Q1: How will I maintain my educational Twitter experience?

A1: When I become a teacher I will have a Twitter account setup (follow me @MendiolaRobert).  This account will be essential in creating my Personal Learning Network (PLN) and notifying parents ad other educators of what is going on in my educational world.  This account will be given to parents to follow what is going on in and around our educational community and used for my own purposes in connecting with like teachers and acquiring resources on and for teaching. Tagging will be used to directly notify those who follow my lists and linking sites will also be used to create direct pathways for my followers.

Miller, S. M. (2010). Enhance your twitter experience. Learning & Leading with Technology, 37(8), 15-17. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2010.aspx

Technology Self-Assessment: School 2.0

 

NETS-T: 1-Facilitate and Inspire Student Learning and Creativity

Standard 4: I model knowledge construction and creative thinking by working collaboratively with individuals and groups of students and contributing to learning both face-to-face and virtually.

To help facilitate the learning and utilization of technology in the classroom many tools can be found on the Web.  Web 2.0 tools can be utilized by the teacher to further a young student's understanding and involvement in the classroom.  In Section 1, questions are taken to assess a teachers adequate level of inspiration for their students to utilize technological tools.  After my results, School 2.0 referred me to an article entitled Top 10 Web 2.0 Tools for Young Learners. The tools discussed on the list are very similar if not the same as the adult versions that we are using and learning about in Ed422 this semester.  Blogs, Skype, and animating tools can be used as different forms of media to incorporate in class projects and later utilized in the workplace.  Many of these forms I use already in: school, work, and personally. I strongly encourage the use of these tools for students as future resources they can utilize throughout their lifetime.

Journal 1 - One Hundred Happy Things

Here is a list of 100 things that make me happy:

(Not in any particular order, unless my wife asks)

1. MY WIFE
2. chips and salsa
3. family
4. good grades
5. my cats 
6. dogs
7. adobo
8. fene dene
9. cheese
10. cookies
11. a good joke
12. surfing
13. fishing
14. waves
15. sunrise
16. sunset
17. turkey
18. drawing
19. my wife's laugh
20. a nap
21. a walk
22. water polo
23. swimming
24. my pillow
25. Star Trek
26. Star Wars
27. Legos
28. San Diego Zoo/Safari Park
29. popcorn
30. water
31. dirt
32. soil
33. fire
34. BBQ
35. hot dog
36. corn dog
37. Del Mar Fair
38. my car
39. comfortable shoes
40. not wearing shoes
41. running with socks on a slick floor
42. puppy kisses
43. a haircut
44. the opera
45. Disneyland
46. fun facts (a.k.a. movie quotes)
47. Harry Potter
48. a craft brew
49. the swap meet
50. LPs
51. Slurpees
52. bikes
53. smiles
54. fish
55. victory
56. corn on the cob
57. ice cream
58. a nice chair
59. sand in my toes
60. a clean shave
61. chocolate
62. farts (don't judge)
63. sourdough bread
64. crabmeat
65. Ivar's clam chowder
66. WA State ferry ride
67. birds
68. recycling
69. camping
70. cinnamon roles
71. smores
72. baseball
73. a massage
74. Costco's free samples
75. public transportation
76. students
77. friends
78. education
79. PBS
80. The Muppets
81. books
82. art
83. bonsais
84. a good tree
85. salty sea air
86. boats
87. my education
88. starry nights
89. The Beatles
90. yoga
91. burritos
92. tacos
93. mac'n cheese
94. tools
95. Grandma's stories
96. a glass of milk (with #10)
97. collecting
98. teaching
99. $ - when I earn it
100. avocados