Group Choice Project
by Dani Wallick, Monique d'Entremont, Chris Knecht
Recently in Teaching with Technology Seminar Category
Over break I had some free time to leisurely peruse the internet. I enjoyed visiting Flickr, the online interactive photography site. Photographs can be uploaded a variety of ways, edited, organized, and shared. I am not one to post pictures and share them with family and friends. Why that is, I am not really sure. I just don't have the desire to do so. However, if I would post pictures on the internet I would put them on the Flickr website. I like the privacy settings so that I can control who is able to view my photos. One of the most interesting aspects of the site is the map function. Photos from my vacations and trips can be uploaded and dropped on the respective places on the map. It is also fun to type in various cities and states and access the thousands of photographs from the area. I even found some photos of my hometown (a small suburban community outside of Harrisburg)! Tagging various points of interest within the photographs is another great interactive tool. I liked reading what people had to say about the photos and they could do that with the tags and the comments. Overall, I had never encountered a photograph site that could be so multifunctional. Within a matter of a few clicks, photos can be posted, edited, mapped, and then used to create postage stamps or other memorabilia. Never before had I know a site to be "all in one." I plan on establishing a web blog when I travel to England in the fall. I will also create an account with Flickr so that I may post the photographs of my life and travels abroad (of course using the mapping feature!). I know that my family and friends will appreciate the photographs and it will allow us to communicate in a rather untraditional manner--through photographs.
Lastly, I was introduced to Google Docs in my art class earlier this semester. We had to complete lesson plans in groups and we used Google Docs to post our plans and information in a shared document. Over Thanksgiving break, a lot of students were concerned about not being able to work on group projects (my current LLED block section has four group projects to be completed by the end of the semester). The solution was easy: Google Docs. I created separate documents and presentations to be shared on Google Docs and then sent out the to-be shared invitations to the respective students in my groups. That way, we would all be able to communicate and collaborate on our projects via one portal. This particular web resource has been most useful to me and I will continue to use it on a regular basis. It is like having Microsoft applications (powerpoint, etc.) for free and it is easy to use!
This podcast focuses on student and faculty feedback about the College of Education's most recent laptop initiative, EDUCATE.
After thinking about our project, we decided to put a different spin to our topic.
This is our updated project proposal and we are looking forward to creating a movie about Mac, the new student in the class.
Group Members: Chris Knecht, Monique D'Entremont, Dani Wallick
Description: A 21st Century Classroom
As a group we would like to create a movie using iMovie and Garageband, that focuses on the aspects of 21st Century learning and skills through introducing a new student into the classroom. This new student is named Mac and is actually the Apple MacBook computer. Students will not understand why Mac looks and acts so weird. Yet, they soon learn that Mac has so many capabilities that can benefit them in a variety of ways. Our movie will include live footage of the class, the teacher, Mac, scrolling text that enhances our video, and musical accompaniment. We will examine the 21st Century skills that teachers find invaluable to students in this technological age, the ways in which the skills are integrated in the classroom, and the expectations put on students. Purpose: We want people to understand that the role of education is evolving with the current advancements in technology. Therefore, it is necessary to address how teachers and students will adapt to these changes. We were influenced to examine this topic more in depth after reading the TIME article, How to Bring Our Schools out of the 20th Century by Claudia Wallis.
Resources:
- How to Bring Our Schools out of the 20th Century by Claudia Wallis, TIME
Magazine
- U.S. Department of Education Institute of Education Sciences, National Center for Education Statistics, http://nces.ed.gov/
- National Center for Technology Planning, http://www.nctp.com
- National Educational Technology Standards for Students and Teachers
- Current College of Education elementary education students
Product: iMovie video (text, images, live video, music)
Timeline:
Early November: we will meet as a group and do research (look into ALL resources, take notes, make final plans for movie storyboard)
Mid-November: take footage of class, teacher, Mac
Mid-November to project due date (end of semester), create movie
I received an email a week ago, telling me of an opportunity to participate in a live video chat with faculty and students from England and Sweden. These students were Penn State students, student teaching abroad at the University of Chichester in England. I did not know what to expect but I was eager to experience a live video chat. I immediately thought about the various movies I have watched, where Mr. CEO and his bankers hold a video conference in a swanky, silver-lined office. Me, involved in a live video chat?! Sign me up! Why was I interested? I am student teaching abroad at the University of Chichester in the fall of 2009. Therefore, I thought this would be a wonderful opportunity for me to become acquainted with the culture of England, based upon the perspectives of the students that are living and teaching there now.
So, this morning, I made my way to the Chambers
building and took my seat at the U-shaped table in one of the many tech-savvy
rooms. The presentation was to begin at 8 am and at 7:55 the room held
only me and a peer. Suddenly, a booming voice fell from the sky (think of
The Wizard of Oz), and my peer and I looked around the room, realizing that the
voice was coming from a television speaker hidden behind a drop down projector
screen. We pulled the screen up towards the ceiling, turned on the
television monitor, and saw ourselves staring at a conference table filled with
faculty members. The voice (which was a man sitting at the conference
table), walked us through the logistics of how to turn on the video camera and
position ourselves in a way viewable to all.
On one TV we could
see the faculty in Sweden, eager to begin the show, and on the other TV we
watched the students at the University of Chichester assemble in the auditorium. I
thought to myself, what time is it over there and wow they are thousands of
miles away and we are all on the same page right now.
As future abroad
student teachers, we were invited to the video chat to watch and listen to the
various presentations compiled and presented by our own peers in England--who
are now student teaching. In Sweden, a group of faculty members
(which are related to the England and Penn State Communities) were also
watching the presentations. So, to be more clear, there were three
groups partaking in the video chat.
1. 1. faculty in Sweden
2. 2. students and their faculty in England (at the
U. of Chichester)
3. 3. students at Penn State (in Chambers building)
The video chat was rather
simple to do but so powerful in terms of knowledge and
learning. With the click and punch of a few buttons, an adjustment
of the video camera and a turn of the volume knob, we were instantly connected
to two groups of people in two different countries with real-time access! I
could be talked through the set-up process via the microphone and video
system--a task that I would have never thought because I sometimes feel as
though I lack the technological "know-how" or intuition. We were
encouraged to ask questions to our peers who are currently studying in
England. It was so different than just typing questions in an email
or calling them on a phone because I heard multiple perspectives, answers, suggestions,
and personal experiences in an instant from both peers and
faculty. It was as though we were standing three feet away from each
other, but of course, that was not the case. Overall, a live video
chat was a new and beneficial experience in my life. At first, I
think I was intimidated by the live video chat because I thought it would be
too complex and frustrating. But really, it was a simple and
effective way to communicate across countries--something that I will consider
when I have a classroom of students. I can only think how amazing it
would be to video chat with classrooms in Asia or Europe, or any place that
would provide a new experience for students! I cannot wait for my
next video chat. Now that I am aware of a video chat's power in a college
setting, I can only imagine the power it could hold in an elementary classroom.
When I think of being a teacher leader I think of it within two contexts:
1. Being a teacher leader within a classroom and 2. Being a teacher leader within a school system and a community
There are similarities and differences among the two. Of course I want to be a teacher leader within my own classroom. I would not be an effective or successful teacher without first being a teacher leader. Communication is essential within a classroom. I want to be a positive, direct, and honest communicator. I will also value my students opinions and listen to their feelings in the classroom. Often, I think that the students' feelings are separated from the classroom, or pushed aside. As a teacher leader I will embrace the individualities of my students. My instruction will be modified to meet the needs of the students. I hope to be in a school that acknowledges the benefits of faculty collaboration. That brings me to being a teacher leader within an educational system and a community. A positive attitude is contagious and I will have a positive attitude inside and outside of my classroom. I want my day to extend beyond normal school hours. I want to be seen at school events and be a friendly face in the community. As a teacher leader in the school I want to use my knowledge and share it with other teachers--part of teacher collaboration. I hope that my sharing is reciprocated by others. I will speak up at meetings and be willing to take on challenges. In this digital age, I will also embrace the abilities of technology in my classroom. I think it will enhance my own instructional abilities but also enhance the motivation and work of students.
I do not want to be the teacher that goes through the motions 8-3 every day. I came to school to be a teacher because I want to make a difference in children's lives. I also think that I will be a great teacher. Instructionally, I think I need to learn a few more things but with two more semesters of school ahead of me I'm looking forward to what I'll learn next. Once I am in a classroom I cannot wait to put my teaching philosophy into action and embrace the knowledge that I will come with experience.
Choice Project
Proposal
Group Members: Chris Knecht, Monique D'Entremont, Dani Wallick
Description: Education Public Service Announcement; 21st Century Learning
As a group we would like to create a movie using iMovie and Garageband, that focuses on the aspects of 21st Century learning and skills through an untraditional public service announcement format. Our movie will include live footage of interviews, scrolling text that enhances our video, and musical accompaniment. Foremost, we will reference professional education sources to outline a description of 21st Century skills. We will examine the 21st Century skills that teachers find invaluable to students in this technological age, the ways in which the skills are integrated in the classroom, and the expectations put on students. We want the public to understand that the role of education is evolving with the current advancements in technology. Therefore, it is necessary to address how teachers and students will adapt to these changes. We were influenced to examine this topic more in depth after reading the TIME article, "How to Bring Our Schools out of the 20th Century" by Claudia Wallis.
We would like to interview professors in the LLED block because the ways in which they are preparing us to teach are aligned with the necessary 21st Century skills. In order to examine what is currently happening with technology in the elementary schools, we would like to interview a prospective 5th grade teacher at Park Forest Elementary School, Mrs. Jennifer Cody. We will also interview current College of Education students studying to become teachers in the 21st Century. When talking with current elementary education students, we want them to express how the incorporation of technology in their classes will help them become effective and invaluable leaders in their present and future classrooms.
Resources:
- "How to Bring Our Schools out of the 20th Century" by Claudia Wallis, TIME
Magazine
- U.S. Department of Education Institute of Education Sciences, National Center for Education Statistics, http://nces.ed.gov/
- National Center for Technology Planning, http://www.nctp.com
- National Educational Technology Standards for Students and Teachers
- Jennifer Cody, 5th grade teacher at Park Forest Elementary School
- Kathleen Collins, LLED 401 Professor
- Current College of Education elementary education students
Product: iMovie video (text, images, live video, music)
Timeline:
- Early November, we will meet as a group and do research (look into ALL resources, take notes, make final plans for movie storyboard)
- Mid-November, conduct interviews with teachers, professors, elementary education students
- Mid-November to project due date (end of semester), create movie
"Mastery of digital media for the production of knowledge constitutes a new family of 'digital literacies,' since such media, like print before them, are the tools for the production of meaning."
I was drawn to this particular article after spying one of the author's names, James Paul Gee. I recently read an article of his in my LLED 401 class, published in the Journal of Education, 1989. The article defined the art of literacy, the acquisition of literacy, and touched upon the multiplicities of discourse. Gee wrote in a very academic language, almost too dry for my eyes. However, this article co-written by Gee and Michael H. Levine was a different story. I enjoyed reading the text and thought that their stance was practical and reader-friendly.
The TIME article that I have commented on within the blog entry right before this one, explored the idea of education within the global age and the necessary 21st Century skills. Interestingly enough, Gee and Levine comment on the fact that our children need to be prepared to succeed in a global age. Literacy no longer involves the sole reading and writing from a book, but it involves the technological media of our world. The authors cite two current problems of the American schools and literacy. First, the social class and race gap that has existed for decades and second, the gap between students who have mastered the digital-aged media versus those who have not. They then focus on the newest problem of the latter.
They believe that the cause of the digital literacy gap is "...a lack of comprehension of increasingly complex language." Both language literature specialists, Gee and Levine believe that a strong vocabulary helps to alleviate that lack of comprehension. Teachers find it hard to meet the vocabulary needs of all the students, because they all came to the classroom with different experiences and preparation. For example, some students are read to daily in their home, engage in lengthy conversations with family members, and reading is an important hobby in the home. However, with other students, it is the complete opposite situation, and students come to the classroom with little prior knowledge or exposure to literature. Gee and Levine believe that digital media can help students make the real-world connections to text, and thus, increase their comprehension skills. They say that "...schools don't teach early literacy in a way that provides these students with complex vocabulary or comprehension skills." These students refers to the students who do not receive the necessary preparation before grade school. However, I think that depends on the teacher, the classroom, and the school. They have made too large of a generalization and I see no evidence backing their claim.
There is no doubt that digital media can contribute to the students' understanding and comprehension of language and sign systems, but I do not think it can replace human instruction. Those students who do not have the prior knowledge regarding texts should not have to rely on the digital tools to teach them the fundamentals. Technology can enhance and reinforce what has been taught, therefore expanding their breadth of knowledge. Moreover, the more the students use and reference digital media, the more likely it is that they will become "digitally literate,"--a crucial and expected skill of the 21st Century society.
There is no doubt that digital media plays an important role in the lives of children today. It is up to the teacher to provide her students with the opportunities to engage with digital media. Moreover, it is the teacher's responsibility to be a mentor in the classroom. As a teacher I will regularly incorporate digital media and technology into my lessons.
The 21st Century is characterized by the development and rapid advances of everything digital and technological. The educational system in America needs to be re-structured in a way that allows American schools to compete with the current countries that "out-perform" American students on tests. The developments of technology have resulted in the widespread concept of globalization. From the World Bank Group, globalization is, "the growing integration of economies and societies around the world." Education needs to align with the concept of globalization in order to prepare students for the future of the 21st Century.
It is easy to say but I am sure very hard to do. That is why, as a future K-6 educator, I am going to support a curriculum that emphasizes the necessary 21st century skills. I want my students to gain a better sense of independence and individuality. I want them to understand the importance of being decisive as well as the importance of being critical thinkers. At the same time, they must understand the importance of collaboration and cooperative learning--an irreplaceable skill necessary for their future endeavors.
It is important for teachers to be prepared to teach in the digital-age. Therefore, professional development plays an important role in the process of bringing education into the 21st Century. Teachers must be aware of the previous experiences of students, in order to assess and create meaningful learning experiences aligned with traditional academic subjects and 21st Century skills.
TIME Magazine: "How to Bring Our Schools Out of the 20th Century"
Additionally...
This is an interesting documentary, investigating the American school system and comparing it to foreign countries. While is does provide valiant points, it seems as though some issues are misrepresented and/or distorted. Nonetheless it it a thought provoking film and I think beneficial for teachers to watch.
Overview: Documentary on Education in the 21st Century: Judy Woodruff
Blogs are meant to be read by others, others who are interested or curious about what another person has to say. As a new-blogger, I think it is important to bring a little personality to my page. I don't want my blogs to sound impersonal or as though one is reading from a typed manuscript. I want readers to know who I am, what I am about, what I believe, and why I think so. Allow me to talk a little bit about myself because I really wouldn't mind reading about you either. Enjoy!
I think Penn State and the surrounding State College area is the best place for any undergraduate study! I am so fortunate to be a part of the university community and I count my blessings every day. My hometown is Camp Hill, PA, about five miles from the capitol city of Harrisburg, and ninety miles from State College. I have loving and supportive parents and my best friend is my sister (PSU 2006 alum). Family is always number one and they mean the world to me.
I love Penn State! Fall is my favorite time of the year in State College, not only because of football games, but because of the crisp, beautiful weather! I love my major and I cannot imagine myself doing anything else in life besides teaching! I hope that my experiences with teaching will reinforce that feeling. School and work keep me particularly busy. When I do have free time I enjoy spending time with my Little, from Big Brothers Big Sisters. I have been a Big with a nine year old girl for a year now and it has been one of the best decisions of my college career. Additionally, I occasionally babysit for two local State College families. This past summer I was a camp counselor at The Second Mile's Challenge Program, a non-profit group that supports the children and young adults of Pennsylvania. The week was exhausting and surely challenging but well-worth the effort. I grew as a person, understanding my own strengths and weaknesses. Ultimately, I became a mentor to children, and I realized the impact that I can make on a child's life, simply by listening, caring, and showing them that they matter.
Other than that, I enjoy running and being outdoors. I love to read (when time allows for pleasure reading!), cook and bake simple recipes, and count down until Holidays. This is my last year at Penn State, before I begin student teaching, so I am hoping to make it a memorable one! I am also working to keep my stress levels to a minimum...it is not healthy to be stressed!
Links: The Second Mile
