This class is probably the most difficult challenge of my academic life. Never one to shy away from challenges, I do not consider myself a wimp. I've taken some very tough classes in the medical field and other sciences but technology has never been my thing. I think it was so tough because I was thrust into an arena that felt unfamiliar and suddenly I felt old. Things are changing so rapidly in this field, I honestly don't feel that I can ever catch up. Many people relish this new technology and feel comfortable navigating this field but it seems like whenever I take risks, I end up in trouble and can't get myself out of it. It also takes a great deal of time. I know that it can be a real timesaver if one is comfortable but right now, why spend hours when I can get something done my old ways with less trouble and time spent? Also, historically, when I have taken technology courses, I find that if I don't use what I've learned it's quickly forgotten.
I have to say that I have learned a lot through this experience. I have discovered helpful tools that I didn't know existed. Will I use everything I learned? Probably not. But I do think my learning curve has expanded by quite a lot and that says a great deal. I know that my comfort level is higher and I am not as afraid to take risks on the keyboard.
Friday, July 11, 2008
Integrated Literacy Unit on the Moon
After working long and hard on this unit, I hope that you find it helpful with your own lesson plans. I'm looking forward to using this with my students this coming year.
Rationale:
Today we will begin an exciting exploration of the moon and how it relates to the earth and sun. You will become an astronomer as we create and use quadrants to study the moon's phases, just like the ancient explorers. You will be using the Internet as we link up with NASA and other websites to see actual footage of men on the moon. We will use our imaginations as we go on a webquest to the moon as a part of the Intergalactic Travel Company. Your survival skills and your knowledge of the moon will be tested as you work with your crew on a NASA
simulation: Stranded on the Moon. You'll also have a chance to show what you know through your writing including poetry.
Lesson 1- Introduction of Moon unit study
Today we will review what you already may know about the Moon and think about what you'd like to learn in this unit study. We will explore several internet websites that will provide lots of information about the Moon. You will be responsible for collecting data on activity sheets as you explore these sites. You will also be asked to take a quiz following the Moon Brainpop that will assess how much you learned. Also, you will be asked to reflect on some new information to share at the end of class as your "ticket to leave".
Procedure:
1. I will hand out KWL sheets and the students will fill in the first two columns.
2. The students will share what they know and want to know in whole class discussion.
3. I will record the their thoughts on large chart paper KWL.
4. The students are given Moon vocabulary and Apollo Project worksheets.
4. The students will access www.brainpop.com through the school website.
5. The students will watch the Moon and the Apollo Project videos.
6. The students will complete the worksheets and hand in.
7. The students access www.space.com/moon.
8. The students are instructed to read the segments: Top 10 Cool Moon Facts, Top 10 Luna Terms, and view images:
Walking on the Moon in 3-D, Cool Views of the Moon.
9. The students fill in their Ticket to Leave.
10. The students orally share their new fact learned from Ticket to Leave in a round-robin.
11. The students are instructed to complete the third column on KWL worksheet with a minimum of five new facts learned.
12. The students will be given the Brainpop written quizzes the following day.
Lesson 2-
Rationale:
Today we will take an imaginary journey to the moon with the Intergalactic Travel Company as we explore a webquest Internet site. Our goal is to learn more about the mysterious moon. You will be responsible for collecting data to answer the questions on your worksheet as you navigate through The Mysterious Moon at www.webquest.com.
Procedure:
1. I will introduce the concept of a webquest and students will make connections, sharing prior experiences.
2. Using the Smartboard, I will demonstrate how to locate the webquest and use the hyperlinks to access information.
3. I will hand out the Intergalactic Travel Company activity worksheets.
4. Students will pair up with their computer buddies and locate www.webquest.com on the Internet.
5. The students will follow my modeling on the Smartboard to locate The Mysterious Moon on this website.
6. The students will follow my modeling on the Smartboard to use a hyperlink.
7. The students will work with their buddies to navigate the internet, seeing information on the Moon.
8. Interpreting text and graphs, students will summarize and organize information to complete the worksheets.
Lesson 3-
Rationale:
Today we will create a quadrant like the ancient astronomers used. You will use this handy device to record the moon's position in the sky during our month-long observation of the lunar phases. During this time, we will also take turns discussing our nightly observations of the moon on our class blog, Mrs. Foster's Fantastic Fives. Everyone will also be responsible for charting, drawing, and writing about their observations of the moon's progress in a moon log each day.
Procedure:
1. Making connections: discuss students' connections to various lunar phases.
2. Pass out handout "Phases of the Moon" for students to read independently.
3. Show students the quadrant and discuss its history and purpose.
4. Pass out directions for making a quadrant for students to read independently.
5. Distribute materials for quadrant.
5. Demonstrate how to make a quadrant step-by-step as students create their own quadrants, using overhead projector.
6. Practice using quadrant by focusing on various objects around the classroom and determining degree of angle.
7. Distribute Moon Log worksheets and demonstrate on overhead how to complete an entry.
8. Using the Smartboard, access the class blog, Mrs. Foster's Fantastic Fives and demonstrate how to make an entry.
9. The students will be responsible for making an entry on the class computer in alphabetical order of their last name.
10. Demonstrate the lunar month flipbook.
11. Model how to make each phase by tracing the bottle cap or coin.
Lesson Plan 4:
Rationale:
Today we will write a definition poem about the Moon. You will include information that you have learned about the Moon's phases and its relationship to Earth as proof that you understand these concepts. You are encouraged to include vocabulary that is in your science journals. Follow the directions for the poem's format carefully. First brainstorm your ideas. Then after you've written your first draft and are satisfied with it, you will edit it carefully with a peer. Then you will be ready to publish by typing it out on the computer. You will use graphics from Kid Pix and Clip Art to illustrate your poem as you can see in the samples.
Procedure:
1. I will display the poem's template on the Smartboard.
2. The class will discuss the format and ask questions.
3. The class will work collaboratively to write a definition poem for Earth according to the format.
4. Students will take turns writing in various parts of the poem on the Smartboard.
5. I will show the several completed models of illustrated poems to the class for examination.
6. I will hand out the rubrics and poem templates to the students.
7. Students will return to desks to prewrite and write poems, using resources for accuracy and spelling.
8. Students will edit independently using the rubrics.
9. Students will peer edit their poems.
10. Students will type their poems on computer and add graphics using Kidpix and/or ClipArt.
Lesson Plan 5:
Rationale:
Today we will do a fun, group activity that will test our problem-solving skills and knowledge of the moon. We will be working in groups of three to solve a problem first posed by NASA. Imagine that you a member of a space crew who becomes stranded on the moon. It will be up to your group to decide which pieces of equipment are the most and least important for your survival. You will be using the internet for research as you must back up your ranking order of importance with sound, factual reasoning.
Procedure:
1. Discuss what it means to survive. Relate to stories such as Hatchet to make connections.
2. Divide the class into groups of two or three.
3. Distribute worksheet Survival on the Moon; read and discuss problem-solving task.
4. The students use computer to access information on Internet for researching problems.
5. The students record reasoning for equipment ranking order.
6. The students present their findings and reasoning for decisions orally.
7. Distribute Scoring Guide and students add up scores.
8. Students hand in written or typed reasoning paper stapled to Scoring Guide and Survival
on the Moon worksheet.
9. Teacher presents NASA's Reasoning Ranks on Smartboard for class discussion as wrap-up.
Massachusetts Learning Standards for Integrated Literacy Unit:
Earth and Space Science Strand:
Standard 13: The students will recognize that the earth is part of a system called the "solar system" that includes the sun, planets, and many moons.
Standard 14: The students will make connections between the rotation of the earth and day/night, and the apparent movement of the sun, moon, and stars across the sky.
Standard 15: The students will describe the changes that occur in the observable shape of the moon over the course of a month.
Life Science Strand:
Standard 7: The students will give examples of how changes in the environment have causes some animals to die or move to new locations.
English/Language Arts Strand:
Standard 13.13: Nonfiction: The students will identify and use knowledge of common textual features.
Standard 13.14: Nonfiction: The students will identify and use knowledge of common graphic features.
Standard 13.17: Nonfiction: The students will identify and summarize main ideas, supporting ideas, and supporting details.
Standard 23.8: The students will organize information about a topic into a coherent paragraph with a topic sentence, sufficient supporting detail, and a concluding sentence.
Standard 14: Poetry: Students will identify, analyze, and apply knowledge of the themes, structure, and elements of poetry and provide evidence from the text to support their understanding.
Technology Strand:
Standard 1.14: The students will explain and use age-appropriate online tools and resources.
Standard 1.17: The students will identify and use terms related to the Internet.
Standard 1.18: The students will use age-appropriate internet-based search engines to locate and extract information, selecting appropriate key words.
Standard 27: The students will design and create coherent media productions with a clear, controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium.
Weblinks:
www.space.com/moon
www.yahookids.com
www.brainpop.com
www.webquest.com –The Mysterious Man www.exploringspace.arc.nasa.gov/space.com/moon
www.exploringspace.arc.nasa.gov/space.com/moon
The End!!! Happy Reading!
Rationale:
Today we will begin an exciting exploration of the moon and how it relates to the earth and sun. You will become an astronomer as we create and use quadrants to study the moon's phases, just like the ancient explorers. You will be using the Internet as we link up with NASA and other websites to see actual footage of men on the moon. We will use our imaginations as we go on a webquest to the moon as a part of the Intergalactic Travel Company. Your survival skills and your knowledge of the moon will be tested as you work with your crew on a NASA
simulation: Stranded on the Moon. You'll also have a chance to show what you know through your writing including poetry.
Lesson 1- Introduction of Moon unit study
Today we will review what you already may know about the Moon and think about what you'd like to learn in this unit study. We will explore several internet websites that will provide lots of information about the Moon. You will be responsible for collecting data on activity sheets as you explore these sites. You will also be asked to take a quiz following the Moon Brainpop that will assess how much you learned. Also, you will be asked to reflect on some new information to share at the end of class as your "ticket to leave".
Procedure:
1. I will hand out KWL sheets and the students will fill in the first two columns.
2. The students will share what they know and want to know in whole class discussion.
3. I will record the their thoughts on large chart paper KWL.
4. The students are given Moon vocabulary and Apollo Project worksheets.
4. The students will access www.brainpop.com through the school website.
5. The students will watch the Moon and the Apollo Project videos.
6. The students will complete the worksheets and hand in.
7. The students access www.space.com/moon.
8. The students are instructed to read the segments: Top 10 Cool Moon Facts, Top 10 Luna Terms, and view images:
Walking on the Moon in 3-D, Cool Views of the Moon.
9. The students fill in their Ticket to Leave.
10. The students orally share their new fact learned from Ticket to Leave in a round-robin.
11. The students are instructed to complete the third column on KWL worksheet with a minimum of five new facts learned.
12. The students will be given the Brainpop written quizzes the following day.
Lesson 2-
Rationale:
Today we will take an imaginary journey to the moon with the Intergalactic Travel Company as we explore a webquest Internet site. Our goal is to learn more about the mysterious moon. You will be responsible for collecting data to answer the questions on your worksheet as you navigate through The Mysterious Moon at www.webquest.com.
Procedure:
1. I will introduce the concept of a webquest and students will make connections, sharing prior experiences.
2. Using the Smartboard, I will demonstrate how to locate the webquest and use the hyperlinks to access information.
3. I will hand out the Intergalactic Travel Company activity worksheets.
4. Students will pair up with their computer buddies and locate www.webquest.com on the Internet.
5. The students will follow my modeling on the Smartboard to locate The Mysterious Moon on this website.
6. The students will follow my modeling on the Smartboard to use a hyperlink.
7. The students will work with their buddies to navigate the internet, seeing information on the Moon.
8. Interpreting text and graphs, students will summarize and organize information to complete the worksheets.
Lesson 3-
Rationale:
Today we will create a quadrant like the ancient astronomers used. You will use this handy device to record the moon's position in the sky during our month-long observation of the lunar phases. During this time, we will also take turns discussing our nightly observations of the moon on our class blog, Mrs. Foster's Fantastic Fives. Everyone will also be responsible for charting, drawing, and writing about their observations of the moon's progress in a moon log each day.
Procedure:
1. Making connections: discuss students' connections to various lunar phases.
2. Pass out handout "Phases of the Moon" for students to read independently.
3. Show students the quadrant and discuss its history and purpose.
4. Pass out directions for making a quadrant for students to read independently.
5. Distribute materials for quadrant.
5. Demonstrate how to make a quadrant step-by-step as students create their own quadrants, using overhead projector.
6. Practice using quadrant by focusing on various objects around the classroom and determining degree of angle.
7. Distribute Moon Log worksheets and demonstrate on overhead how to complete an entry.
8. Using the Smartboard, access the class blog, Mrs. Foster's Fantastic Fives and demonstrate how to make an entry.
9. The students will be responsible for making an entry on the class computer in alphabetical order of their last name.
10. Demonstrate the lunar month flipbook.
11. Model how to make each phase by tracing the bottle cap or coin.
Lesson Plan 4:
Rationale:
Today we will write a definition poem about the Moon. You will include information that you have learned about the Moon's phases and its relationship to Earth as proof that you understand these concepts. You are encouraged to include vocabulary that is in your science journals. Follow the directions for the poem's format carefully. First brainstorm your ideas. Then after you've written your first draft and are satisfied with it, you will edit it carefully with a peer. Then you will be ready to publish by typing it out on the computer. You will use graphics from Kid Pix and Clip Art to illustrate your poem as you can see in the samples.
Procedure:
1. I will display the poem's template on the Smartboard.
2. The class will discuss the format and ask questions.
3. The class will work collaboratively to write a definition poem for Earth according to the format.
4. Students will take turns writing in various parts of the poem on the Smartboard.
5. I will show the several completed models of illustrated poems to the class for examination.
6. I will hand out the rubrics and poem templates to the students.
7. Students will return to desks to prewrite and write poems, using resources for accuracy and spelling.
8. Students will edit independently using the rubrics.
9. Students will peer edit their poems.
10. Students will type their poems on computer and add graphics using Kidpix and/or ClipArt.
Lesson Plan 5:
Rationale:
Today we will do a fun, group activity that will test our problem-solving skills and knowledge of the moon. We will be working in groups of three to solve a problem first posed by NASA. Imagine that you a member of a space crew who becomes stranded on the moon. It will be up to your group to decide which pieces of equipment are the most and least important for your survival. You will be using the internet for research as you must back up your ranking order of importance with sound, factual reasoning.
Procedure:
1. Discuss what it means to survive. Relate to stories such as Hatchet to make connections.
2. Divide the class into groups of two or three.
3. Distribute worksheet Survival on the Moon; read and discuss problem-solving task.
4. The students use computer to access information on Internet for researching problems.
5. The students record reasoning for equipment ranking order.
6. The students present their findings and reasoning for decisions orally.
7. Distribute Scoring Guide and students add up scores.
8. Students hand in written or typed reasoning paper stapled to Scoring Guide and Survival
on the Moon worksheet.
9. Teacher presents NASA's Reasoning Ranks on Smartboard for class discussion as wrap-up.
Massachusetts Learning Standards for Integrated Literacy Unit:
Earth and Space Science Strand:
Standard 13: The students will recognize that the earth is part of a system called the "solar system" that includes the sun, planets, and many moons.
Standard 14: The students will make connections between the rotation of the earth and day/night, and the apparent movement of the sun, moon, and stars across the sky.
Standard 15: The students will describe the changes that occur in the observable shape of the moon over the course of a month.
Life Science Strand:
Standard 7: The students will give examples of how changes in the environment have causes some animals to die or move to new locations.
English/Language Arts Strand:
Standard 13.13: Nonfiction: The students will identify and use knowledge of common textual features.
Standard 13.14: Nonfiction: The students will identify and use knowledge of common graphic features.
Standard 13.17: Nonfiction: The students will identify and summarize main ideas, supporting ideas, and supporting details.
Standard 23.8: The students will organize information about a topic into a coherent paragraph with a topic sentence, sufficient supporting detail, and a concluding sentence.
Standard 14: Poetry: Students will identify, analyze, and apply knowledge of the themes, structure, and elements of poetry and provide evidence from the text to support their understanding.
Technology Strand:
Standard 1.14: The students will explain and use age-appropriate online tools and resources.
Standard 1.17: The students will identify and use terms related to the Internet.
Standard 1.18: The students will use age-appropriate internet-based search engines to locate and extract information, selecting appropriate key words.
Standard 27: The students will design and create coherent media productions with a clear, controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium.
Weblinks:
www.space.com/moon
www.yahookids.com
www.brainpop.com
www.webquest.com –The Mysterious Man www.exploringspace.arc.nasa.gov/space.com/moon
www.exploringspace.arc.nasa.gov/space.com/moon
The End!!! Happy Reading!
Friday, June 27, 2008
Thursday, June 26, 2008
Reader's Theater
I really enjoyed working on the readers' theater. Our group had so much fun working on the script, but especially the podcast. I can only imagine how my students would love doing this but I'm sure it would equally as hard for them to break away. It sure was a problem for us. I know we could have spent all day tweaking our recording with special effects and music. I also appreciated the chance to utilize a small portion of the vast capabilities my computer offers. It's an incredible little machine!
I've done traditional readers' theater with past classes. Doing it this way allows the children more independence and a chance to be creative while learning new technology. I look forward to it trying it but I will probably need some assistance from our computer staff at school.
I've done traditional readers' theater with past classes. Doing it this way allows the children more independence and a chance to be creative while learning new technology. I look forward to it trying it but I will probably need some assistance from our computer staff at school.
Power Point Comment
I love powerpoint! I really love the 15 minute countdown. When I get the smartboard installed in my classroom, I plan to use this visual to help my kids keep track of time. It will be especially helpful for me to stay on track. I also didn't know there were an abundance of ready-made presentations there for the taking. WOW! This will help me so much since I always feel like there isn't enough time to do what I need to do or create. Thanks!!!!
Carol
Carol
Wednesday, June 25, 2008
Wednesday's Reflection
I feel like I am experiencing total immersion in a new language. My brain is on overload and I'm not sure it can handle another new thing. On the other hand, I am thrilled at what I have accomplished thus far. When I look at the pieces I'm collecting for my portfolio, I feel proud. I still feel like a computer dummy most of the time but today was the first time that some of the pieces seem to be actually coming together. I have learned so much in these past three days, it is truly amazing.
It has also been a very humbling experience. I am surrounded by young teachers who take this all in stride like it's no big deal. They actually enjoy playing around on the keyboard! I can't say I'm there yet but I do appreciate their patience and understanding. So thank you Marisa and Ari from the bottom of my heart. I am not at the point where I would feel comfortable teaching my students a lot of these techniques but with my notes, I could probably negotiate some of them on my own. Now if I can just make this graphic organizer I can quit for the day!
It has also been a very humbling experience. I am surrounded by young teachers who take this all in stride like it's no big deal. They actually enjoy playing around on the keyboard! I can't say I'm there yet but I do appreciate their patience and understanding. So thank you Marisa and Ari from the bottom of my heart. I am not at the point where I would feel comfortable teaching my students a lot of these techniques but with my notes, I could probably negotiate some of them on my own. Now if I can just make this graphic organizer I can quit for the day!
Tuesday, June 24, 2008
Comments on websites
The first website I would like to comment on is edhelper, a resource site for teaching professionals. I have found it to be user friendly but a bit on the boring side. It is great for generating literacy units as it includes a wide variety of comprehension question, and activities such word searches and vocabulary. I think it would be very useful for special educators that are looking for ways to increase their students' understanding.
Another website that I found interesting is webquest. I was astounded at the variety of sites it had to offer. There are some very good to excellent webquests but one needs to be cautious. There are also some sites that are unimaginative and would not capture a student's attention. I also found that some sites included perhaps too much information in the way of hyperlinks. It has to be tailored and specific to the task.
Another website that I found interesting is webquest. I was astounded at the variety of sites it had to offer. There are some very good to excellent webquests but one needs to be cautious. There are also some sites that are unimaginative and would not capture a student's attention. I also found that some sites included perhaps too much information in the way of hyperlinks. It has to be tailored and specific to the task.
Monday, June 23, 2008
Is Google Making Us Stupid?
The world is in the midst of a cultural revolution propelled by the internet. When you call for help with your Dell computer, you are likely to reach a technician from India who offers assistance. The internet has brought the world to our doorstep but it has also caused isolation and a shallowness of thought that some find threatening to our minds' ability to think. This article by Nicholar Carr points out how the ever-increasing reliance on the internet may have an adverse, even changing, affect on our brains and how they function. I believe this may translate to extended problems in our cultural society.
There is no doubt that since the advent of the internet, the pace of life has quickened. We can reach information with the touch of our fingertips to keyboard. Technology has saved countless workhours and is no doubt more efficient. Gone are the days scanning through books and microfiche for obscure information. At the same time, we are becoming used to, perhaps programmed, to think that everything should be available to us without delay. In other words, our society expects immediate gratification and is unwilling to be patient. Now that dial-up has moved to high-speed fiber optics, we are still not satisfied. The pace of our processing information has also sped up. We are bombarded with pop-up advertising and television shows are in shortened sound bites, making them more palatable for society's taste. We are a society in a state of frenzy and the proof is in our classrooms.
Today's students are restless and easily distracted. Many are unable to sustain concentration for long periods of time unless they are sitting in front of a television or with a gameboy in hand. In fact, it appears that children, in general, need more and more stimulation to keep them interested in the subject materials. Hence, teachers are constantly seeking new ways to engage their students through the use of internet games, smartboards, and the like. Though we spend a lot of time discussing reading and writing strategies, less time is actually spent putting them into practice. Is the ever increasing use of technology to blame?
In conclusion, I suspect that our brains are losing the capacity for deep thought and reflection. Over time, the brain's neural circuitry may be hardwired for shorter, shallow bursts of thought across broader scopes. We have become more adept at skimming text for information, but are losing the capacity to think deeply about a given subject. If we, as a society, are unable to reflect, what then? There is the danger that we will be incapable of effective interpersonal relationships. Email and instant messages have nearly replaced the letter that may have taken hours to write. Despite these changes in the ability to communicate quickly and easily, our society appears to be increasingly isolated with more and more people suffering from depression and loneliness. Is technology to blame? Time will certainly answer that question as technology becomes ever more pervasive in our culture.
There is no doubt that since the advent of the internet, the pace of life has quickened. We can reach information with the touch of our fingertips to keyboard. Technology has saved countless workhours and is no doubt more efficient. Gone are the days scanning through books and microfiche for obscure information. At the same time, we are becoming used to, perhaps programmed, to think that everything should be available to us without delay. In other words, our society expects immediate gratification and is unwilling to be patient. Now that dial-up has moved to high-speed fiber optics, we are still not satisfied. The pace of our processing information has also sped up. We are bombarded with pop-up advertising and television shows are in shortened sound bites, making them more palatable for society's taste. We are a society in a state of frenzy and the proof is in our classrooms.
Today's students are restless and easily distracted. Many are unable to sustain concentration for long periods of time unless they are sitting in front of a television or with a gameboy in hand. In fact, it appears that children, in general, need more and more stimulation to keep them interested in the subject materials. Hence, teachers are constantly seeking new ways to engage their students through the use of internet games, smartboards, and the like. Though we spend a lot of time discussing reading and writing strategies, less time is actually spent putting them into practice. Is the ever increasing use of technology to blame?
In conclusion, I suspect that our brains are losing the capacity for deep thought and reflection. Over time, the brain's neural circuitry may be hardwired for shorter, shallow bursts of thought across broader scopes. We have become more adept at skimming text for information, but are losing the capacity to think deeply about a given subject. If we, as a society, are unable to reflect, what then? There is the danger that we will be incapable of effective interpersonal relationships. Email and instant messages have nearly replaced the letter that may have taken hours to write. Despite these changes in the ability to communicate quickly and easily, our society appears to be increasingly isolated with more and more people suffering from depression and loneliness. Is technology to blame? Time will certainly answer that question as technology becomes ever more pervasive in our culture.
Technology Autobiography
I was born in the mid-fifties so technology was virtually non-existent at that time. We had a landline telephone. I remember that neighbors shared the line and could cut into conversations when they wanted to. We didn't have a television (black and white, no less) until I was about 12. My grandpa felt sorry for us and bought it for us. Fortunately, I had developed a voracious appetite for books and read nearly everything on the children's and young readers shelves in our small town's library by then. TV was a fun pasttime but not that important to me.
By the time I was in college, we had graduated to microfiche but still had to write everything out long-hand. It sounds like the dark ages now. After I was married, my husband attended graduate school and was required to write a thesis. We bought a used Royal typewriter so that I could transcribe his notes. It was soon after that we discovered a woman who ran a business out of her home using a word processer. What a relief!! It changed everything and seemed to be a miracle. The second and third drafts were a breeze and it was finally published.
My next real encounter with technology began when I started teaching and my children were young elementary students. We purchased an Apple computer at an exorbitant price and had fun with simple games and word processing. Well, needless to say, we have upgraded many times since and now own a total of five working computers, four of them laptops. I was given a new I-book for my latest teaching job and have grown to love its quick response and handling ease. I want to learn how to navigate and use it more effectively as I still feel inept using it, but I continue to grow in my tech. literacy each day. My girls remind me constantly of how computer illiterate I truly am, which only increases my anxiety and frustration. I must admit that I do enjoy surfing the web when planning a trip or looking for a shopping bargain though.
In addition to the computer, I am now faced with learning how to utilize a smartboard in my classroom. I find it challenging and rather daunting to say the least. I felt overwhelmed with the pressure to get up to speed when I started this new job but I am slowly finding ways to integrate its use in my classroom. There are endless possibilities to engage my students while teaching them new learning strategies. We can explore new directions, use games to reinforce learning, and teach new concepts with weblinks. By giving them the freedom to choose what to write, wordprocessing can free them up from the limitations and intense labor of handwriting.
Probably the only other technology gadgets I own are my cell phone and digital camera. I've been shown how to send text messages, and can take pictures with the camera but I generally stick to basics. My cell phone's biggest use is when I need to call friends and family in an emergency. Otherwise, it stays turned off most of the time since I don't have reception at home. If I leave it on, I often forget to turn it off, only to find that the battery has run out again when I really need it. I need to learn how to download my camera's pictures easily and would love to know how to send them out to friends and family.
When I look around my household, especially my kitchen, I realize that everything is going techy. My new stove, dishwasher, and even the refrigerator are all computer driven. I have major trouble operating the television remote if I press the "wrong" button. I can program my handheld phone for basics but forget the fancy settings. In this increasing technologically based world, I feel like I am a dinosaur. I see the necessity for keeping up to speed but it is advancing so rapidly that I sometimes want to shut down and revert to my familiar ways of doing things. They feel safer somehow. I find that people who are technologically savvy often have very little patience for people like me. It's hard for them to understand how foreign and difficult computers can be to use. When explaining things, they often rattle directions off at such a speed that I'm lost from the outset. When I am learning how to use new technology, it helps to show me step-by-step, taking time for me to imitate the modeling on my own. It also helps to have good instructions written down so that I can refer to them when on my own.
Probably my biggest challenge is organization of data. In order for me to keep up with all the latest technological changes, I know that it is essential for me to keep good records. I keep a file at school with directions on how to hook up the smartboard. I also have post-it notes under my blotter, in my desk drawer, and stuck to my computer with the various passwords and websites that I use the most. I need to get better at organizing this information if I am to utilize what's out there effectively. I not sure how others manage this but I would love to hear suggestions. I'm sure there are ways to organize these things on my computer but I have yet to be shown them. I'm looking forward to increasing my technology learning curve through this course, but be patient with me. Remember, this does not come naturally.
By the time I was in college, we had graduated to microfiche but still had to write everything out long-hand. It sounds like the dark ages now. After I was married, my husband attended graduate school and was required to write a thesis. We bought a used Royal typewriter so that I could transcribe his notes. It was soon after that we discovered a woman who ran a business out of her home using a word processer. What a relief!! It changed everything and seemed to be a miracle. The second and third drafts were a breeze and it was finally published.
My next real encounter with technology began when I started teaching and my children were young elementary students. We purchased an Apple computer at an exorbitant price and had fun with simple games and word processing. Well, needless to say, we have upgraded many times since and now own a total of five working computers, four of them laptops. I was given a new I-book for my latest teaching job and have grown to love its quick response and handling ease. I want to learn how to navigate and use it more effectively as I still feel inept using it, but I continue to grow in my tech. literacy each day. My girls remind me constantly of how computer illiterate I truly am, which only increases my anxiety and frustration. I must admit that I do enjoy surfing the web when planning a trip or looking for a shopping bargain though.
In addition to the computer, I am now faced with learning how to utilize a smartboard in my classroom. I find it challenging and rather daunting to say the least. I felt overwhelmed with the pressure to get up to speed when I started this new job but I am slowly finding ways to integrate its use in my classroom. There are endless possibilities to engage my students while teaching them new learning strategies. We can explore new directions, use games to reinforce learning, and teach new concepts with weblinks. By giving them the freedom to choose what to write, wordprocessing can free them up from the limitations and intense labor of handwriting.
Probably the only other technology gadgets I own are my cell phone and digital camera. I've been shown how to send text messages, and can take pictures with the camera but I generally stick to basics. My cell phone's biggest use is when I need to call friends and family in an emergency. Otherwise, it stays turned off most of the time since I don't have reception at home. If I leave it on, I often forget to turn it off, only to find that the battery has run out again when I really need it. I need to learn how to download my camera's pictures easily and would love to know how to send them out to friends and family.
When I look around my household, especially my kitchen, I realize that everything is going techy. My new stove, dishwasher, and even the refrigerator are all computer driven. I have major trouble operating the television remote if I press the "wrong" button. I can program my handheld phone for basics but forget the fancy settings. In this increasing technologically based world, I feel like I am a dinosaur. I see the necessity for keeping up to speed but it is advancing so rapidly that I sometimes want to shut down and revert to my familiar ways of doing things. They feel safer somehow. I find that people who are technologically savvy often have very little patience for people like me. It's hard for them to understand how foreign and difficult computers can be to use. When explaining things, they often rattle directions off at such a speed that I'm lost from the outset. When I am learning how to use new technology, it helps to show me step-by-step, taking time for me to imitate the modeling on my own. It also helps to have good instructions written down so that I can refer to them when on my own.
Probably my biggest challenge is organization of data. In order for me to keep up with all the latest technological changes, I know that it is essential for me to keep good records. I keep a file at school with directions on how to hook up the smartboard. I also have post-it notes under my blotter, in my desk drawer, and stuck to my computer with the various passwords and websites that I use the most. I need to get better at organizing this information if I am to utilize what's out there effectively. I not sure how others manage this but I would love to hear suggestions. I'm sure there are ways to organize these things on my computer but I have yet to be shown them. I'm looking forward to increasing my technology learning curve through this course, but be patient with me. Remember, this does not come naturally.
About Myself
Hi, I'm Carol. I live in northern Massachusetts in a rural community that's near the coast. I grew up in southern Maine on a dairy farm with a large extended family. I've lived all over the country and have spent most of my adult life working with children in some capacity. I currently teach fifth grade but have taught preschool, early intervention, second, third, and fourth grades in other places.
I'm also the mother of two young adult girls and married to a great guy who happens to be an environmental consultant out of Boston. I love traveling to new places, gardening, and being active outdoors. I enjoy kayaking, tennis, hiking, skiiing (especially cross-country) and beaching it. Books are a huge fav too! Someday, I hope return to Vermont where I previously lived to have a little farm and enjoy the beauty and serenity the state offers.
I'm also the mother of two young adult girls and married to a great guy who happens to be an environmental consultant out of Boston. I love traveling to new places, gardening, and being active outdoors. I enjoy kayaking, tennis, hiking, skiiing (especially cross-country) and beaching it. Books are a huge fav too! Someday, I hope return to Vermont where I previously lived to have a little farm and enjoy the beauty and serenity the state offers.
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