What does it mean to be a teacher-leader in the digital age?
A teacher leader is someone who is leading the change in use of technology. They need to be willing to watch for new technology, learn how to use it and implement it in the classroom, try it in their own classroom, share their experience with other teachers, and train other teachers to use the same technology. A teacher leader also needs to show excitement with new technologies. If they express frustration, other teachers will not be interested in trying something new.
How will you use what you have learned in this class in your future course, unit, and lesson planning?
I find myself using many of the strategies now. When revisiting my lessons from previous years, I am thinking of new ways to present the information and assess my students using new technologies, strategies, and variety.
I have been slowly going back through my on-line content in order to add links to standards and objectives. I realize that is important for students to see that there is a purpose for every activity. It is not something we are doing just to take up time; we are doing it in order to learn something important.
Wednesday, April 29, 2015
Blog 10
How will you acquire technology for your classroom?
I am one of those lucky ones that requires technology for my classroom. It is all paid for through CTE funding. As long as I can provide evidence for a need in my classroom, I am pretty fortunate to get what I need.
I am, however, very interested in acquiring a Smartboard for my classroom. I have made a deal with my CTE director that I will write a grant for a minimum of half the funding, and she will match/pay the remainder. I am looking into writing for several small grants from Qwest, Horace Mann, Trustlands funding, etc.
How does the use of technology impact your classroom management strategies?
Technology provides some great tools for classroom management and provides great tools for inhibiting classroom management. It is up to the teacher to make sure there is proper balance.
I teach in a computer lab, so I am in a constant battle with my students to stay on task. I make great use of a program called LAN School to control student computer access. I am able to blank their screens when I need their attention focused on the front of the room. I can share my screen with them during a lecture so that they have the information right in front of them rather than way at the front of the room. I can share my screen in a windowed view when I want my students to follow along with an activity that I am demonstrating. I can share files with students, force their computers to go to a certain website, etc.
I also spend a lot of time roaming the classroom so that I can stay aware of what is being done on my classroom computers. I teach a lot from the back of the room so that I can view the progress of my students in order to maintain a good pace.
Why use technology if you always need a backup plan?
Is this a rhetorical question of some sort? ;) Technology is so unreliable. The server is always going down, the Internet cannot be accessed, the power goes out, etc. You always need to have another activity on hand for these times.
I am one of those lucky ones that requires technology for my classroom. It is all paid for through CTE funding. As long as I can provide evidence for a need in my classroom, I am pretty fortunate to get what I need.
I am, however, very interested in acquiring a Smartboard for my classroom. I have made a deal with my CTE director that I will write a grant for a minimum of half the funding, and she will match/pay the remainder. I am looking into writing for several small grants from Qwest, Horace Mann, Trustlands funding, etc.
How does the use of technology impact your classroom management strategies?
Technology provides some great tools for classroom management and provides great tools for inhibiting classroom management. It is up to the teacher to make sure there is proper balance.
I teach in a computer lab, so I am in a constant battle with my students to stay on task. I make great use of a program called LAN School to control student computer access. I am able to blank their screens when I need their attention focused on the front of the room. I can share my screen with them during a lecture so that they have the information right in front of them rather than way at the front of the room. I can share my screen in a windowed view when I want my students to follow along with an activity that I am demonstrating. I can share files with students, force their computers to go to a certain website, etc.
I also spend a lot of time roaming the classroom so that I can stay aware of what is being done on my classroom computers. I teach a lot from the back of the room so that I can view the progress of my students in order to maintain a good pace.
Why use technology if you always need a backup plan?
Is this a rhetorical question of some sort? ;) Technology is so unreliable. The server is always going down, the Internet cannot be accessed, the power goes out, etc. You always need to have another activity on hand for these times.
Wednesday, April 22, 2015
Blog 9
How does the combined backward design and technology-rich focus impact your unit design?
The idea behind backward design is the use of a planning sequence for curriculum development. The sequence includes three stages: Identify Desired Results, Determine Acceptable Evidence, and Plan Learning Experiences and Instruction. (Grant Wiggins and Jay McTighe, Understanding by Design)
When I am designing my units/lessons, I definitely think it is helpful to identify what type of technological evidence I want my students to use throughout the unit. Knowing the technology helps me to identify different learning experiences and instructional strategies. I have it a little easier than most teachers in this respect because I am required to teach the use of specific technologies in my curriculum; however, it is also fun to incorporate new ones as well. We only get the opportunity to revisit our state standards and objectives every 3 years. A lot can change during that time. I like to know what new technologies are coming into play in order to be a more effective voice during these standards and objectives rewrites. Another important reason for identifying my technologies ahead of time is the opportunity to ask other teachers for advice in implementation. Some of "my" best ideas are "stolen" from other teachers.
The idea behind backward design is the use of a planning sequence for curriculum development. The sequence includes three stages: Identify Desired Results, Determine Acceptable Evidence, and Plan Learning Experiences and Instruction. (Grant Wiggins and Jay McTighe, Understanding by Design)
When I am designing my units/lessons, I definitely think it is helpful to identify what type of technological evidence I want my students to use throughout the unit. Knowing the technology helps me to identify different learning experiences and instructional strategies. I have it a little easier than most teachers in this respect because I am required to teach the use of specific technologies in my curriculum; however, it is also fun to incorporate new ones as well. We only get the opportunity to revisit our state standards and objectives every 3 years. A lot can change during that time. I like to know what new technologies are coming into play in order to be a more effective voice during these standards and objectives rewrites. Another important reason for identifying my technologies ahead of time is the opportunity to ask other teachers for advice in implementation. Some of "my" best ideas are "stolen" from other teachers.
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