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INDT 501 – Week 11 – Reflection

There is no doubt that the definition of literacy has changed. We used to think of being literate as being able to read, but in today’s world, being able to read words is only one part of literacy. Teachers who do not embrace this are doing their students a disservice. I have been teaching for more than 10 years, and I pride myself on being pretty technologically integrated in my classroom. The problems come when your school, administrators, and other teachers are not quite sold on the idea. Not to mention budgets issues with not having enough equipment at your disposal all the time. Nonetheless, it is more than possible to overcome these small hurdles and to integrate the students’ virtual lives with their classroom experiences.

I first heard about Second Life on a documentary on PBS Frontline called Digital Nation by Rachel Dretzin and Douglas Rushkoff. In it, Rushkoff talks about how some companies use these virtual worlds to bring employees together from all over the world. The employees who used it talked about how it allowed them to feel as though they were all truly meeting, in a more intimate and comfortable way then just a conference call. I was intrigued and immediately started playing around with Second Life.

Just as an aside if you haven’t watched Digital Nation – it is worth the time. Great documentary!

While I have never used Second Life as an educational tool myself, I can definitely see major pros and cons to using it in the classroom. There are virtual places already there for students to explore, and teachers can use them to enhance lessons, and help students collaborate with each other. The class can also create their own virtual space for gathering and learning together.

Teachers can take workshops in Second Life to learn the tool and how to apply it. Author Steve Dembo asserts, “Conducting professional development workshops within the virtual environment allows teachers to collaborate “face to face” when meeting in person is not feasible. The personal connections associated with such interactions make the virtual world an ideal medium for distance learning with colleagues who may be overseas or in an adjacent county, ” in his article, Virtual Worlds for Educators.

The idea of making a personal connection even across space makes this type of learning very attractive. But there are some possible pitfalls as well. This is a place where students and teachers can become too involved. I think it is possible to go overboard and even to become obsessed with this tool. The virtual world of Second Life is enormous, and people can become overly attracted to the idea of living virtually. It sounds a little like science fiction, but this is part of our new reality. It’s both exciting and scary. …But I’d say mostly exciting!!

References:

Dembo, S. (2008, October 1). Virtual Worlds for Educators: Second Life Creates a New Dimension for K12 Learning and Collaboration. District Administration.

Dretzin, R. (Director). (2010). Frontline [Documentary]. USA: WGBH Educational Foundation.

SecondLife.com

INDT 501 – Reflection – Week 10

Phew! These mini projects are proving to bee not so “mini.” Well, maybe the difficulties I have had were more due to “user error than the projects being tough. In the past two weeks I have created a talking avatar in Voki, a word cloud and lesson using Wordle, a timeline using Capzle, and have begun a Literature World tour with Google Maps! I already discussed the first two last week, so this week I’ll talk about Capzle and Goolgle Maps.

I used Capzle to create a timeline for the writing process. I teach English and one of the most difficult things to teach is writing. The students often fail to go through all of the steps of the process. I want them to begin to realize that writing is not just throwing some words on a page an hour before it’s due. As ninth graders, beginning their journey in high school, I wan them to start to view writing as a craft; something that takes time and practice to do well. The timeline I created in Capzle goes through each step of the writing process in order. I like this format for use with a Pecha Kucha or Lessig type of presentation. The timeline could be running through the images as I talk about the elements in the writing process. With the one that I created, the students couldn’t exactly go through it on their own and really learn the writing process, but I could see how a timeline could be created that is for the students to use alone. In explaining the sight I viewed several timelines that actually taught a lesson about the subject. The one I created would be more of a supplement to my lesson.
And Google Maps – what can I say? I do love the literature tours on google maps, but it has been pretty time consuming. I have not finished my lit tour just yet. the hardest part was trying to find a piece of literature that mentioned at least 8 places and didn’t already have a lit tour created for it. I decided that having one already made didn’t matter, since mine would be different anyway. It should be interesting to see how this one turns out!

INDT Reflection – Week 9

For this past week we have been working on our mini projects. I have already done an interactive story book (you can view it here, if you’re interested), and have used ToonDoo.com to create comics, so for this mini project I decided to use Wordle and Voki.

I LOVE Wordle. I have used it before with my creative writers and just for fun. We even used it to create shirts for the literary magazine editors! However, I had not used it as a teaching tool in English class before. I guess I just hadn’t really thought of it in quite that way in the past. So I created a lesson that will help students use Wordle to analyze and compare the text of Romeo and Juliet. You can view my lesson and am example Wordle on my portfolio here. For the lesson they will work together, analyze and compare characters, and dicuss the conections betwen language and literary elements. Plus, the will create some pretty cool word clouds!

I plan to actually implement the lesson later this year. I am excited to see how it goes.

As for Voki, I could have spent all day just creating the avatar. I love doing that. I embedded mine in my portfolio to introduce a page. I can see many benefits of using this.Aside from English Language learners, I also think this tool is helpful for students with disabilities. I have taught students who are legally blind, but who can see enough to navigate the computer. A talking avatar would obvious be helpful to those who have trouble see the words on the screen.

This week I feel like I have learned about two new valuable tools. I will be using the Wordle lesson in about a month, and as for Voki – not sure if I’ll be using that one quite yet, but I can absolutely see myself working it in in the future.

INDT 501- Reflection Week 7 – Shared Sticky Notes

I will get to the sticky notes topic, but before I do, I just have to take a few moments to talk about presentations. I must reflect a little bit on the Lessig Method. I watched the file of his presentation on free culture, and I was absolutely fascinated! I mean about the subject itself, not necessarily the style of presentation. I know I was supposed to be studying the style, but I couldn’t stop thinking about Free Culture. I guess that means it was a good presentation.

The information about the Lessig Method and Pecha Kucha was intriguing. I had not heard of these methods before, though I have definitely seen presentations that follow this concept. Having taken many psychology classes in my educational endeavors, I can see how these types of presentations work better for learning. I just have never really thought about it before. I am guilty of using PowerPoint, and though I rarely read my slides out loud as my presentation, I do feel the PowerPoint presentations I give are boring and not engaging, I have tried to “spice them up,” but never really had the know how to make them truly powerful. These methods have definitely gotten me to re-think my presentation style.

I think that presenting information out loud – lecture style – while pictures or key words flash on the Smart Board, is a great idea for a talk or a motivational speech, but for a lesson in a ninth grade English class, I am not so sure. I tried to think about the kinds of lessons that I use lecturing for. For example, I often lecture a bit at the beginning of a new unit, to introduce the topic; but I also lecture when I need students to learn certain grammar or writing rules. I thought about my students trying to copy down the notes, in 20 seconds or less, while I talk on and on about the rules with examples and pictures flashing behind me. I also thought about my students with disabilities and those who just need to hear and see the words in order to copy the notes. I came to the conclusion that this type of presentation would be best used for introductions to units. For example, we are about to embark on reading The Odyssey. I often start by talking about Greek Mythology. I could create a presentation where the Smart Board displays images and names of the Greek gods and goddesses while I fill in with information about who they were and why the were important. This could work to motivate and inspire, but when they are taking notes, or actively trying to learn difficult concepts … I;m not quite convinced yet.

On the other hand, I do really like making concept maps. Here is an example of one I am working on for persuasive writing.
c-map

I realize it’s a little hard to see here, but the finished product will be available in my portfolio at some point.

On to Shared Sticky notes – the intended subject. I absolutely love Wallwisher – or Padlet as it is now called. I have already started three walls! One will be for my classes to learn about the comma rules. They will post their example sentences for each of the rules that I have posted. The second I will use with The Odyssey, and I will be using it in conjunction with another teacher. Both of our classes are reading at the same time, but we rarely have the chance to bring all of our students together. The third wall i started will be for the teachers only. We will be using it to post our lesson ideas for Romeo and Juliet so that we can share lessons and even post what worked/didn’t work when we try them. I also want to try next year, to incorporate other subjects and have students from history. science, and English classes all posting on the same wall about how they are using the concepts we all teach across the curriculum. I can see this going in many different directions, and I am thrilled to have learned about it!

References:

www.padlet.com

INDT 501 – Reflection Week 6 – The Flipped Classroom

OK, I have to start off talking about Edmodo. I know it is not one of the sites we were asked to join as part of our PLN, but I am in love with it. It is Facebook for class, and this is something my students will absolutely respond to! I can set up different groups for different classes. I can post videos, assignments, and reminders and have my students communicate with me and each other throughout the week. We have an online communications system set up through our district, but Edmodo is so familiar (since it’s so similar to Facebook) that I feel it will be more readily accepted. I plan to try it with two of my classes this spring to see how it goes. This leads me into the flipped classroom concept.

I absolutely love the concept of a flipped classroom, and I think Edmodo would be a wonderful vehicle to use to implement the flipped concept. What is a flipped classroom? The way I understand it is that the teacher posts lessons online in the form of videos (mostly) for the students to watch at home on their own time. Then, class time is freed up for more activities, discussion, and practice. Lectures that are normally slated for class time are completed for homework, and practice that is often given as homework is now done in class, thus the class is “flipped.”

This sounds wonderful, but after watching several videos and ready many of the articles about it, I am left with more questions than answers. For example, what about the students who have no computers or internet? I know they can come in before or after school or during allotted time throughout the day, so that’s one answer, however what if they don’t do any of that either? Inevitably, there will be students who don’t complete the work in any situation, but with this particular model, the teacher is relying heavily on the students to get the lessons on their own time. I also wondered about the videos that showed students with their iPods, phones, and headphones on. These items are all banned at my school, and I wondered about getting around school rules for things like that. And there is a major time factor at play here. I believe it would take a tremendous amount of time for a teacher to record all of these lessons.

This being said, I am still in favor of this idea. I actually think that in the long run, the students will prefer it. It is probably one of those things that is difficult at first, but with time, becomes easier. My class is not very lecture heavy to begin with, but I do think it would be fun to try this out for the lessons that I do have to talk for a while to teach. I would really like to get my students signed up for Edmodo this spring, and to try to post a couple of my lectures and Powerpoint lessons as homework, just to see how they respond to it. I have a feeling I’m going to enjoy it as well!

References:
Bermann, J. & Sams, A. [Learning4Maetery]. (2010, 12 16). The Flipped Classroom. Retreived from
http://www.youtube.com

INDT 501 – Reflection Week 5 – Making a Music Video

OK, I’m just going to say it. I am overwhelmed! I spent this week joining every social/educational/business media website known to man (well known to me anyway) and it’s just way too much for me. At least at the moment it is. I know that once I start to organize them and use them more regularly, I will feel more at ease. Even though I am overwhelmed, I am learning so much about using technology in the classroom.

First of all I love Google!! I cannot believe the amount of cool stuff Google has for educators. I love the portfolio, and have started a personal classroom website. As I stated last week, I really liked the custom search engine. Google Docs, Google Circle, Google Reader, I just can’t get enough. I only wish my school was a little more technology savvy. Next year, I plan to start by getting into the lab, and getting all of the kids to sign up with Google. My students will be researching, blogging, and interacting with each other online as much as possible. I love it!

Even though I have been teaching for a while and have been writing lessons and objectives for years, i found this week’s chapter in Using Inquiry in the Classroom to be a great refresher in writing objectives. I think sometimes teachers get stuck in using the same phrasing over and over agin in objective writing, this chapter gave me some great ideas. Thinking of the objectives as a “road map” to the “big idea” question gives me a fresh perspective on the whole process (coffman, 2013).

Now, Animoto! I love it so far. I haven’t finished my video, I have an idea to use it to explain the hero’s journey, since my students will be reading The Odyssey soon, but I am having trouble finding pictures that I can use to re-create the different phases of the cycle. I have a plan to combat this, but it’s going to take a bit of time to do. If I can’t find the time this week to do it, I may change my idea to a Romeo and Juliet intro. I already have a bunch of fair use photos for that from a previous project.

So, this is definitely not my best blog post, but next week will have more content, since my video will be done and ready to share by then! Hopefully, this overwhelmed feeling will subside as I begin to get more used to keeping up with all of these different mediums. While I really love learning about all of these different options available to educators (and anyone really), I might have felt a little more comfortable just learning a few, but learning them so much more in depth. But I guess it’s all about getting out of your comfort zone!

References

Coffman, T. (2013). Using inquiry in the classroom. (2nd ed.). New York: Rowman & Littlefield

INDT 501 – Reflection Week 4 – Information and Creativity

OK, so when I first read this week’s assignments I was thrilled! Photo editing? Creative storytelling? Custom search engine? – Heck yea! But then I started playing around and my excitement quickly turned into frustration. In fact, I am posting this on Sunday night because I couldn’t bring myself to re-open Scratch again after I first tried it on Wednesday. Today was better though. I actually did figure out how to use the control panel and finally created a little something on it. I’ll get back to that in just a minute.

Creativity is my absolute favorite part of teaching! I cannot imagine having a job where I did the same things day after day. You know that feeling you get after you just created something new? That sort of happy, euphoric feeling? That’s called pride in your work, and nothing will boost a kid’s confidence and solidify learning more than genuine pride in their workmanship. Creative class projects are the things my students remember the most. I’ll see a student in the grocery store who graduated three years ago and he’ll inevitably mention one of the projects he created in my class. They keep the ones they are most proud of – and so do I, when they let me.

So let me talk a bit about Scratch. I played with it for quite some time and worked through frustration and almost tears until I actually made this little story starter. (My 5 year old son, Eliot, was watching me make it, so he became the star). It’s not a whole story, but I was still pretty proud of how it turned out. I don’t know if I would use Scratch in my classroom, though. First of all the fact that it has to be downloaded to the computer would mean that I would have to ask the ITRT to get this onto all of the computers in the lab, since I don’t have access to do such things. And it’s not very user friendly. I have used software or other websites that are similar in that respect. Where the students (and I) become frustrated while trying to learn how to use it. While I agree that working through frustration is often a part of the creative process, and can be a valuable step, I also believe that many students get lost along the way. In a class of 27 I would be willing to bet that at least a third would give up, another third would actually create something wonderful, and then the rest would fall somewhere in the middle. Perhaps working in pairs could remedy that, but the Scratch software isn’t really conducive to having more than one creator (too many cooked, ya know?)

I love the idea of Scratch though. I teach creative writing and right now my students are writing children’s stories. They are using StoryJumper.com to create books and illustrate their work. This website is free and incredibly user friendly. The students are having a blast, and when they’re done, they can actually purchase hardbound copies of their books! This is not a requirement of course, but it’s a cool feature. I also have them using ToonDoo to create characters to put into their stories if Story Jumper doesn’t have what they need. It’s time consuming, but they can access the websites at home, and the time is worth it because they’re taking pride in their work. This is the first time I have used Story Jumper, and I am excite to see their results. I wrote stories for my kids with their actual pictures in them and will be ordering them, it’s pretty cool!

Two things that we were asked to explore this week that I really did love were the custom search engine and the website evaluation information I plan to share Kathleen Shrock’s evaluation sheet with my students in the near future. I was able to create a custom search engine for The Odyssey which my students will be reading in the spring. I never knew about this and I think it is fabulous!! I plan to use it all of the time, actually. Anytime I have a topic that I want my students to research, I will start by making another custom search engine. I can see how this might be limiting, since the students will miss out on finding those little gems out there that I may have missed, however for freshman, I think it provides a good start to learning how to navigate the internet.

And finally, the photo editing. Well I edit photos in Photoshop daily as a part of my job as a photographer. I also taught photography last year, and may very well be asked to do so again in the future. I thought iPiccy was great. Easy to use, all the basic editing tools, and free. I took this photo:
cocoapods

I thought it was a little dull and needed some color enhancements. so I cropped it in and used levels and curves to brighten it up and increase the contrast. I then used the paint tool to enhance the colors manually. I found the glare distracting so I used the clone tool to remove that. Here is my finished product:
cocoapods1
Not too shabby.

I could definitely see myself using iPiccy for class assignments.

References:

iPiccy http://ipiccy.com/

Scratch http://scratch.mit.edu/projects/Bwebber/3095590

Shrock, K. (2009). Evaluation of a website.Retrieved from http://kathyschrock.net/eval/pdfs/evalhigh.pdf

Story Jumper http://www.storyjumper.com

ToonDoo http://www.toondoo.com

INDT 501 – Reflection Week 3 – Copyright

The White House

This photo of The White House was first posted in Flickr by user Lollyknit.
It is licensed for public use as stated in the creative commons here

I found this image through Google Images Advanced by changing the usage rights to “free to use or share.” I found it pretty easy to find a picture of the white house. I realized it was a bit easier to search using specific terms, like ‘the white house’ rather than using broad key words like ‘monuments.’

Being both a photographer and a teacher copyright laws are all too familiar to me. It is fascinating really, that people who would NEVER steal something from a store or a person’s home might have no problem at all stealing something that isn’t theirs off the internet. I guess most people see it as a victimless crime, but this is not the case. I know a photographer who had a picture of hers swiped off of her Facebook page. It was a picture of a five year old boy. The picture was later found on a “Am I Hot or Not” type of website. It was brought to the attention of the boy’s mother and she tried to sue the photographer. The boy, the mother, and the photographer were all victims here.

It is more important than ever to teach students about copyright laws. Although plagiarism has always been an issue for schools, the internet has made it much easier, and much more tempting. I always remind my students that they are also copyright holders themselves. That if they create something and post it online, they automatically own the rights to it. I ask them how they would feel if some other student somewhere else in the world were calling that work his own. It usually opens up for a good discussion.

The idea of leaving a digital footprint, is another very important aspect of using the internet in schools. It is all too common to hear students talk about something they posted online or sent via text getting taken out of context, or somehow used against them. In a future lesson I plan to show my students the Way Back Machine. What an amazing way to show students how what we do online is out there forever! This would be a powerful tool in fostering discussions on internet safety.

References:
Way back machine. (n.d.). Retrieved from http://archive.org/web/web.php

INDT 501 – Reflection Week 2 – Century 21 vs Core Content

I have a two year old. Often when we sit down to eat, she shovels food into her mouth like she will never see a meal again. My husband gets annoyed and snaps at her, but I ask, “have you ever tried to teach her to take small bites and chew between each forkful?” He thinks this is obvious, and to an adult, it is but if she has never been taught this she will figure it out her own way. This, to me, is the difference between teaching core content vs 21st century skills. We can shovel all the content into our students’ heads that we want, but without the skills to figure things out for themselves, they will figure it out their own way. Most of the time that results in waiting to be told the answer or searching online.

This is quite a hot topic! If you are involved with education in any way, you cannot get away from it, and I think that is a good thing. Forcing teachers to constantly reflect upon their pedagogy and the changing student population, keeps things fresh and exciting. This is my twelfth year as a teacher. I can hardly believe that! It’s easy to see how you can get stuck in old methods and reuse the same materials year after year, but if you do that you are failing as a teacher. The students I teach today are not like the kids I had ten years ago, and the job market is ever changing. Fifty years ago, teachers prepared students for jobs they could conceive and relate to themselves in some way, today we as teachers, really have no idea what opportunities will be available to our students when they enter the job market. Things are changing so rapidly we cannot be expected to know where our kids might be headed. It is for this reason that I am a proponent of 21st century skills.

I first read about 21st century education two years ago when I started at UMW. However a year before that, my department had come together to focus on changing the way we teach, and without knowing it, we were beginning to move toward 21st Century teaching. We decided that as English teachers, it was far more important to teach the skills our students will need in the future, than to focus solely on the content.

The Core Content and CoreKnowledgr.org

OK, so don’t get me wrong here, I know that there are somethings our students just need to know. I know they cannot progress from grade to grade without demonstrating at least a proficient mastery of the content. I am not against teaching facts or memorization in some cases. (I do not think that the 21st century methods exclude this in any way – but I am supposed to be discussing core content now, so let’s stay focused). Whenever I am asked to evaluate a website I first try to discover the motive for the website. Was the site designed to inform, to entertain, or to persuade. Usually the answer is some combination of the three. But when a website is designed to sell me something, I become leery of its content. The website is just one big ad for a product, and that alone makes me skeptical. This is the case for CoreKnowledge.org. Yes, there are some free downloads. I did look at those. You can download the sequence for free, but to out it into practice, you have to buy their materials. You can download the teacher guides for a few classic pieces of literature as well. But to become a school or teacher that utilizes this concept, you must purchase their program. Teaching from a “kit” is a scary idea to me.
As students of education, we learn that each child is different and that students learn best when education is tailored to their specific learning needs. I realize that it is not possible to teaching differently to 27 (or in middle and high school 127) different students, but having a set curriculum comes dangerously close to teaching to the masses instead of the individual.
According to the website,
“The richer the knowledge base, the more smoothly and
effectively cognitive processes — the very ones that teachers target — operate,” notes
University of Virginia cognitive scientist Daniel T. Willingham. “So, the more
knowledge students accumulate the smarter they become.”


I realize the quote is from a “cognitive scientist,” but I just do not agree with that. In fact, I believe just the opposite. The more critically and creatively a person is taught to think, the more knowledge that individual will acquire. That leads me into the 21st century skills and the P21 website.

21st Century Skills and P21.org

More and more we are hearing that our high school students are unprepared for college resulting in colleges having to add more remedial classes. An expensive and daunting task.
Beyond that, companies are complaining that college grads aren’t prepared for workforce demand. According to a study detailed in the Washington Post last year,“two-fifths of high school graduates are unprepared for college or the workforce.” These numbers are simply unacceptable.

As a high school teacher, I can attest to the fact that our young people lack critical thinking and creativity. They know how to work in a group, but few know how to actually collaborate. The 21st century skills advocate teaching these thinking skills and letting the students discover the content through inquiry learning. Of course teachers will still have to just tell them somethings, there are pieces of knowledge that they must memorize without discovery, and if you look at the 21st century framework, these things are not excluded.
p21Framework
You can see that teaching 21st century skills is not to the exclusion of the core content, but rather it is an enhancement of how these things are taught.

As a teacher, have you ever thought, “Why am I even teaching this? I don’t remember this from school, most adults don’t remember this, why should I teach it?” I think most of us have had that realization once or twice in our careers. And it is a good question. If you cannot validate your reasons for teaching certain material, then you must re-evaluate what and how you are teaching. But when you are teaching students about thinking, about inquiry, about how to work collaboratively, and how to be creative, you never need to question yourself. You know that these are the skills that will guide them for a lifetime.

It’s like that all proverb, “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.”

References:
de Vise, D. (2011, December 12). washingtonpost.com. Retrieved from http://www.washingtonpost.com/blogs/college-inc/post/study-two-fifths-of-high-school-graduates-are-unprepared/2011/12/12/gIQArZKnpO_blog.html

Gallagher, F. (2011). The partnership for 21st century learning. Retrieved from http://www.p21.org/

Hirsch, E. D. (2012). Core knowledge foundation. Retrieved from http://www.coreknowledge.org/our-philosophy

INDT 501 – ReflectionWeek 1 – Technology Integration Matrix

I spent quite a lot of time exploring the TIM this week and weekend, and if I had to sum it up in one word, I would call it OVERWHELMING! My head was spinning as I watched video after video trying to understand the different characteristics and where certain lessons fit and why. I am much better at learning when things are broken into smaller chunks, so after exploring around at random, I began to limit myself to the language arts lessons, since that is what I teach.

Examples I liked:
I liked the middle school examples in the Authentic/Infusion categories where the students were making public service announcements. The students worked in groups and PowerPoint and iMovie to create a public service announcement. I personally enjoy authentic learning. I have done a similar lesson to this one linking the theme of the literature we were reading to the project. Students felt like what they were doing had meaning beyond the classroom. Linking school and the “real world” is usually effective in keeping students engaged and helping them to understand the concepts. Another video I really liked was a high school example where the teacher had the students use www.evernote.com to create a multimedia study guide for Hamlet. I had never heard of Evernote, but I plan to explore it more now, and possible use it in my class.

Examples I found suspect:
Honestly, there wasn’t really one video that made me raise an eyebrow, as I found something useful about each lesson I viewed. To grasp at straws, when I watched one from the Collaborative/Adaption level. The end product was a great idea, but I definitely stopped to question the teacher putting so much emphasis on using computers to do research. This is nothing new and most students have to do computer research to some extent. I would have liked to hear more about how they teach the students to do Internet research. This is an important component that many teachers and schools simply gloss over, assuming the kids know what to do. That being said, the part of the video that goes on to show how the students created multimedia presentations of their research.

My own experiences:
At my current school I have had the opportunity to work with many different tools for technology integration. Of course we have Smart boards, and I think they can fall into many different categories on the matrix, depending on how they are used. In my experience they are mostly, Active or Collaborative – Entry or Adaption. We also have laptops that open us up to using technology in many different ways online. The amount of websites for education, or that can be used for educational purposes, is really overwhelming. Our special education department has iPads that they use with some of our students with disabilities to allow them to participate more fully in the general education classrooms. Some of our departments also have interactive clickers, video equipment, and other tools that can be shared around the school, but seldom are.

In short, I think my school is pretty well equipped when it comes to tools for technology integration. I also think they offer enough help and training. Even still, most of our classrooms are not using these tools regularly, for various reasons. Servers often “go down,” teachers will overbook the equipment making it difficult for others to get a hold of it, and sometimes, teachers just find it easier to stay in their box. I try to use technology often, and I hope this course helps me to do so even more.

(side note, I tried to embed the links to the videos. but it doesn’t appear to have worked)