Final Reflections

In looking back to my first few blog posts, I find that my interactions and my general relationship with technology has not changed. I still feel techonology, in all of its many mediums, plays an essential role within the classroom community and my personal life as well. As for what I have learned, I feel I must start with admitting I have been wrong about blogs. Although this course hasn't completely changed my view on them, I have begun to see the light as to their usefulness in an educational setting. I have also enjoyed learning about programs such as Audacity and Photostory 3, which allow for so many creative options -- within the copyrighted limits of course -- for lessons and activities for students. I definitely see myself further exploring these possiblities after the completion of this course and throughout my career.

Responding to "The Computer Delusion"

Technological advances, which seem to evlove each and every day, are only good when they assist our lives. I believe that was the message Mr. Oppenheimer was trying to express in this article, and while I can agree with this statement I have strong reservations about his arguments. In the sense that I can agree with his argument about the almost oversaturation of technology in our schools, but not the overall argument he seems to make about technology not being a valuable tool.

I feel that there is definitely still a need for vocational programs within our high schools, and that technology courses or money being spent on technology should not take away from that. However, it must be remembered that the times are changing and many of these very vocations that once were hands-on or labor based practices, have evolved into needing technology skills to complete. No longer are car mechanics just popping the hood to see what's going on underneath it. As cars become more computer based, so do the tools to evaluate and fix them. Therefore, it is vital that students are provided the opportunities to learn how to use these technolies as a way to aid their future vocations - whatever they choose it to be. It is also, consequently, extremely pertinent that the schools respect such vocational programs and continue to provide them with the latest tools needed, just as they had done in the past.

As for the argument about the "artificial experience," I will agree that nothing can compare to actually doing something or experiencing something for yourself, but this does not mean that the role of technology need to take away from that. Technology should be utilized as an enhancement tool, it should at the very least highligh the important skills needed so that the learning experience can be optimal. In the end, it comes down to helping students creat a relationship with technology. Each one of us has needed to find the ways in which technology, in all its glamorous uses, can enhance our lives - this is what our students need to learn through experience as well. Students need every opportunity they can get to play around with and explore the benefits of technology to understand how it works best for them.

Personal Reflections

At this midway point fo the course, I find that my feelings about the class are mixed.

I value this chance to sharpen my skills in creating and editing websites, and find myself becoming increasingly fluent in the world of blogging (which I never thought would happen, I had always been so proud of the fact that I had never used a blog). I also really enjoy the ways in which we are able to see multiple uses for, what had always seemed to me as being, such common programs and practices within the classroom.

However, on the flipside of this coin is the fact that I sould love the opportunity to have a guided exploration of the more adaptive and assistive technologies that are becoming available in the world of special education. While I think knowing how to utilize these elements is an extremely important piece of knowledge, I am nevertheless left wondering how to best utilize them in the collaborative and consultant role that the world of a special educator has evolved into.

Copyright Issues for Educators

Copyright issues are becoming an increasingly ever present role within the classroom. In the past students would be guided towards a printed document, whether it be the encyclopedia or another reference book, which is a method that is becoming less frequent with each and every passing day. In this day and age of mass sharing of information, pictures, video, etc. across the internet, it has become ever so important to not only teach students the ways in which to research but the ways in which to not break copyright laws.

Educators need to be ever aware of the guidelines and restrictions for the common media mediums - i.e. DVDs, music, images, etc. - that they are using as well. This awareness, while limiting as the the sources that are then available at teh educator's disposal, will protect the school as well as the individual educator from being called upon for copyright infringement. It is especially important to be aware of these regulations while living in an area such as this, which seems to be booming with professionals in the world of media. As Jennifer even mentioned, you never know who is going to be in your classroom and/or what kind of connections they might have to a certain copyrighted feature. And while we all might grumble and groan at the thought of not being able to show a cterain movie or play a bunch of music, and -- I know that I am especially guilty of this one -- might be getting a little burned out on the idea that there are so many rules and regulations out there governing our lives and even overpowering the way we express ourselves in it, it seems really important to always remember its better to be safe than sorry.

Teaching students about copyright laws, and by adhering to them ourselves, we promote the value of respecting others and their work.

Content Standard image taken from: http://www.ctcurriculum.org/list_standards.asp?taskid=&dis=SS&grade=4&disname=Social+Studies&gradename=Grades+K%2D4

I have chosen to focus on the Grade K-4 Social Studies Content Standard #2 for this course. This content standard focuses upon "Local, United States, and World History," a topic that bodes well to the use of Inspiration concept mapping and the use of technology to enhance the educational experience for visual learners. Social Studies, or the study of history in general, can be an abstract concept. Although the dates and events being studied are factual and clear, until the information can be developed into a organized manner it can be quite overwhelming. This is where I find the use of technology, especially with the programs designed for visual learners will be extremely beneficial.

Universal Design for Learning (UDL) Concept Map

Universal Design for Learning (UDL) is a practice that emphasizes the use of multiple sources and when used effectively provides educators with flexiblity within a curriculum. It is a great way for educators to truly teach each student at his/her own level using the adaptations and tools that best serve their needs. Through the use of UDL a classroom can be transformed into a student-centered, inquiry-based, mecca of creative and expressive learning that does not deter from the curriculum's goals and standards.

Concept Map based on Dexter Article

Concept map created in class using Inspiration, based on the Sarah Dexter article.

This is a concept map, created by using the application Inspiration. Inspiration is a great application to use with the middle and high school level students, while its counterpart program Kidspiration is great to use with the elementary age students. A concept map allows students to organize information in a visual way. This is highly useful for students with organizational difficulties and/or students who are visual learners. I have used the Kidspiration program with 4th grade students as they prepared for a project on Explorers. Therefore I have seen just how effective it can be in allowing students a creative (and fun) way to output their knowledge or gathered information.