Reflections on Quizlet

After reading chapters 20-22 I chose to investigate the computer based tool of Quizlet. I thought it best fit the needs of my second graders. I would use this tool to set up skill building practice for my kiddos. It allows educators to choose from files of already prepared flashcard sets or create their own. Joining was free and there was a tab for educators explaining how to get started. I browsed through the files and noted that most Quizlet files were set up by teachers in the middle school and high school. I did find some files that were created by elementary teachers that I found applicable. I chose several to put in a favorite file including geometric shapes, contractions, linking verbs and math facts. One thing that I think is great about Quizlet is the way you can type in the facts you want to teach and the information will be transformed into 6 different modes: flashcards, learn (keeps track of what you do and do not know),scatter (timed memory game), speller (type what you hear), test, and space race (a timed game). Teachers can also follow kids progress on the quizzes, convert a Word doc to a quizlet, and embed quizlet on Edmodo. I think I can use this tool!

Reflections on Setting up an Avatar

In Tech Class we used Voki to help us create our own Avatars. I enjoyed setting up the Avatar because it was a lot like setting up an Avatar for playing a video game, which is something my own children enjoy doing. After selecting a head, it was quite easy to tweak the skin, hair, and eye color, change the clothes,as well as add some bling. There were a lot of background choices too. After playing around I found the perfect mascot for our classroom, since my name is Huske, I chose a husky dog. I experimented with using some of the recorded voices and taping my own voice. There were a couple words that were very difficult to nail phonetically. I set up a free Voki account quite easily and went ahead and recorded my Avatar giving different sets of directions to my students: arrival procedures, lunch time directions, and dismissal rules. I could set up the Avatar on the screen the first month of school to remind children of our classroom procedures. I also think it might be fun to have the Avatar/mascot give morning announcements.

Reflections on Oregon Technology Standard #5

Students understand human, cultural, and societal issues related to digital technology and practice legal, ethical, and responsible behavior. Even at the young ages of 6 to 8, children need to understand the responsibility they have when using technology. I think it is important that children learn what is legal and illegal, safe and unsafe, and appropriate and inappropriate when using computers and other tech devices. Cyber bullying, exposure to pornographic or disturbing images, plagiarizing are all real concerns affecting younger and younger children everyday. At the primary level, I try to teach kids about the need to treat computers carefully, only work on the assigned website (do not search the web without permission), and always work on the computer under the supervision of an adult.

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Reflections on Technology Standard #1

Creativity and Innovation - Students demonstrate creative thinking and problem solving skills to develop innovative products and processes using digital technology.

I am always on the lookout to find ways kids can express themselves creatively using the computer. Teaching first and second graders sometimes limits the programs and applications that I can find. I used to love using Kid Pix with my kiddos, but 5 years ago access to this program was taken away by our district to allow a new reading program to run instead. Since then I have been looking for other draw programs available online that will allow kids to be creative. None that I have tried are as good as Kid Pix. Any other suggestions?  I love using Wordle to have kids write word art. I have also found some great poetry sites like NEA Teach that allow kids to fill in poetry templates on-line. I would love more ideas.

Reflections on Power Point

Okay, I realize I am probably the last person in the world to use Power Point, but it is true! Somehow I never had training how to use it; I am too old to have computer training in college, and I never took the time to teach myself. My children, all teenagers, have made lots of powerpoints, but they knew better than to ask me for help if they got stuck. So I was fully prepared to ask my daughter for help when I was in over my head, but miraculously that point never occurred. I got started on my own and just played around figuring out what all the tools would accomplish. I was surprised that everything made sense to me. I loved trying the many transition tools between slides and was pleased with the variety of options available. I made a powerpoint to teach my first and second graders about an insect's body parts. I added clipart and images from the web. It took several hours to complete, but I am happy with the results. As far as using it as a tool in the future, I think it is something that I may use sparingly as the time it takes to make a powerpoint  is lengthy.

Reflections on Google Docs

My group consisting of first/second grade teachers decided to explore the wiki tool of google docs. This was a new experience for all of us. We shared a document of songs and chants to help children learn each others' names  at the beginning of the school year. Birdy set up the wiki, then invited Tess and I to share feedback and add to the document. We set it up so it would have limited access to just the three of us. It was interesting to watch what happened to our own screens when our partners were typing. The changes showed up in color along with the typists, name. We added pictures, changed font, and added another example. I may use this tool to share documents with my 1/2 team teachers. We often work together to prepare homework and parent communications about special events. In the past, we have sent attached documents to each other in word and asked for feedback.  It would be much easier to use google docs.

My New Favorite Tech Tool: Graphic Organizers

After much research trying to find a low cost graphic organizer that I think my students would be able to use at their young age, I have decided on Webspiration. As I tried several other mind mapping and organization tools, including Creately, Smart Art, and Mindmeister I kept putting myself in the shoes of a 6-8 year old. The tools were all pretty intimidating. Since I have many kids who are non writers at the beginning of the year, I was looking for something that would have pictures as well as words to help children relate their information. I found that Webspiration best met my needs. It has  graphics that correlate with many concepts we teach in SS and science, as well as a lot of pictures that are good for illustrating story ideas and themes. Not only can you create your own organizational templates from scratch, but there is also a file of already formed templates that kids can just pull up  and modify as needed before typing in information. I went through all the pre-made templates and narrowed down those that I think my kids would be able to try, these include: a cause and effect chart,  a concept map, a KWL map, a vocabulary word map, and vocabulary concept map. My favorite find was a Venn diagram. I took a concept that we study in our insect unit and made an example of a Venn Diagram comparing and contrasting a moth and a  butterfly. I can see myself using this tech tool in many curricular areas! 

Response to the Technology Standards

I chose to respond to the the Oregon Educational Technology Standards. As I teach first and second graders, many of these standards are not applicable since the kids lack much experience with technology. I have spent the greatest amount of computer lab time teaching kids computer basics of logging on and off, mouse control, and having the kids experience different software and on-line educational games in order to build math and reading skills. But one standard that I introduce at grades 1/2 is OET standard 3: Research and Information Fluency. I have taught children how to conduct research using digital tools to gather, evaluate, validate, and use information. Some examples of this are when my students have researched insects, birds, and plants in science, and Presidents and famous Americans in social studies. At this age, I ask some basic questions I want to know about the topic and ask them to work independently or collaboratively to answer the questions. I introduce how to use a website to locate information, the ethical way to note resources that are used, and the way to evaluate if a website is trustworthy and accurate. Then the children are shown how to take the information and answer the questions in their own words and compile a report. I have been pleased with their results and I look forward to continue to build the foundation for kids working towards this standard.

Reflections for preface/chapters 1-2

This statement in the preface really spoke to me: "whatever tools teachers choose to incorporate must be part of the instructional design from the beginning, not cool add-ons. If tools do not address specific instruction problems, they are worthless." I have often felt pressured to apply more technology to my teaching, but feel overwhelmed and intimidated about where to begin. I appreciate the view the author takes in reminding readers that technology tools should help solve problems. It has really got me thinking about my approach when choosing tools.
I also found the Decision Making Matrix introduced in chapter 2 helpful in evaluating the best tools. In my experience, it can be difficult to get district approval to use some technological tools, I find the chart helpful to use as evidence to support the use of using certain technological  tools. In addition, I am hopeful that because so many of these tools are free, our district is more likely to permit me to use them in my classroom.

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 I can't wait to teach you all I am learning this summer in my Web Technology Course.