Athletics or Laptops?

On the dangerously irrelevant, Bill Bradley brings awareness to an interesting point. In thinking that the cost of laptops would be ridiculous,but take a look at what your school's budget athletic budget. With athletes required to meet eligibility standards, should money be going towards the sports programs or the classroom to keep students eligible to play.
Being a varsity volleyball coach, I see that most of the money in individual sport programs account comes from fundraising.
With budget being tight in most school districts, several in Michigan have gone to a 'pay to play' program, in which each athlete pays a predetermined amount for each sport they play.

http://dangerouslyirrelevant.org/2010/12/athletics-or-laptops.html

Google: Reading Level

The Free Technology for Teachers website wrote an article on Friday Dec. 10, 2010 about being able to set your Google search according to readability. You would be able to set your search at a basic, intermediate, or advanced level. This would allow teachers to set computers to find results that are closer to their students reading range. I can't help to be excited about how beneficial a program like this would be.
I think about a group of 5th grade students that I am currently working with on a science research project. They have had to find information about a topic on the solar system, print information, and give a presentation on their topic. The students were able to print article after article of information, but the problem was once they had it they could not read it nor understand what it meant.
I wish that I would have known about setting the reading range earlier to help students be more successful independently on their projects.

http://www.freetech4teachers.com/2010/12/sort-google-search-results-by-reading.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+freetech4teachers%2FcGEY+%28Free+Technology+for+Teachers%29&utm_content=Google+Reader

Songs for Education

I came across the Blog from the Educational Technology Guy, (http://educationaltechnologyguy.blogspot.com/2010/12/rush-band-some-great-songs-for.html) about Rush-the band, having great songs for education. I think that music is one of the best ways that teachers can influence students to connect with material. I have found that by teaching riddles and songs for tricky information students are able to better remember.
I think back to school and can remember seeing School House Rock for the first time. Even thinking about it now several songs pop right back into my head. If I were to sing those songs today, I would most likely not miss a word.
With technology and new advanced tools developing, I think that it is important to not forget the strategies that worked before these tools came along. With the help of technology and the internet, music and educational songs are at our fingertips. Music is a resource that teachers can not afford to forget about.

Teaching Typing

Integration of technology into classrooms is overwhelming. There is an endless amount of applications, software programs, and tools that can be used as supplemental activites and instruction. What I see in my school is the lack of focus on teaching the skills of typing.
With state and technology standards being administered to introduce and use technology at a younger age, there is still a need to teach computer skills and typing. The Edgalaxy website posted four games online that can be used to teach and reinforce typing skills. ttp://www.edgalaxy.com/journal/2010/12/2/4-great-typing-games.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+Edgalaxy+%28Edgalaxy+-+Where+Education+and+Technology+Meet%29&utm_content=Google+Reader
I remember when I was in elementary school, we would go to the computer lab as a special class and work on our typing skills. Now, the computer lab is used to complete projects and type papers, even when students have not mastered the keyboarding skills and proper hand placement. I find that there is a need to focus on the basic skills of technology usage before we can ask students to use properly.

Getting students Excited about writing

Writing is probably the least liked subject by mt students, but I have one student that is not interested in writing at all. Everyday seems to be a struggle to find ideas or topics for him to connect with and be interested in. As I was searching through the RSS feeds I found a website on free tech4 teachers.com.
Tonight I came across the website writecomics.com. As I look at this website, all I can think of is how much I think my particular student would love it. I am excited to return to school on Monday to show him what he is capable of creating on this website. By allowing him to pick backgrounds, characters, and write the script, I am hoping he will see how much fun writing can be. It will allow him to use his creativity in a new way where he is able to use technology to construct and organize his ideas.
Websites like writecomics.com make me thankful for the usse of technology in my classroom to be able to reach exceptional students use their strengths to improve upon areas of difficulty.


http://www.freetech4teachers.com/2010/12/write-comics-simple-comic-strip.html

Should laptops replace textbooks??

In response to the Edutopia poll "Should Laptops Replace Textbooks?" http://www.edutopia.org/poll-laptops-replace-textbooks, I found arguments to support both sides. I can understand that there is a need to replace out of date texts with more accurate and up to date information. For instance, in some of the science and social studies books the author is referring to the future as the 2000's. With technology at our fingertips almost everywhere it would seem pratical to use laptops to access the information that is the most up to date.
On the other hand, I still think that there is importance in using textbooks. Prior to the advances in technology information was passed from generation to generation by oral telling and written documents. In order for students ti understand history there needs to be some access to those texts. Even with technology, books are not things that will disappear. Students need to be able to use and navigate through books to find information.
I was actually surprised by the results of the poll thus far. Sixty-nine percent of people thought textbooks should be replaced by laptops and thirty-one percent said they shouldn't. In an age of technology and with the prevalence of technology usage I thought there may be a bigger gap in those percents.
I find that both, textbooks and laptops are valuable and beneficial to education, but I feel there needs to be a balance between both mediums.

Friday after Thanksgiving: School???

The Edutopia poll: Should schools be closed the day after Thanksgiving caught me by surprise. This was honestly something, even as a student, that never crossed my mind. Since I went to pre-school, the friday after Thanksgiving was given off. 83% of the voters in the poll responded that requiring students and teachers to return to school on that Friday would ruin many Thanksgiving plans and would not have great attendance. With many people traveling for the holiday to visit family would cause difficulties to get back in time for school. If there was school on friday, I could see where many students would not attend, being that they would miss one day of school.
I can see how as an educator it would be difficult to return to school for one day and then head into the weekend. Much of the instruction during the week flows together and connects. Especially in the lower grades, it is difficult for students to connect information and content when there is a break in the instruction.
When thinking about why many schools do not have school on the friday after Thanksgiving, my only hope is that it has nothing to do with Black Friday and shopping.

http://www.edutopia.org/poll-schools-closed-thanksgiving-friday

Google Voice

After watching this video and doing some reading about Google Voice, I am asking myself, Why does my school not use this? Instead of teachers giving out their home or cell phone numbers for parents to contact after school hours, teacher would simply give out their Google Voice number. This would help to eliminate problems and give educators privacy when it is needed outside of school.

Most of the time with voicemail, you can only get to your account by using your phone by dialing a certain number. Google Voice would allow you to retrieve voicemail on any phone. Users are also able to set times when they are available to accept calls and set a message when they are unavailable. One of the most interesting features is that which takes a voicemail and converts it to a text which would be emailed to you.
The more that I read about Google Voice the more interested I am in trying a program of this sort to be able to see all of the possibilities.

http://www.google.com/googlevoice/landing/index.html

Test Yourself

The Learning Network Test Yourself, tests your reading and grammar skills. On this particular test the reader is supposed to read the given paragraph, with the sentences numbered, and then the reader is supposed to arrange the four sentences in the order that they feel is best.
After reading the paragraph in all of the possible orders, I had to think to myself and analyze which did I think was the best.
Testing yourself in academic situations is just as important for educators as it is students. Movements and strategies have changed since I have been in school. The way that I was taught to complete a specific task is different from the way that I teach my students the same task. As educators we need to put ourselves in the situations that we put our students in to see what the problems could be and how do we think through things, in order to teach students the ways to think through the process.
Through this 'Test Yourself' I was debating back and forth between two of the answers. By being in that situation I was able to think about both and find a difference in the two, to be able to decide on my final answer. This skill, by going through each possible answer, I will better be able to assist and teach my students the strategies when they are in the same circumstance.

http://learning.blogs.nytimes.com/2010/11/23/test-yourself-english-nov-23-2010/?partner=rss&emc=rss

12 Ways to Learn Vocabulary With The New York Times

Each year it seems to be that students are reading less and less. With extra curricular activities on school nights and weekends, students have time to complete their homework and beyond that many are not interested in reading for enjoyment or to further their own education. The article, 12 Ways to Learn Vocabulary With The New York Times, gives examples of ways students can use the newspaper to apply skills they are learning in school.
The 12 ways to use the newspaper can be done as individuals or as a family. It provides an exciting way for students to use a non-typical educational resource to improve and develop skills. These ideas can be used with any newspaper that is available to students.
I think that by using the newspaper for vocabulary activities will increase the interest in students. It doesn't require the use of the traditional textbook and helps to make learning interesting and fun.

http://learning.blogs.nytimes.com/2010/11/18/12-ways-to-learn-vocabulary-with-the-new-york-times/?nl=learning&emc=learninga2

Full Inclusion,partial...self-contained??

I came across the Edutopia discussion, Full Inclusion,partial...self-contained?? and plays right into some of the questions that I have been struggling with this past week. The overall consensus of the posts are to do what is best for the students and full inclusion, partial inclusion, and self-contained are all options.
Where my internal struggles are coming into play are what if more than one option is possible for each group of students. For example, at the start of the year I have three 5th graders who are all closing the gap on grade level. Because they are so close, we decided an inclusion program would be the best for them. Up to this point in the year, all three have been making further progress and have gained independence in the general education classroom with support. However, about a month ago a new student moved into the district. This new student performs at grade level academically, yet struggles with independence and behaviors being in the classroom. My program is traditionally a resource room program, working mainly with academic disabilities, the new student is the first student with an emotional impairment that I have worked with.

What is best for this grade of students is not the same. Do I switch to a pull-out program for one student, when the other three are making progress in an inclusion classroom? Or do I maintain the inclusion in the classroom and continue with the behavioral outbursts and struggles of the one?


Edutopia Discussion: Full Inclusion, partial...self-contained??
http://www.edutopia.org/groups/special-ed/25471

Technology

I never realized how much I truly depend on technology in my classroom until I am unable to use it. Today for instance, my computer was infected with a virus that would only allow me to sign up and pay for the protection that this spyware virus was promoting. I was unable to use the internet, pull up any of my documents, or send e-mails. Things that I do on a daily basis. Though I have hard copies of worksheets, most of the materials that I use I keep an electronic copy of so I am able to print as needed right to my room instead of having to go to make copies. It has also become a routine to my students using technology. In my reading class everyday, we take 5 minutes to practice fluency. Many times this is completed by listening to a CD on the computer to the story being read fluently. Students practice their spelling through online websites for reinforcement activities. Students have become accustomed to taking AR tests on books that they have completed reading.
Today, without the use of technology in the classroom, my students and I felt like we had to be extra creative in ways to complete our tasks. I understand that technology is becoming more available therefore further integrated into the classroom, but when do we become too dependent on technology? Can we use technology too much in the classroom so students don't know how to function without it?

Recess

In a New England suburban town the elementary school had to eliminate the morning recess. Nicholas Thacher's article Eliminating Recess Hurts Kids, explains that the morning recess has be cut out so that in the morning students can be freshening up on their academic skills for the standardized tests.
My elementary school, not having to cut recess out, had to restructure our recesses. Our K-5 school, provides students with two recesses a day. Previously, one was in the afternoon and one was right after lunch. The problem that we were facing was some students would not eat lunch so they could get out on the playground sooner and have more time to play. What our school decided to do was to provide a ten minute recess before lunch and then students would come in to eat. While teachers have seen some positives from students coming to class right from lunch as opposed to recess, some parents have other views. Several parents were upset at the fact that the time students were able to be active and moving to release energy was being reduced.
In looking at how some of the parents at my school reacted to the restructure of recess, I couldn't imagine the uproar we would get if a recess was cut out.

Staying on Track

How to Stay Caught Up with Curriculum by Rebecca Alber, touches on ways teachers can cover the goals and objectives that a teacher must meet in their classroom throughout the year. One suggestion is to "dig up" information rather than cover it. This strategy can be a little time consuming if the teacher does not have a clear picture of the direction they want to go in to reach the final outcome.
Throughout this article I couldn't help but think of my special education classroom. In my special education resource room, as a teacher I am being pushed to maintain a grade level standards based program. I am trying to stick with the curriculum at grade level and cover all of the standards that the general education classrooms cover, only presenting the material in different ways. At times I am finding myself struggling with this concept. I have students who have specific learning disabilities all of which are different, in content areas or ways to present the material.
How do I continue to move forward in the gen. ed. curriculum when I have 4th grade students reading at a beginning 1st grade level? If my students were able to keep the same pace as the gen. ed, wouldn't they remain in the gen. ed classroom?
I have had to come to terms in teaching that I can cover some of the gen. ed. curriculum, but have to pick and choose what that will be. Many of my students learn at a slower pace than their gen. ed. peers, so I, as the teacher, have to understand that certain topics and concepts have to be presented over a longer period of time in order for student mastery.

Free Technology

Last year the school district that I work in purchased 26 interactive whiteboards and slates. Since then I have been using the software program installed with the whiteboard to create lessons around the curriculum that needs to be taught. Through RSS feeds I have found many useful websites that provide supplemental activities that correlate to the standards that I must cover.
Through the RSS feed of Free Technology for Teachers, I came across the website Road to Grammar. This website provides a range of quizzes, practice activities, and games for students to complete, ranging from word patterns to vocabulary.
Not all of the information and activities always apply to what I am teaching, but websites like Road to Grammar show that not every teacher has to reinvent the wheel. There are resources available to use to reinforce what is being taught in the classroom. These websites are also great to send home to parents for students to work on at home as well as in school.

Digital Storytelling

I was really excited when I came across the article "How to Use Digital Storytelling in Your Classroom" by Jennifer New. This article gave me an insight about the digital storytelling assignment that is due at the end of the EDU 653 class. The seven steps/ideas helped to make it clear to me the importance of keeping students involved, engaged, and excited in the learning process. One of the steps states "See technology as a tool not a goal." I think that this concept is something of great importance in the classroom.
With technology on the rise, many teachers use the technology just to say that it is being used instead of making sure that is it being used effectively. Technology should not be a goal because it has to be used, but rather a way of helping students to better understand an idea or concept.
Other steps include "learn by trial and error" and "allow your students to push (and lead) you." Both of these ideas are sometimes hard for teachers to adjust to. Many teachers and students feel as if they need to have all of the answers, but I find that there is a great deal of importance and accomplishment of failing and being able to figure it out together with your students. The thing that many of us forget is that technology is something of our students generation. Oftentimes students are able to show me how to do something in relation to technology and they are excited about being able to teach the teacher something.
This article got me excited to start working on our digital storytelling assignment and to see the way that my students will react to this new form of technology we are integrating into the classroom.

Educators and Autism

The article "Educators Deal with the Growing Problem of Autism" by Fran Smith, makes me reflect and evaluate the way that my school and district programs for students with autism. With the diagnosis of autism on the rise, I believe the most important piece is the communication between home and school. Indicators of autism are usually early on, around the age of two. By encouraging and seeking out communication from the parents, schools are able to hear about routines and schedules that may be in place and that work for the student.
My school has sent a teacher from every grade as well as special education teachers and school counselor to START training. START is the Statewide Autism Resources and Training Project in Michigan. Through this training, our team of educators meets monthly on each individual student to discuss progress and course of action. In between meetings, data is being collected on strategies that are being tried to see what is working and what needs some adjustments. I think these meetings are extremely important because we are looking at each student individually because we know that no two students are exactly alike. These meetings have also helped to set up peer to peer support for the students when needed.
In reading this article, I agreed with many of the points that were made. It also made me optimistic in the way that my school and team programs for students with autism.

Google Docs

Today my district switched from Novell Groupwise to Gmail Google Apps. The blog written by Mr. Bryne titled "New Google Docs Community Offers How-to Videos," allows people to see the full capability of Google and the programs that it offers.

Google is most commonly known for typing in key words or phrasing and getting information, but what many people don't know is all of the other uses. By putting how-to videos on Youtube individuals are able to connect with other users to share ideas of how they are using Google Docs and to also learn what is available to use.
Google Docs users are able to simultaneously edit shared documents and work on them as a group, similar to wiki pages, however these documents can consist of word documents, powerpoint presentations, and excel spreadsheets. Instant reminders of meetings or important information can be shared and sent throughout the school building. Another feature is Google Chat. Teachers in our school are now able to send messages, questions, or comments immediately to other teachers, instead of interrupting a class with a phone call or spending the time to open/write an e-mail.

It is helpful to me to know that even though our staff went through training of how to use Google Apps. that there are videos and a community of people online who also use this program to help to workout the kinks as our switch takes place.

4 day School Week

The Edutopia Poll by Sara Ring addresses the topic, Is a four day school week more beneficial than the typical five day school week? With the cost of fuel for busing and the cost of heat and electricity, many schools are going to a four day school week. Living in mid-Michigan several school districts are looking for ways to save money in the harsh winters. Some districts have gone to a four day week every other week to save on heat and electricity. Others have looked to extend the day longer to meet hour requirements, but reduce the number of days in school.
I can relate to both sides of the argument of parents and teachers. In an elementary school, thinking about working parents, that is a whole day for a parent to take off of work or to find child care. On the other hand, by extending the length of the day provides more opportunities for block core instruction with fewer interruptions for special classes.
The real question is, Are the students still receiving meaningful instruction? Is the money the schools are saving substantial enough to make a difference in the budgets?

Ohio Schools Paying for Test Goofs

I was really struck by Ohio Schools Paying for Test Goofs by Jennifer Smith Richards on October 29, 2010. Ohio schools had to pay the state thousands of dollars because of broken shrink wrap, reading aloud a passage that should not have been, using calculators when they should not have, or for using dictionaries.
I had an experience today that really made me connect to this article. There was no problem as far as testing restrictions or violations, but as my school began to pack up the MEAP tests to send back, I was given a little bit of a scare. One of my student's answer documents were missing. The testing booklets were with the rest of the class, but as our administrator counted and counted, we could not find them. I was convinced that I had turned everything in and had it all together. Set into a panic, I did not know if I would have to retest this student all in one day? Would that be okay since he would have already seen the test? What type of trouble would the school be in if a student did not submit all areas of the test?
As we combed through all of the materials one more time, we discovered the missing answer documents sorted into the wrong pile. The sense of relief was amazing, but as I read this article I questioned would my school have had to pay thousands of dollars? Would some type of retesting of this student have to take place?

Vancouver Schools Testing iPods for Learning

I was really interested in the article about Vancouver schools using ipods in three third grade classes to test for learning. The school used grant money to cover the expenses of the ipods for the classes. Each student was assigned to an ipod to use for the class, which allowed students who don't have access to technology at home to practice.
With many students already owning or experiencing ipods, there was not a lot of training that had to take place. Students were able to use the ipods to reinforce math drills, play educational games, look up countries that they were learning about, and use applications to assist in individualized instruction. I am not surprised by the outcomes that the article highlighted. Students were more attentive and interested in participating as well as having an improvement in attendance during the class. The instruction became centered around the student instead of the teacher. Students that were more advanced were able to work ahead and complete other games and drills.
With the development of new applications on the ipods and phones, students would be able to access help in various subjects and work at their own pace. Activities and drills can be repeated without students feeling embarrassed about not understanding and 'getting it' the first time.
I like the idea of using new ways to engage students. It makes me wonder would this be possible to do in an entire school? and what type of professional development is out there in this area?