I have not been using my PLN to its full potential, but then again I am not an in service teacher and have not had a great need outside of the classroom to put it to use. As a student it has been interesting to learn about the existance of PLN and its value to teachers around the world. Dave has done a wonderful job of presenting the class with different types of learning networks such as the podcasts where we listened to teachers comments from the other side of the world (Australia).

In my opinion successful Professional Learning Networks can be the glue that ties a school together and provides the staff with the info and resources that they need to be successful teachers. I think that teachers need the support of their school to truely be successful in having all teachers tied to a PLN.

What types of things should I, as a teacher, look for when previewing/assessing a webpage for use in my class?

The types of things that I as a teacher would like to use for assessing a webpage in my class must have information that the students can easily understand and reflect upon when reading. It is more fun and important for the students to have useful information that they can apply to what we are working on in class. I personally like it when a website is easy to navigate and I do not have to connect to link after link to get the information that I am seeking. I know that students like interesting websites with photos, graphics, games and more. This is one thing that I would consider as well when looking for and assessing a webpage for use in the classroom. I do not want the students to get bored and wander away from the chosen website. Also, I need to consider that many of the students are working at different levels when it comes to computers and that they all need to be able to use the website and get the most information out of it. The website must be appealing for the advanced computer student as well as the beginner student.

What does technology integration mean to me?

Technology integration is having a fully implemented technology syllabus in each course that the students are studying. It is more than just having students create a website or a film with their peers or for them to learn word processing skills in a computer lab at their school for one of their core courses. In a collaborative multimedia project students use a whole new set of skills and depend on their peers in ways that were not done in the past. Teachers accept a new paradigm for accepting and grading student work in a variety of different types of media. Integration is when a student and teacher go beyond the private submission of written texts and exams between the teacher and the individual student.

To be a facilitator of technology integration requires a great deal of flexibility and open mindedness from the teacher as well as the administration in the school. Teachers must continue to take classes, attend workshops, conferences, and meet with colleagues. Teachers must also be avid readers of educational blogs, wikis, podcasts, professional journals, skype and twitter. They must stay abreast of technology and education trends and how they relate to student learning. For a teacher to be a successful integrator they must plan classes regularly, be informed and reference curriculum for the different grade levels. As Dave C. would like to say you have to nurture your Personal Learning Network (PLN) so that you can grow as an instructor.

Reference:

Bannon. B. & Puckett. K. (2007). Preparing to use Technology. Boston: Pearson Education.

Implementing Technology into the Classroom.

Implementing technology into the classroom is an issue that schools and teachers are being faced with. From what I have read and learned over these past few weeks real changes in student learning need to happen to ensure the correct development for students so that they can be prepared to work in a modern world that is saturated with technology.

Management of the classroom during technology enhanced learning means that students and teachers should be comfortable with the technology and the process that is being implemented. The teacher needs to plan and understand that different types of possible problems may arise such as: equipment use, technical support, establishing norms for student behavior during a technology enhanced class, and a creditable way to assess the student’s performance.

As stated in the five stages of development into technology the teachers need to address these different steps and apply them to their curriculum. These steps are adoption, adaptation, appropriation and invention. As stated by Sandholtz, Ringstaff and Dwyer (1994) the initial stage is usually painful and difficult for the teacher. They may often have to go through a lot of difficult meetings and can often take some lengthy convincing to parents and to the school that they work in to start the implementation of technology for their students. But, once they get started everyone will see the benefits.

As teachers there are a lot of factors to consider when implementing technology in the classroom. First confidence can be built through a well planned lesson plan that provides a sense of direction. Daily or weekly plans should and are typically required by school administrators. These lesson plans are the components that lead to a unit plan and to the overall curriculum. These changes will slowly take place from lesson plan to lesson plan leading to an overall change in the curriculum to include technology.

To continue and enforce a change into curriculum takes a clear and precise listing of materials, resources, and technology that are needed during the lesson plan. The teacher must consider and think about what is going to be needed to successfully complete the lesson plan. The teacher must have options available for all students whose materials are not available for the student’s personal use.

Another aspect that teachers must consider when implementing technology is the adaptations for special learners. For many of the students technology can be a useful tool when planning for these types of challenges. Examples given by Bannon, and Puckett are that if a student has difficulty with reading then the student can listen to the text read aloud using text-to-speech or screen reading software (2007, chap. 1). If a student has difficulty in written expression then the student can include developing an electronic template to provide structure for a report or a paper, or allowing alternate forms of student reporting such as multimedia, or hand held scanners.

There are many options and ways for teachers to get started on changing how they teach and work with students who are used to learning in a digital world. The initial change is difficult but once they make the initial steps towards change all teachers should know that they helping to bring in a new curriculum that can lead to better learning for all students.

Reference:

Bannon. B. & Puckett. K. (2007). Preparing to use Technology. Boston: Pearson Education.

Hello

This is my first time blogging and of course having my own blog! I like the fact that blogging is a bit more private for friends family and maybe one day a potential employers!