Module 9 Reflection

My mother has always said ignorance is bliss!  I refuse to be ingnorant and not take advantage of every opportunity given to me.  Technology has not only offered us this wide array of information, some being good and bad, but it has made it so there are endless possibilities to manipulate and shape the information so creatively even the most uninterested person may notice.  I have a hard time wrapping my small brain around this very huge concept, that almost anything I want to do I can make happen online.  Well, not everything....but so much.
As a professional this class has taught me to think from an online perspective.  How can I take my objectives and make the information fit into this activity or that activity?  Not just the teacher telling, more seeing the students doing, and the students seeing students doing and telling.
Lastly, I have realize there are even more great resources out there than I ever remember and I need to take advantage of them for the sake of my students education!

Module 4 Reflection

Chogger is one that really caught my attention when searching through the websites on the symballo page.  Chogger lets the students make comic strips on the internet.  You can draw characters, input photos, write captions, create speech balloons and use any academic subject as the basis of the comic strip.  It works off of you browser so any device will support it.  Chogger is the kind of technology that allows for the creation of new tasks that before the internet were obsolete.  Redefinition to a T!

Module 8 Reflection

Online footprints are very important.  They are important to your family, friends and more so your employer.  Employers do not want to see negative or inappropriate things of any sort when they Google your name.  It used to be that we did not have to worry this, and many people still think "oh thats my personal life", it is none of my bosses business.  But by putting it on the internet you are making it public knowledge, leaving an online footprint.
As educators it is our job to remind our students of what is appropriate to be on the internet as a representation of them.  What do they want to see when they Google their own name?  And if they are a professional what does an employer expect to see?  A profile pic,skills acquired, examples of their work, time line of what they have been doing, professional affiliations, etc..However, leave some to question...don't tell to much or you won't have anything interesting for the interview.  Be confident, but gracious, honesty, humble, tactful, SMART and if you aren't those things go home and practice/study up.

Module 7

When reading the question at first I thought to myself.....well that is simple.  Wouldn't you just make a symballo page.  But then I realized it must be more extensive and geared just for the topic of "cells" or simply the unit "cells" are in to really relate it the planning process and make it work for the teacher.  So, anything and everything valuable digitally, PBL, tests, quizzes, ppt, could be linked through the symballo page.
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Module 5 Reflection

When referring back to what Pink spoke about, intrinsic motivation, I begin to think what would work for our school?  What small adjustment could the school make to ingrate that intrinsic motivation he is speaking about.

The first thing would be to offer the students options on lessons(different ways of accomplishing the same thing) and tell them they have x amount of time to accomplish it.  Or maybe even have them come to school and go to all classes but at their own pace and have them make the schedule or chose from options.   Because a student who is intending on going to Art school does not need the same class as a Math major.  

Autonomy the urge to direct our own lives has to come from within.  By making school more personal and geared to aptitudes,wants, and needs the business of education is being personalized to each customer.   

Mastery and Purpose are acquired on the education route while the customer is involved in completing his personalized classes and course work.  During which the customer becomes so involved and engaged in course work.   

So, by making the customer really own their education, it become part of who they are, and drives them to higher level ideas and thought that only comes from inside.  

Module 3 Reflection

I explored the Technology Integration Matrix.  Now, none of those content areas specifically pertained to my content area of Family and Consumer Sciences none the less I understood the message. I found that when considering where I would rate myself different factors come into play...Student capability, student overall maturity, and the academic level of the class.   For a class of freshman who have to take careers I can see them beginning collaboratively/constructively and adaption.  However, for a Foods II class which is all second semester Junior and Seniors I fit into the constructive and infusion categories.  I choose those two classes because I teach ten different classes.  By the next nine weeks I will probably be in the same positions I am now.  I do not believe a teacher whom truly reaches transformation does so in nine weeks.  During this time I should be gathering quality research for my students to benefit them in day to day happenings.  So we can learn about things that matter to them.  Have them think of problems and create project based solution with a plan behind it to solve the said problem.  So, step one would be to ask them what is important to you?  What do you want to know? Next, how do I make them bring it to life for themselves? And lastly teach them to explain themselves to me thoroughly, accurately, and as a whole.
The first time will be horrible but just like your first lecture...it will get better.  I believe higher order thinking..thinking for themselves will happen.  Have faith "Spoon Feeding" as we know it can be killed and Transformation can live!

Module 2 Reflection

While exploring the "Moving Mind Sets" Module two tactics that really caught my attention,  world problem solving with technology and "Imag-u-cation".  Both where technology based and student driven.  World problem solving was appealing to me because it is high order thinking.  It requires research, organization, brain power for a hypothesis, and presentation skills.  Not just Google and put into your own words…
"Imag-u-cation" is all about what if ….what if we had iPads what should be do with them to enhance our education?  How can we make Math, English, Spanish better?  So, you brain storm ideas with your students based on prior knowledge of the technology.  See what they know that could be of use to you…And in turn give them ideas, get them excited about this technology to see what other ideas they may come up with.
Both of these tactics are higher order thinking however making sure every student is engage is always the challenge.  I will definately try both of these in my careers and adult roles classes simply because I am always looking for fresh dynamic challenges in each of these classes.

Module One Reflection

When looking at the discussion rubric I think the rating of effective is sufficient.  I approached the standards and evaluation systems from the aspect of "How well is this going to work for me as the teacher"and "How easy is it to use".  I am not sure that was the right direction to take but I did…..Now on to where I fell short.  My collaboration with fellow classmates is still evolving.  I failed to ask them questions that could have enhanced my thought and learning process.  Sadly positive collaboration with other teachers is one of our biggest short comings.  Maybe I should start listening more!