Reflective Blog #2

The variety of technology available for classroom use is huge.  From film strips (rarely used) to ELMO, to the enormous range of computer software, the applications are seemingly endless.  Listed below are five examples of how computer technology can enhance student's and teacher's effectiveness.

McLaughlin, C. (2009). stem: it's elementary, too! Technology and Children, 14(1) 2.  Retrieved February
          22, 2010 from EBSCO Host NLU library.

Charlie McLaughlin, field editor for Technology & Children, explains the value of merging science, technology, engineering and math, even at the elementary level.  Integrating technology in other curriculum encourages problem solving skills.  This, in turn, allows students to visualize the use of technology in real world applications and occupations.  McLaughlin states, "Elementary education teachers who use lessons that introduce creativity and innovation can help students with career exploration and development."  This is especially important to our local economy.  School that encourage the STEM (science, technology, engineering, math) attract business and industry.  As well, business and industry support these programs, since students are learning skills which make them good decision makers, creative thinkers and excellent problem solvers.  Educators who use these methods benefit their students with up-to-date materials, thus progress learning in many fields.

Davey, S., Smith, W., Merrill, C. (200) Internationalizing technology teaching with blogs and bananas.
           Technology Teacher, 60(2), 22-26.  Retrieved February 22,2010 from EBSCO Host NLU library.

Authors of this article are: Sandy Davey, who teaches a Year 6/7 Enhancement Class at Graceville State School, Brisbane, Australia, Walter S. Smith a professor in the Department of Curriculum and Instructional Texas Tech University in Lubbock, Texas and Chris Merrill, Ph.D., an associate professor in Technology Education at Illinois State University.  The purpose of this article is to examine the richness of global education. United States college students studying education, collaborated with sixth/seventh grade students in Brisbane, Australia to design and construct an edible Lunar Rover.  During this effort all students communicated through blogs.  In the end, they arranged a video conference where they met their over sea partners "face-to-face", watched their vehicles race than ate the vehicle. Another exciting part was an audio connection to a NASA scientist who became interested in the project.  This contribution to technology in action exemplifies a global vision.

Napolitano, M., (2010). The key to effective assessment. Kodaly Envoy: Winter, 36(2), 21. Retrieved
          February 22,2010 from EBSCO Host NLU library.

Author Meredith Napolitano is a K-5 Vocal Music teacher at Braeburn Elementary School in West Hartford, Connecticut.  She teaches general music and fourth/fifth grade choir. Making excellent use of technology she found data collection does not have to be a burden.  The author made use of a digital recorder and her computer. Recording samples of her music students singing, she then downloads the recordings onto her computer.  This clearly makes it easy to view or listen to a few students at time, or spend a whole day assessing.  This system, accompanied by her rubric makes entering grades easy and time saving.  This valuable data enable the teacher to assess her own instruction as well. She writes, "to see what tasks I need to modify or assist with."  Another, useful tool for the digital recorder is, allowing the students to experiment with the recordings and tracks on the computer.  Students can actually hear how they themselves perform for assignments and make adjustments.  Set-up of a workable system may take time but will be of great benefit.

Riddle, J., (2010). Podcasting in the classroom: a sound success.  MultiMedia & Internet@ Schools
          17(1), 23-26.  Retrieved February 22, 2010 from EBSCO Host NLU library.

Johanna Riddle is a writer and teacher on the topic of integrated learning and multiples literacies, and authored Engaging the Eye Generation (Stenhouse, 2009).  She is also a veteran teacher of art, art administrator and media specialist.  Riddle examines broadcasting tools for education in America and Germany, and the multidimensional aspects of tools for students.  Skills such as problem-solving, creativity and collaboration interface with technology.  She writes two samples concerning these ideas.  At Willowdale Elementary School in Omaha, Nebraska, students produces Radio WillowWeb, a podcast which covers many topics from art history to matter.  These podcasts are produced by students for students.  This is one great example of net working world wide.  Their WillowWeb site "yields responses to the school's broadcast from student's living on America's West Coast to those in the U.K," reports Riddle. Riddle also notes the classes of Sebastian Dorok in Germany. His dilemma, teaching English language to his students and not having enough time in the school day.Sebastian, already familiar with audio files, inspired him to help his students connect with conversational English language through this media.  The students were so enthusiastic about their first podcast assignment they wanted more home work!  They also, Sebastian says, "began to chat with each other about the context of their homework, but they used English language."  Riddle notes, "Unbound form the imaginary restrictions of the central purpose of a digital device, they have no fear of diving right in.  The end result is sometimes a more dimensional application with far-reaching benefits, than was initially envisioned."

Monaco, M. (2008).  Opening our eyes to the power of technology.  Reading Today, 26(3), 19-20.
          Retrieved from EBSCO Host NLU library.

Maria Monaco is a graduate student working on her master's degree in secondary education and language arts at Saint Joseph College, West Hartford, Connecticut.  Monaco wholeheartedly encourages teachers to maximize learning through technology.  For this initiative, teachers must take a concerted effort to educate themselves as well as the students on the value of using computer and multimedia technology.  With regards to teachers using little or no technology Monoca states,

"It sends an unclear message about both literacy and technology. It sends the message that the ability to communicate through technology is unnecessary and dangerous, that only the lucky few can participate in these communities and their vast associations that literacy and learning are static, while the world is dynamic and ever changing."

Her emphasis on literacy moves teachers and future teachers to guide students into global and virtual technology as well as give students the tools to do so.