M6 Reflection

Integrating technology into the classroom is certainly the way of the future. Yet, I still wonder how technology can be translated into all subjects and be effect. Take English for example. Roblyer and Doering (2013) write, “However, technologies have also brought about dramatic changes in the format and types of communications that literate people must deal with, thus presenting an array of new challenges to English and language arts teachers” (266). Other than the few exercises done in class, using technology in an English class other than in a presentation format eludes me. Yet Roblyer and Doering present several ways in which technology can be utilized in an English class.

Advantatges

Roblyer and Doering (2013) state, “Literacy begins at the word level, with fluency in decoding, reading, and understanding individual words” (272). This appears to be the obvious statement, yet its importance cannot be underestimated. Understanding words is the first step for a student to become fluent in understanding the written language. Once a student understands the meaning of words, they can move on to understanding their “jobs” in sentences and works as a whole. Brainpop is the perfect example of a strong use of technology in the classroom. As the world continually shifts to a more technology based world, the use of a traditional dictionary becomes more of a novelty. Brainpop (http://www.brainpop.com/english/) allows students to have access to an online dictionary as well as other English resources such as grammar and writing. Another advantage to using technology in an English classroom comes in the form of literature learning. It is important that students have access to works of literature. Roblyer and Doering (2013) write, “Allowing students to access these digital versions of texts promotes reading by making texts less expensive and more easily accessible” (280). One great perk to having online access to works of literature is that students can no longer say they forgot their book at school. Websites like Poets.org (http://www.poets.org/) gives universal access to many literary works. This website also allows students to see what other critics write which is important when preparing for papers.

Disadvantages

            While there certainly are advantages to using technology in the classroom, I fear that some things will be lost if the classroom were to convert to one based solely on technology. One skill that I fear would be lost if one were to rely on technology too much would be that of editing and revisions. Roblyer and Doering (2013) point out, “Word processing programs do not always offer correct “advice,” but teachers can show students how to use these prompts…” (279). My largest complaint is that often times Word will mark something as incorrect when, in actuality, it is correct. My fear is that students would become so dependent on Word processing programs to catch mistakes. Another fear I have is in regards to the revision process. Roblyer and Doering (2013) write, “Comments are typed words placed in the margins of a document to remark on specific words o sentences” (279). I have experienced the use of typed comments on works before and the problem is that this way of correcting papers does not allow students to ask questions. Sometimes, instructors do not articulate everything in such a way that a student can understand them. It would be preferable that students have an opportunity to ask a teacher what they mean in regards to particular corrections.

M6 Check out this article about mobile learning! Be sure to download the full version PDF http://t.co/HavZn3jJ91 #ED527UM
— Michael (@mfisher8akl) November 18, 2013

Interactive Wiki

Wiki Reflection-http://mfisher8.wikispaces.com/home

            I think the best part about creating this wiki is that it engages the students in a section of English that I have always had a passion for. It allowed me another opportunity to do some research on Greek mythology to find resources that my students could use. The only change I made to the wiki after reading my comments is that I added sort of a preview of what is covered in the wiki itself. I think beyond that I could add more pages. Perhaps, as the subject was studied further, I could add pages to look at Roman mythology because of its close relationship to Greek mythology. I could also add in a page or two about modern telling of the Greek myths. There are many more possibilities that I could explore to enhance this particular wiki. I am afraid I have limited myself though because Greek mythology lends itself very well to something like this. The question is how could I transfer this to another part of English study that is not necessarily as much fun? Technology is going to be what the future classroom is going to be a part of. There are going to be challenges but as teachers we must rise to the occasion to solve these problems.

M5 Reflection

The Interactive Classroom

            With the ever growing use of technology in the classroom, it is becoming more and more important that teacher and students become well versed in the uses of technological devices. Roblyer and Doering (2013) refer to the skills that 21^st century students and teachers need for the classroom by focusing on P21 which promotes the use of technology in the classroom as well as skills need inside and outside the classroom (21). The frame work that Roblyer and Doering (2013) describe “…focuses on skills that teachers require to bring about three different levels of human capacity development: technology literacy, knowledge deepening, and knowledge creation” (21). The interactive classroom adheres to all three of these skills. With interactive lessons like flipcharts, students are able o become familiar with technology, enhance their understanding of a topic, and create connections with what they already know. Another important aspect that is constantly question is how to engage students. With the flipcharts and interactive classroom this tasks becomes simpler. The best way to accomplish this goal is by having students relate what they learned in class to real world experiences. Roblyer and Doering (2013) state, “When students can see that high-level math and science skills have real-life applications, it is no longer just ‘school work’;…” (25). This can easily translate to other subjects, the main goal is to help students find ways to connect what they learn in class to their own lives.

Objectivists vs. Constructivists

            Perhaps one of the most hotly debated topics is what is the best way to do something, whether it be how to write, how to play a sport, or even how to teach. As far as teaching is concerned, it can the argument of how to teach can be broken down into two camps: Objectivists and Constructivists. Roblyer and Doering (2013) describe objectivists as “Knowledge has a separate, real existence of its own outside the human mind. Learning happens when this knowledge is transmitted to people and they store it…” (37). Basically this states that learning is something that exists completely on its own. Alternatively, Roblyer and Doering describe constructivists as “Humans construct all knowledge in their minds by participating in certain experience. Learning occurs when one constructs both mechanisms for learning and one’s own unique version of the knowledge…” (37). So this is saying that knowledge is an internal process and does not come from external sources. In regards to the interactive classroom and the use of flipcharts I think that it would fall in with the constructivists’ style of teaching. While the flipchart does require someone to give some information, it relies more on the student fitting their own knowledge into the flipchart format. Such is the case with the flipchart example below.

Flipchart http://www.prometheanplanet.com/en-us/Resources/Item/110203/introduction-to-literature-fiction#.UnRQ9fmmiSo

                This example of a flipchart is geared towards middle school aged students and focuses on the introduction of fiction literature. What I like best about this flipchart is that it allows students to see fiction writing in the real world. Roblyer and Doering state, “Students who see the application of what they are studying as authentic and part of the real world are motivated by the application to their daily lives” (25). The frame where it asks students to write down books and movies allows students to think about things they themselves know about and are more real to them than what is typically discussed in a literature class. While I stated above that flipcharts fit into the constructivism style of teaching, I think this particular flipchart is more of directed instruction which Roblyer and Doering (2013) describe “…teachers transmit a pre-defined set of information to students through teacher-organized activites…” (35). This flipchart relies heavily on the role of the teacher assigning activities as well as “feeding” information to the students instead of allowing them to construct it on their own.

M5 Here is another website where you can get flip charts for your classroom! http://t.co/S1FWvh1mpy #ED527UM
— Michael (@mfisher8akl) November 2, 2013