Assignment 6: Interactive Whiteboard Alternatives- Interactive Projectors

 What is it----What does it do?

Does it allow for interactivity (for teachers, for students)

What are its advantages over IWB’s; disadvantages?

DLP Interactive Projectors

With a pen, any wall can be turned into an interactive whiteboard. This projector comes with an interactive pen that works like a mouse and allows for interaction with the projector from a distance. The board can be used to write out math problems or annotate a text that students are reading in class. The board does allow for interactivity. The teacher can use the pen to write things on the board and the board can also be used by going up to the wall directly. The teacher can have students go up to the projected image and write. 

This board has many advantages over IWB's. First, you do not need a whiteboard or specific screen, you can use this projector on any surface in the classroom! It also eliminates height restrictions for teachers who may not be able to write on the top of the board. By using the pen from a distance, they can interact with the whole board. The projector is also has direct touch screen interaction and does not require calibration when moved.

While an advantage may be that any wall can be used on any wall, it can also be a disadvantage. If the classroom does not have any clear or smooth (many classrooms have posters on the wall or brick patterned walls) surface walls, the students will not be able to see what is displayed on the projector. A whiteboard or projector screen may still be necessary. Also, if the pen is lost, the teacher will not have the ability to move freely in the classroom. They will be restricted to interacting with the board directly. 

Adaptive Technology

I found the three Adaptive Technology devices used at Northern Lights Elementary to be very interesting and useful for students. I thought it was a great idea to incorporate technology in the classroom that focuses specifically on aiding and supporting students in the learning process. Students were excited to use the technology and help their classmates learn how to use the technology.

One of the adaptive technology devices used was the Co-writer, a writing assistant program. As the student begins a sentence, the computer predicts words that are in student’s vocabulary. It assists them in finishing sentences and makes the writing process a lot easier. It even reads the sentence back to the student to make sure that it is correct. This tool can be useful in the classroom for students who have special needs or learning needs. One of the students in the video mentioned that he enjoyed using his Co-writer because it was portable allowing him to stay in the classroom with his friends rather than being pulled out of the classroom for extra help. I like this tool a lot and I think that students who need extra support can work independently when writing rather than having the teacher constantly support them through the process which can increase their desire to learn as well as their self esteem.

Another device mentioned was the Wynn read program. With this program, students can scan a text and have it read to them. As the computer reads aloud to the student it highlights each word, which allows them to read along effectively. Students can also pick a different color background besides white that works best for their eyes, for example, blue or black. They can also change the size of the font to make it easier to see. This is also a very effective tool in helping students not only read but also read with comprehension. This makes the reading process as comfortable and easy as possible. Students will not be deterred from reading but rather will enjoy reading.

The third and most interesting adaptive technology is the Dragon NaturallySpeaking program. This program allows students to speak into a microphone, which processes the words and writes down the sentences for the students. Without having to type, students can write entire paragraphs. The Dragon NaturallySpeaking program provides “greater independence for students with physical disabilities” while also “Improve[s] writing fluency for students learning English.”

In addition to being able to write paragraphs by speaking, users can also write emails using Dragon. By speaking, the user can write a message and say “insert signature” to have their signature at the end of the email. In addition, Dragon also allows users to post to Facebook and Twitter without typing or clicking a mouse. Command such as “post to Facebook” and “Click ‘OK’” are simple phrases that make doing tasks on the computer easier.

Also, Dragon also allows users to open up programs on their computer. By speaking, users can open Microsoft word or even play solitaire by telling the program where to move the mouse. (The video below shows this in more detail)

http://www.youtube.com/watch?v=FVMgQzkbh08

All of the adaptive technology programs can help students to gain confidence in their skills in reading and writing. They may even try writing on paper once they feel that they have improved their skills like one of the students mentioned in the video. Students will become excited about reading and writing and see it as a fun task rather than a difficult requirement. Students with disabilities will also find these programs and devices easy to use and supportive in their effort to learn.

Works cited

"Dragon for Education." Dragon Education Solutions. Nuance, n.d. Web. 15 Oct. 2013.

            <http://www.nuance.com/for-business/by-industry/education/dragon-       education-solutions/index.htm>

IndataprojectESC. "Dragon Naturally Speaking Tech Tip." YouTube. YouTube, 27 Jan.

            2010. Web. 15 Oct. 2013.

Assignment 4 Horizon Report

Virtual Labs

Virtual Labs are labs that students can do science experiments with through a computer program. Instead of doing a lab in a classroom, students can go home and do the lab. They can repeat the process continuously until they are satisfied with their results. This program is very beneficial for students as well as schools. It allows students to take their time doing a science experiment rather than feeling rushed to complete in in class or having to plan to stay after school to complete it. It also eliminates the need to deal with chemicals and clean up. Instead, everything is on the program and easy to use. Also, schools do not have to spend money creating laboratories.

Although virtual labs have benefits, there are also setbacks to this program. Students lose the chance to have a hands-on experience working with science equipment. Students who enjoy science may prefer doing the experiment using real equipment rather than through a computer program.

Assignment 3: Data-Driven Teachers

Question: How do you see yourself using data in your hypothetical classroom?

According to McLeod in "Data-Driven Teachers," Data is used to assess not only student performance, but teacher performance as well. He suggests that teachers should use the data collected that reflects their student's performance and use that to change and adapt curriculum to meet students' needs. 

In my hypothetical class I would not only consider data collected from benchmark or standardized tests, but also tests that I give in my classroom that is specific to what I am teaching the students. I can look at each specific test question and see if there is trending data suggesting that there were certain questions that students had problems with. After looking at that data, I can decide if there was a better way to teach that information and even re-teach the information so that students can have a better understanding.  Doing this, I believe, will help improve the students' comprehension of the lessons as well as allow them to remember and use the information later. As an effect, students can also score higher on standardized tests because the tests are based on what they learn in the classroom. Mcleod suggests that "frequent formative assessments" are needed in order to keep track of student performance and set goals for the students throughout the school year. Students can be given a test in the beginning of the year, the middle, and the end. Then, teachers can assess the data and see if students were able to improve their scores by the end of the school year. If there is a positive trend in scores, students will have most likely grasped a better understanding of the necessary concepts that teachers want them to understand by the end of the year and they can go to the next grade with the skills they need. 

Data can be useful for the school and can help teachers stay on track and have a better idea of where there students stand by time they have to take another standardized test. However, the data shouldn't just be collected for standardized test assessment but also for everyday lessons as well to take the focus off of only teaching to help students pass the benchmark. Teachers should teach to facilitate student learning. 

Assignment 2: Copyright and Internet Safety/ Engage Me or Enrage Me

From commonsencemedia.org, I chose a 9-12 grade lesson called "College Bound" I chose this lesson, because it is common to see people posts information, write posts, or post pictures that should not be online for the public to see. I think this is especially important for young adults who are moving on to college and employment, because nowadays employers could have access to your profile. People say that their profile is "private," but people tend not to pay attention to their privacy settings and may think that their page and their posts are private when, in reality, people can see them. Also, even if someone can only see a profile picture, that one picture allows for people to make assumptions about who you are. Some people posts pictures that make them look immature, unprofessional, or inappropriate even though they may be good people.

It is very important for students to understand that the way they present themselves online is important. Their online profiles and posts are representations of who they are and people will perceive them in a certain way and make judgements based on the information they are given. It is just like in the real world--when people meet they automatically make assumptions or make judgements based on the first encounter. If students wants to be seen as a respectable person in the real world and be considered as a potential candidate for a job, they should also consider the way they present themselves online not only to employers but their friends and peers.


Prensky- "Engage Me or Enrage Me"



"Engage Me or Enrage Me" by Marc Prensky presented ideas that I felt were a little exaggerated and dramatized. For instance, he talked about three types of students. He seemed to be accepting of the "self-motivated" and "going through the motions" students but he described a third group as the "tune us out" kids saying that they were more engaged with technology then school. He said that these students are engaged outside of the classroom with video games, etc but not in the classroom. It is true that many students are engaged more with technology outside of school, but is that necessarily a bad thing that it is not incorporated into every second of the school day? I agree that video games provide kids with rewards, challenges, and control and some students may not see the reward in school, the point of the challenge of the work, or any control in what they do or learn. Prensky suggests that we can change that by bringing more technology into classroom lessons by going as far as creating games for students to play. That is a potential way to do it, but I also think that students can learn in others ways or more "traditional" ways as well without involving as much technology. I don't think that just because kids today are surrounded by technology outside of school that they have to also be surrounded by technology in school. Not every students wants to be on a computer all day. I think what needs to be added to lessons are rewards, challenges, and student control in the classroom. Yes, good grades are an incentive but sometimes that's not enough for students. Some students want immediate reward for completing a challenging task. Give it to them. Provide fun and interesting challenges and allow them to have some control over what they want to learn more about and have more control of class discussions. That'll make for a better classroom.

Assignment 1: Understanding the Digital Generation

Reading "Understanding the Digital Generation" really made me think about my experiences in school and how much of it was based solely on memorization, preparing for tests, and regurgitating information. A lot of what we learn in school is based on textbooks and class lectures. However, the article suggests that most kids today are visual learners rather than auditory or haptic. That actually makes sense considering how much technology has influenced our lives. You can always find a student who is finding a way to sneak a peek at their phones to send a text or check their Facebook in class while the teacher is talking about something. The material could have the potential to be interesting, but the way it is being taught may make it boring. Students are already being told what to learn, so why not make it appealing to them? Whether we want to except it or not, technology is a big part of our lives and it is only becoming bigger. Teachers should definitely begin to incorporate some form of technology into their classrooms to make the learning process more interesting and fun for their students. The article states that adding picture content to the material that students are learning helps them remember more of the lessons. If that is the case, lessons should begin to incorporate visual media to help facilitate the learning process. That would help students not only do better on tests but also remember the information after having to memorize it for a test.

I am an auditory learner so I like to listen to class lectures to retain information. However, it also helps to receive information in different ways. As a future English teacher, I am always thinking about ways to improve the classroom. I remember in high school that most of the English classes I took were lectures where the teacher would read a passage from the book and then help us interpret the text. Sometimes we would watch a movie to help us fully understand the text, but there are other ways to help students learn. Taking advantage of all of the technology available to us would help the new generation of learners to have a better grasp on the information that they have to learn. I think it is important to recognize the dynamic environment that kids are growing up in and the need to adapt to these changes within the eduction system. Otherwise, students will continue to become uninterested in the material being taught to them. I know that not all of the students in my class will be interested in reading some of the books that I will teach, but I hope to create fun lessons to help them find something interesting in the material possibly through the use of technology such as visual media. I am definitely open to the use of technology in my classroom and creating innovative ways to teach students rather than sticking to the usual lecture style.