Personal Learning Reflection

At the beginning of CEP 810, I thought I was fairly competent with using technology. I was willing to try new things in my classroom. I knew there were a lot of great benefits to using the technology, but if a parent were to ask, “Why are you using (insert wiki, Quizlet, mobile devices) instead of doing it the way we did things as kids?” I don’t know if I would have been able to give them a great answer. Many of the things I learned this semester would help me understand the value of what we do in the classroom and explain why it is important.

My two goals from my Personal Growth Plan were:

1.) Find out if using technology in the classroom as part of a lesson is beneficial to my students.

2.) To allow my students to succeed beyond the walls of my building.

What I have learned from the International Society for Technology in Education and the National Education Technology Standards (NETS) helps me understand what I need to do to reach my goals.

First, I now know there are technology tools I can use in everyday lessons. A good lesson/unit will address several levels of Bloom’s Taxonomy. There are tools available to help at each level of Bloom’s. Some examples: Remembering -- Social bookmarks and You Tube; Understanding -- Twitter and Blogster; Analyzing -- Google Reader and other RSS feeds. Creating -- Prezi and Voicethread. Using these tools is an extension of things that come natural to them in this day and age. They become an extension of the way students get/share information outside of the classroom.

Secondly, I need to apply the NETS whenever my students are using this technology. I need them to see the big picture. I need them to understand what they are doing is more than just part of a lesson. When they are creating, they might be collaborating, showing creativity and demonstrating digital citizenship. When they are analyzing, they might need to do additional research (informational fluency) and using critical thinking and decision-making skills. It might sound like more work, but a good teacher would do this if it were being done with pencil and paper, so I don’t see it as more of a burden -- but an opportunity.
I now see things available on the Internet in a different way. Before, I thought there were things out there that did not fit in my plan. Things like Lemonade Stand seemed like just a game that students wanted to do to get out of typing lessons. Sure, I knew the game was created as a learning tool. Now, I see it as a way students need to critically think about the information that is given to them (90 degree day equals more lemonade sales). In the future, I would be more likely to discuss what students found out after a round or two of the game. This would make them more cognizant of their critical thinking (I hope it doesn’t take the fun out of the game!).
One assignment that I turned in that I feel really exemplifies good teaching with technology would be my Personal Technology Plan using Voicethread. Using Voicethread, and seeing others use it, helped me connect future lessons with the NETS. Students using the tool have an opportunity to be creative. There is the opportunity for analyzing others work and leaving feedback. It is possible that students on the other side of the world could see the presentation and leave feedback. In that case, the students need to be aware of the global reach of their work. If students use pictures or music, they must be aware of the responsibilities of digital citizenship, etc.
I am confident that using technology in day-to-day lessons, with a focus on the NETS, I will be teaching my students how to succeed in beyond the walls of my classroom. And if an administrator or parent asks, “Why?” I can answer them with utmost certainty.

Learning Styles

Well, I can't believe my logical-mathematical is so high! Reflecting on my own learning, I would assume linguistic and visual-spatial would be high. Interpersonal is also not a surprise as being one of my more dominant styles. I was always the kid in grade school that could be doing something else, and as long as I could hear the teacher, pick up any information that was needed. I have a few students in class like that now. It's hard to tell if they are listening or not; They sure don't look like it. If I can see it; I can usually figure out what is going on. I'm not good at drawing at all, but I've won awards for my newspaper page designs and photographs. I do like working in groups and trying to talk out solutions to problems. I feel it helps to connect what you are thinking to what others are thinking.

I was never one of the students who liked to sing songs about the leg bone or the multiplication table. I enjoy music, but just not for learning. However, I always blamed my apathy for music on my grade school's lack of a music program. My current school has wonderful opportunities for students, and I really want to get my sons started on the piano. I was surprised that bodily-kinesthetic was so low. I played sports through high school and still compete in rec/church leagues. Playing Jeopardy along with the people on TV is one of my favorite past times. Running on the treadmill at the gym, I felt like I was getting more correct than when I watch on the couch at home. I thought I had a stronger connection to that style.

We can't offer every lesson to every learning style. I think we should try for the most relevant in our classroom (visual and linguistic seem to be the top two). Using centers or choices, might help others make a stronger connection to the lesson. Maybe, to help a small group of students who might be struggling, you teach to a specific learning style a couple times a month. Even if this doesn't work with the content, it might keep you from completely losing the student. Give them something they truly would enjoy once and a while.

Flickr/Creative Commons

Photo Attribution:
Original Image:"Folding in a metamorphic rock called psammite/pelite, Creigh Hill, Angus, Scotland."

http://www.flickr.com/photos/14508691@N08/4053469471/

By: Shandchem

Released Under an Attribution-Share Alike License
http://creativecommons.org/licenses/by-sa/2.0/deed.en

This might just seem like a drab picture of a rock, but to those who teach science, this is a gem. A folded metamorphic rock bent and twisted by the heat and pressure of the earth over thousands of years. Add in the thousands of years it would then take for this rock to reach the surface and you can understand how rare it is to stumble upon one of these.
I could use this image in many ways for science. It has obvious signs that it is a metamorphic rock. I could show this in class and ask students to explain how this was formed, or prove to me the type of rock it is. For the creative students, I could ask them to tell the story of the rock through the rock's point of view. Any of these assignments would let me know if the students can apply their geology knowledge to identify the rock.

Here is a link to my own photo of a metamorphic rock at the end of my neighbor's driveway. It has a similar story, only it was probably pushed hundreds or thousands of miles by glaciers.
http://www.flickr.com/photos/63741425@N08/5796336087/in/photostream

PC Maintenance and Security

I thought I knew quite a bit about computer maintenance and security. There were many Atomic Learning tutorials that I was familiar with, but there was a few things I didn't know about.
MSConfig
I always wondered why my computer kept getting longer and longer to start up. I heard it was because it would have to turn on more programs as I added more to my computer, but I didn't know I could turn them off so easily. I learned that I can use Selective Setup to turn off programs that I don't need all the time. Atomic Learning also taught me that I can go to a site (Startup Programs and Executables Listing) to find out if all of those cryptic codes are needed. This is something I will definitely be doing soon to both of my computers and suggest it to others (especially my father-in-law, who is always frustrated by the fact his computer starts so slowly). I was surprised at how easy it is to do.

Running Disk Defragmenter
One thing that I learned from this tutorial is how often this should be done. I usually do this once every six months -- or longer. Atomic Learning suggests it be done every month. I know this takes a long time, but it will be worth it. I knew that files get put into different parts of memory, but I was surprised to learn that all the extra work your computer puts in to find all of those parts actually creates wear and tear on the computer. Defragmenting can add to the life of your computer. I don't think many people know about this tool. And those that do, usually don't know about how often it needs to be done. This is worth sharing.

Setting Up Content Advisors
As a parent, this is something everyone should know about. Right now, my kids only use PBSkids.org on the laptop when one of the parents is around. But someday, there will be a time when they can use the computer on their own. I will definitely be setting up the content advisor. I can customize the content. It is not an all-or-nothing type of option (unless that is what I want). As my kids get older, I could gradually move up the level of content allowed. If there is a site I reviewed, I can create an exception. This would be worth sharing to other parents, other members of my family, and even to parents of my students who are concerned with the content that might be viewed. No big surprises here since I knew this was available on our school computers and controlled by our administrators. We can let them know if there is something we want to use, and the administrators can open it up.

RSS Page Reflection

After a few days of adding feeds to my Google reader, I found the number of items a bit overwhelming. 350 from NPR? More than 300 from e-learning 2.0? Really. Webblog-ed only has four? I had to sort through what to read, what to browse and what to skip. I noticed several trends over the last couple of weeks when I checked my reader every couple of days.
What I Have Noticed
First, there is the news feed. NPR didn’t allow me to just choose Education as a topic. Instead I get all the U.S. news items. Maybe I didn’t set it up correctly, but I tried numerous times. The news feed gives you everything. If it is news, you get it. And lots of it!
Another thing I noticed about a couple of the sites was that it was hard to distinguish an article from an advertisement. E-learning 2.0 contains a lot of reviews of products, but also has a lot of bits that seem to be advertisements (in addition, there are many ads embedded into the feed). This accounts for the high number of feeds for me to read.
The feeds I tend to really read are a couple of the blogs. One of them being Will Richardson’s Webblogg-ed. He seems to post every week or so. His blog is informative and thought provoking. He’s not trying to churn out items for people to read. Looking back at some of his blogs, often they tend to relate to a current event.
What I Have Learned
First, I learned that I don’t have to read every item. I don’t read every item in a magazine or newspaper. I scan and observe. I read bits that interest me. If the entire thing is interesting, well, then I read it all. It makes those high numbers seem less overwhelming.
Secondly, I have learned some things I could put into use (either personally, professionally, or to share with others). The feed “Free Technology for Teachers” made me think about several things. First, this is something we could use for our group project on podcasting. Professors from the University of Pennsylvania are invited to post 60-second lectures. Not quite like a “Last Lecture,” but something to get you thinking. I watched a couple. One was called “An Open Letter to Mr. Rogers.” The female, African-American professor talked about how she loved his song about his neighbors; how she wanted a neighborhood like his. She didn’t get it. People were kind, but still showed signs or racism. She applied it to the segregation of neighborhoods that still exist which ultimately leads to segregation of schools.That, in itself, was informative. But there was more. I learned I could use these lectures in many ways: for infomation (quantum physics in 60 seconds), as a topic for my students’ writing (What makes a poem a poem?), as something I/my students could also create.
What I Can Use in My Classroom
I could see myself using RSS Reader pages in my classroom for a variety of reasons. First, there could be the lesson on how to read through all of those feeds. I know it can be a problem area for sixth graders. They have to be taught how to read for information, not just for comprehension. They need to know there are different purposes for reading. Secondly, I could set it up the way our CEP 810 instructors advised us to create our own feed. Start with a required group feeds. Add four more that related to the subject area. Add four more for personal reading. Students love to share what they find on their own. A byproduct is I could get to know their interests a bit more. If you looked at my personal feeds you would see I selected running and golf feeds. I could find out the interests of my students while promoting an informal research session for them each time I have them read through the feeds. Finally, I see this as a great way of teaching them about the technology that is out there. I never used Google Reader before, but I know a lot of people who do. It is something people use to stay connected and up to date for their job, as well as their personal interests. This is a great tool to have on your belt for becoming a life-long learner.

Get 'er Done!

A typical day at the office. Note the sticky notes (several sizes and colors) the crowded in box and the paper on the right that needs to be filed.

Another stack that needs to be filed or put back into binders.

A screen capture from my Iphone of the app "Easy Task".

This time of year there are many distractions at school. There is no normal schedule anymore. Prep time is used to attend IEPs. Music practices take some students out of class. Visits to the middle school take everyone out of the building for half the day. And it’s hard to ignore the beautiful weather. Add in a track meet, 25k run, my son’s birthday, self diagnosed adult ADD, sleep deprivation, CEP 810 -- there is a lot on my mind. So far, the Getting Things Done philosophy has helped get some of these things out of my mind because I have a plan in place.

I had a difficult time following the blog by Kelli Forrister due to the updating of her files. So I looked up GTD and David Allen. I even downloaded his podcasts to listen to in the car. After listening to a couple of his first podcasts, I was ready to collect what I had on my mind. I’ve always been a sticky note/scrap paper type of guy. I am always writing something down and sticking it my pocket. I'lI start the day at school making a list of materials I need related to the lesson plans and leave room for a running to-do list. I write things in the corner of the whiteboard when something comes up in class. It worked (or so I thought). I often wrote the same things over and over (e.g. plan next LA meeting, type out track letter, organize science and LA folders, etc.) The papers kept piling up on my desk. I thought it was time to reinvent myself.

I knew I could use paper and pencil, but I didn’t need another stack of paper on my desk or another note going through the washing machine. So I went to my iphone. I found a free app called “Easy Task.” It uses similar buzzwords as the GTD system such as “next action.” I have been adding things to the list as they pop into my head. T-ball game. Got it. LA meeting idea. Done. Follow up with a call to NASA (Yes, that NASA. For a tile from the space shuttle I heard about on Twitter. Found out my new principal went to Space Camp. Yeah! Brownie Points.) I can sort my actions by importance, due date, or type of action. I can even sync it with some calendars (Google calendar is not one of them. Shucks!).

Going through the GTD process is slow right now. I am still thinking about how I am thinking about GTD. I forget to enter dates when I use Easy Task. At first I didn’t like it. But then I realized, when listening to Allen, is that I’ve done a lot of this before. If I were to create a lesson on getting organized for my students, I would create similar tasks. It is really the easiest way to stay organized. I am beginning to like it. I now get the sense that my CEP 810 instructors created the task calendar with GTD in mind (Begin... Due...).

I think this process will help me. I can be heard muttering, “If it takes less than two minutes, do it!” I spend a few minutes each morning while my computer is turning on to file the papers that need to go back into cabinets or binders. I went through my physical inbox at school and purged many things that I realistically will not complete (ISD classes I thought were interesting, old memos I have taken action on already, LA department meeting minutes that need to be filed with the head secretary). I have reestablished my priorities. Most importantly, I do feel less stress. I feel I can see what I need to do with the push of a button. I can see today, the next week and some things I already want to complete over the summer... (Pause to enter CEP 810 assignments now)... I’m back. Yes, I see GTD as helpful.
I will continue to try GTD. If I can use it the rest of the school year and for my tasks over the summer, I feel I will be more comfortable with it as the school year approaches (and the family trip to Disney). As one instructor said, “Even if you don’t use this exactly, your thought process is much different. You’ll never look at assessments the same way again.” I can insert organization where assessment is in that sentence, and it will be true. Get the task on paper; get the idea on paper, and then follow up on it!

I did it!