Melissa Blazejak

While this program was a learning experience like no other, it definitely helped refine my skills with technology.  Part of teaching with technology involves demonstrating a fluency in technology systems. “When demonstrating technology in front of a class, teachers should make sure that they thoroughly understand the technology they are using prior to the presentation.” (Jarrod, 2009, pg, 1). In regards to this statement, I feel that I am very confident when it comes to teaching with technology.  I know all computer operating systems and I am a quick learner when it comes to other types of technology. 

 

My Teaching with Technology Plan (Appendix J) seems to be the best example of my knowledge and skills from this program and that is why it makes multiple appearances across my portfolio. I have yet to put this plan into motion, but I feel that it is straightforward and easy to execute.  In this plan, I use multiple forms of technology, i.e. a camera, flatbed scanner, video camera and smartboard. I have extensive knowledge of all the technologies listed, with exception to the smartboard.  Due to my previous career in graphic design, I feel that incorporating technologies that I am familiar with will help the plan run smoother. As for the smartboard, I could easily practice what I am going to do for the lesson in order to make a lesson plan run smoother. 

 

Also, part of this lesson plan requires the use of web-based programs like YouTube and Storybird.  When it comes to demonstrating something, I always like to make a dry run before I present it to a crowd, this way you can work out the kinks before you show it to the masses.  With YouTube, I would have all my links ready to go in the web browser, so I can just click on each tab to transition smoothly.  

The same can be said for Stoyrbird.  For this program, I would first create my own story in order to see how the program actually works.  This way I know what kind of problems I will encounter before I do the lesson plan! I feel preparing yourself for a technology laced lesson plan is always a proper protocol because technology has been known to do tricky things!

 

In terms of collaboration to create a successful learning environment, I feel that keeping up with the latest technology and trends will help create a successful learning environment.  One of these growing trends is cyber-bullying.  It can hinder a students learning because “the consequences can be psychologically devastating for victims, and socially detrimental for all students” (Shariff & Hoff, 2007, p. 83).  In EDU 508, we learned how to conduct research and make scientific discoveries in the field of education. 

 

For my final research project (Appendix D), I theoretically studied the affects of cyber bullying on middle school aged children. My research would have been qualitative because it required the participants to describe their experiences on a Likert-type scale.  The purpose of my theoretical study was to focus on how students feel about being cyber bullied, or if they have cyber bullied other students.  I thought it would be interesting to get a student's perspective on this growing trend, rather than an adult, because this affects them more than it does adults. 

 

Also, for this project, my research would have been conducted through a formal email survey.  The participants would email back a questionnaire they have filled out on their own. One limitation to my study would be that students do not have access to email, in which case they could do the survey through a school-based email address. 

            

Another growing technology trend is assistive technology.  For EDU 612, we were required to investigate types of technology available to students who have disabilities. I chose the topic of technologies for blind students.  My research (Appendix R) shows there are multiple types of technology available to the blind.  I also wanted to find technologies that were available to students in all aspects of their learning.  For example, how does a blind student participate in physical education, or proofread their history report on the computer.  This research is collaborative because I can share my knowledge of available resources with people who require it.  For example, I can help the parents find resources close to their home to assist the child during the summer as well as inform colleagues on training available to help them successfully teach blind students.

 

For other examples of collaboration there is my EDU 511 final report on teaching students with disabilities and specific accommodations. In my report (Appendix F) I list teaching strategies that help students with ADHD become successful learners.  I also provide classroom management strategies to help teachers control the students learning environment and to keep them engaged.  Other teachers can use this report to help provide a structured learning environment for the student. Students with ADHD require routines. “Routines affect life positively on two levels. In terms of behavior, they help improve efficiency and daily functioning … and children experience decreased stress when there's less drama about what time you'll eat dinner” (Jaksa, 2004, pg 1).  By having all of the student's teachers on board with the same routine it will benefit the student in the long run. By collaborating with teachers and parents through the use of technology, you can greatly improve your students quality of life inside and outside of the classroom.

 

References

Jaksa, P. (2004, May). Reliable Routines for ADHD Children and Their Parents. Retrieved from http://www.additudemag.com/adhd/article/683.html

 

Jarrard, A. (2009). Demonstrate fluency in technology. Retrieved from http://jarrardeduc601.wikispaces.com/Demonstrate+Fluency+in+Technology

 

Perkins School for the Deaf. (n.d.). Perkins - Training & Conferences. Retrieved from http://www.perkins.org/resources/training-conferences/

Shariff, S., & Hoff, D. (2007). Cyber bullying: Clarifying legal boundaries for school supervision in cyberspace. International Journal of Cyber Criminology, 1(1), 76-118.