Final Reflection EDUC 6712D-1

I have learned a lot about web literacy and technology implementation into the classroom. The most striking revelation I have had about the teaching of new literacy skills as a result of this class is that; "The ability to think critically about web information is an essential skill for teachers and students" (November, 2008). Web reading is so much more than just reading what is on a web page, it involves the understanding of the grammar of the Internet and how information is controlled. "Locating and comprehending information on the Web is even more challenging than locating information in traditional venues. This is a highly complex process, one that many learners of all ages find difficult" (Eagleton, 2007). Students and teachers need to understand the essential elements of the Internet. Some of the essential elements are: domain names, IP addresses, URLs, Web browsers, links, home pages, examination of content, and asking about the author or owner. Before our students can effectively utilize the web, they must understand how to think critically about the information and communication they will use on the Web. Students must learn the "grammar of the Internet" before they can engage in critical thinking (November, 2008).
The knowledge and experience I have gained by taking this class will influence my teaching practices and will help to take my teaching techniques into the 21st century. I have learned that in order for students to effectively read information from the web they must employ strategies for Internet inquiry that will guide them to a better understanding of information and inquiry. In order for students to understand how to use the information they find on the web they must be able to understand web and print literacy, understand resources, ask questions about the information and validity of the material, evaluate information and ideas, synthesize ideas to form an understanding, transform information into knowledge and reflect on what one has learned. While taking this course, I have learned how to prepare and guide my students to understand the resources, information and ideas that they will find while using web technology. A strategy that I have learned is the "REAL" process. The REAL process is a scaffolding of four steps to help students understand web materials. The four steps are: read the URL, examine the content, ask about the author and owner and look at the links. Another useful Internet inquiry I learned is "QUEST". "QUEST is a model of Internet inquiry that engages and supports students as they tackle the complexities of reading on the Web" (Eagleton, 2007). The "Q" stands for questioning, the "U" represents understanding resources, the "E" signals evaluating, the "S" is for synthesizing, and the "T" represents transforming information found. With the use of "REAL" and "QUEST" strategies my students will have a better understanding of Web literacy and the information that they find while using Internet inquiry. REAL and QUEST will help me to make Internet inquiry clear and focused, which in turn will foster literacy.
A professional development goal that I would like to pursue is teaching my students how to navigate and understand Internet inquiry. I now realize that many students do not have the foundation or building blocks of web literacy. It is clear that students know how to navigate on the Web, but don't always understand how to evaluate information found. I will take more time in the future to teach my students how to validate information on the web. I plan on incorporating the use of "REAL" and "QUEST" strategies to help students evaluate and put information together, to research outside the box and expand their boundaries while utilizing web technology to its fullest potential. In order to implement the use of REAL and QUEST, I will take time to teach my students the principles of these two strategies. I will spend time teaching the steps and instructing students how to use REAL and QUEST strategies in the classroom to ensure that students will have inquiry skills when we begin research projects. The skills that I teach my students in English class will also help them to succeed in other classes that will require web inquiry or research.
In conclusion, the Web has opened the door and made research and information easily accessible to our students. Some of the information students will find is accurate and useful, wile some information is not. "Not teaching students to be savvy Internet users leaves them to navigate the information superhighway without a map, a tank of gas, and a spare in the trunk" (Eagleton, 2007). Teachers must take time to make sure that our students become familiar with the basic organizational structures of the Web. It is more important for a teacher to model, practice, scaffold and give feedback while teaching students strategies to employ successful literacy skills. In the future I will not assume my students have the literacy foundations, I will take time to teach them how to achieve literacy and guide them to success.

References:
Eagleton, M. B. & Dobler E. (2007). Reading the Web, Strategies for Internet Inquiry. NY: The guildford Press.

November, A. (2008). Web Literacy for Educators. CA: The Corwin Press.

FINAL REFLECTION ON TECHNOLOGY

The Walden graduate course that I have taken on "understanding the impact of technology on education, work, and society" has really helped me to develop my technology skills as a professional teacher. I knew technology was important and after taking this course, I now realize how important it is for me as an educator to stay on top of the latest technology and find ways to implement technology into my everyday teaching. Before taking this course, I never dreamed of blogging or podcasting. I never attempted to use modern technology for fear of failure. I have more confidence in myself and have learned that there are many other teachers who are just learning how to use technology in their classrooms. I also thought that our school district was one of only a few districts lacking modern technology. After talking to other students through our discussion groups, I learned that there are many schools and teachers hoping for better technology.

I have deepened my knowledge of the teaching and learning process. The implementation of technology related activities and skills in the classroom are necessary for the future success of our students. Throughout this course I have read and believe that students need to be challenged and also need to work cooperatively to prepare for their future in a world centered around technology. Technology has made communication and information easily accessible and has made our world smaller and has opened doors for communication with the rest of the world.

I will continue to expand my knowledge of learning and leading with technology. This summer I have signed up for a course on blogging and plan on using blogging in my English classes when we return to school in August. I am hoping that students will get more out of my classes and will be excited to use technology to help them learn. Since communication is such an important aspect of life, I plan on teaching my students how to communicate with their peers by blogging.

I have set two long-term goals to transform my classroom environment. The first is to shift the focus of my teaching to a more cooperative style. I have spent so much of my teaching time in the past lecturing and using activities that didn't really inspire a higher level of learning in the classroom. I will work to make my lessons and teaching more cooperative. The second goal I have set is to continue learning more and using more technology in the classroom. For a long time I thought the lack of technology in my classroom was holding me back. After taking a survey and realizing that all of my students have access to technology, I now know that I will need to be creative, but can have my students use technology based skills and assignments in their learning.

A few of my answers have changed from a survey I took at the beginning of this course. I will now design instructional activities requiring collaboration to acccomplish a joint take. Another change I will make is to provide my students with multiple and varied opportunities for using technology tools and resources to support their learning. The last aspect of my teaching that has changed is promoting the development of leadership and technology skills with my colleagues, as well as students.

Technology & Students Podcast

To listen to my podcast visit: http://lorab.podomatic.com

Technology & Students

For a Walden University assinment, I was asked to survey my 9th grade English students on technology related questions. The following are the results from a survey given to ten, 15 year old students at Millersburg Area High School, Millersburg, PA.

1. How much time do you spend daily texting?

none- 0 students

up to 1 hour- 5 students

more than 1 hour- 4 students

2. Do you have a blog site?

yes- o students

no- 10 students

3. Do you have a Myspace account?

yes- 6 students

no- 4 students

4. How many computers does your family own?

none- 0 students

1- 4 students

2 or more- 6 students

5. How much time do you spend on the internet daily?

none- o students

less than 1 hour- 3 students

1-2 hours- 5 students

more than 2 hours- 2 students

In addition to the survey above, I also created a podcast featuring 3 students (ages 16, 13, & 11) asking technology related questions. The questions were:

1. Do you consider yourself to be a digital native or digital immigrant?

2. On a daily basis, what technology are you exposed to?

3. Do you use more technology at home or school?

4. What technologies are you interested in learning more about?

5. What is your favorite technology tool?

21st Century Skills

My reaction to this website was one of curiousity. I thought the information presented was interesting and relevant. I read an article entitled; "Middle School Journal", written by Ken Kay and viewed a podcast also by Ken Kay discussing; "Every Student Deserves World Class Knowledge and World Class Skills".

The information didn't surprise me, but the lack of solutions as to how we are going to achieve success and integrate technology did. The articles and podcast I watched talked great talk, but didn't reveal how school's without the necessary technology are going to get it and how teachers who aren't properly trained will become trained in the latest technology.

I disagreed with the idea that change is needed and because change is needed it is going to magically occur. Change takes a lot of implementations by a lot of people. Change also takes a lot of money, we are in a recession, aren't we? I'm not saying it is impossible, and believe me, I do want better technology and leaders.

The implications for both students and teachers is that we are going to have to charter new waters and try new ideas and technologies. A lot of trial and error is going to occur and hopefully a lot of great learning. Teachers do have an enormous responsibility to lead our students into the 21st century with better skills and knowledge than the generation before them. It both scares and excites me.

How I would use a Blog in my classroom?

As an assignment for a graduate course I am taking, I was asked to tell how I would use a blog to enhance my teaching. I currently teach 9th grade English in Central Pennsylvania, in a public school. We are currently reading Julius Caesar and it hasn't been an easy read for most of my students.

It is my goal to implement more technology into my teaching to expand the horizons of my students and to connect them to the ever changing world of technology. I know that technology is an essential part of a child's education. The implementation of a classroom blog would be beneficial to post homework, review key concepts, post study guides, notes, and communicate with students through classroom related discussion. A blog could help to connect students and motivate their thought process with challenging questions. It could stretch and enhance the lesson by offering new insights from others. A blog would also connect the students and create a community of learning. Parents would also find the blog useful in tracking homework and staying in touch with their child's education.

To guide students to a deeper understanding of our current lesson, Julius Caesar, students could communicate by posting responses to teacher generated questions. The questions would relate to key concepts from the play and would give the students opportunity to express creativity and analysis of the play. Students who are struggling to understand, could gain valuable insight and understanding by reading and posted answers.

If anyone would like to share any insights great ideas or suggestions that would work for high school level students, please respond.

Thanks & keep reading!

Lora

Lora at Walden University

I just started my second class at Walden University. I currently teach 9th grade English in a small school located in Central Pennsylvania. I went back to teaching in Dec. of '08, after a 16 year break to raise my children.

Technology has changed so much since my last teaching experience. Cell phones, projectors, lap tops and computers in general, have become such a big part of our world.

Do you feel that your school is keeping up with the latest technology and offering students and teachers adequate training and equipment? Please take a moment and share your thoughts with me.

Lora