easleys

//Reflection #1 I do not believe that the curriculum we are given to teach is the heart of the issue. The curriculum often provides a decent text book that does have an online version for students that allows them to highlight, record notes, and listen to the selection. The problem lies within the budget. Most schools do not have the money necessary to make schools a Universal Design Learning Environment. Laptops for every student would make this goal much more obtainable, but it wouldn't solve the problem. Teaches need to be educated and then given time to hone their skills. Teachers are asked to masters of everything from politics to electronics. For some, it is worth their time and they give it all. For others, it comes easily and they roll with it. For most, it is worth a look, but they cannot commit to yet another thing, even if it will ultimately help students. The curriculum and the pacing guide are simply guides. The secret to that problem is to close your door, do what is best for your students, and know why you are doing it. The main issue is time and money, things that are not easily replaced. //

//Text to Speech //

http://vozme.com/index.php?lang=en -turn any website into one with text to speech

http://www.naturalreaders.com/index.htm - free text to speech software includes pictures to speech!

//How to Turn on and use Microsoft Narrator // > || Ctrl+Shift+Enter || Get information about the current item || > || Ctrl+Shift+Spacebar || Read the entire selected window || > || Ctrl+Alt+Spacebar || Read the items that are selected in the current window || > || Insert+Ctrl+G || Read a description of the items that appear next to the currently selected element || > || Ctrl || Stop Narrator from reading text || > || Insert+Q || Move the cursor backward to the beginning of any preceding text that has different formatting. For example, the cursor moves from a bold word to the beginning of a non-bold word that precedes it. || > || Insert+W || Move the cursor to the beginning of any text that follows it that has different formatting. For example, the cursor moves from a bold word to the beginning of a non-bold word that follows it. || > || Insert+E || Move the cursor back to the beginning of any text that has the same formatting. For example, the cursor moves from the middle of a bold word to the beginning of that word. || > || Insert+R || Move the cursor to the end of any text that has the same formatting. For example, the cursor moves from the middle of a bold word to the end of that word. || > || Insert+F2 || Select all of the text that has the same formatting as the character at the cursor || > || Insert+F3 || Read the current character || > || Insert+F4 || Read the current word || > || Insert+F5 || Read the current line || > || Insert+F6 || Read the current paragraph || > || Insert+F7 || Read the current page || > || Insert+F8 || Read the current document || > ===Note=== Menu for Universal Design for Learning
 * 1) [[image:http://heatherudl.wikispaces.com/site/embedthumbnail/placeholder?w=NaN&h=NaN link="shortcut/%25systemroot%25%5Csystem32%5Cnarrator.exe"]]Click to open Narrator.
 * 2) Use the keyboard shortcuts in the following table to specify which text you want Narrator to read:
 * ~ Use this keyboard shortcut ||~ To do this ||
 * The Insert key is used for Narrator commands, so when you press Insert while Narrator is running, you won't be able to insert characters. To use the Insert key to insert characters while Narrator is running, press Insert+I and then the characters you want to add.

Reflection #4 //What barriers are inherent in traditional assessments? What are the challenges in offering varied options for assessment? //

When something new is learned, no matter where it is learned, there is an assessment. It is usually informal. If learning how to make pancakes, the assessment comes when those pancakes are tasted. If learning how to drive, the assessment comes when the driver’s test is taken. Was it a success, a failure, or an opportunity to see improvement? Assessment is inherent. Sometimes it is a matter of opinion and sometimes it is a matter of right and wrong. It is important to know the difference between the types of assessments because incorrect learning needs to be corrected. In the classroom, the same is true. Traditional assessments serve a purpose, but they do not assess every type of learning. They do, however, offer immediate feedback for students. They also have a negative connotation with students. No one really enjoys sitting down to take a multiple choice test. Traditional assessments limit creativity and focus on right and wrong answers. With varied options for assessments requires more work for the teachers as they set it up. Often times, teachers try to create fun assessments instead of accurate assessments. Standards are not always at the forefront of the assessment. Also, varied options make it harder to grade. They require more time from the teacher and more expertise. A mix of traditional assessments and varied option assessments would be most representative of the real world.


 * __Reflection #5 __**

//Given the realities of our modern age and the demands of our children’s future, is it really okay to allow teachers to choose whether or not they incorporate modern technologies into their instruction? //

It is a requirement to prepare students for the world in which they will one day live and, perhaps, lead. In order to do that, teachers must incorporate modern technologies into their instruction. This can be realized in a variety of ways. It, by no means, requires teachers to teach solely through the use of technology. Education is always evolving. And, yet, it never completely changes. The main purpose is still to give knowledge and understanding of the world to students. Technology is one means to get students there. But, students should still be able to function without it because it will help to instill the need for creativity. With everything at their fingertips, they can become stagnant. By challenging students in multiple modalities, they will be better able to create something new, something better, something different. The technology of the future is going to be of their design. Therefore, teachers must ensure that students are educated in the current technologies while experiencing life without constant input.

Reading Questions:

//Reading. Digital Natives, Digital Immigrants //

[|//Digital Natives, Digital Immigrants//] // (course binder, tab 3) //

1. According to Marc Prensky, define the term, “Digital Native.”

 People who are native speakers of the digital language; they have grown up with computers, video games, and cell phones.

2. What does it mean to have a “digital immigrant accent”?

 People in the older generations have one foot still in the past. They are not able to fully adapt to the new digital ways. They might print things out, tell you about a website, or want a phone call instead of a text message.

3. Identify **<span style="font-family: 'Times New Roman','serif'; font-size: 24px;">one **<span style="font-family: 'Times New Roman','serif'; font-size: 24px;"> reason why Digital Natives have no patience for lectures or step-by-step logic.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Most things in their lives have been given to them at lightening speed.

<span style="font-family: 'Times New Roman','serif'; font-size: 24px;">4. What is **<span style="font-family: 'Times New Roman','serif'; font-size: 24px;">one **<span style="font-family: 'Times New Roman','serif'; font-size: 24px;"> suggestion that Prensky advises Immigrant Teachers to try with their Native Students?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teachers should change their methodology. Allow computers in the classroom to help students learn and confirm new ideas.

<span style="font-family: 'Times New Roman','serif'; font-size: 24px;">5. See course binder, tab 3, page 4B. “Learning Preferences of the Digital Generation.”

<span style="font-family: 'Times New Roman','serif'; font-size: 24px;">Select **<span style="font-family: 'Times New Roman','serif'; font-size: 24px;">one **<span style="font-family: 'Times New Roman','serif'; font-size: 24px;"> entry from each side of the chart. Provide a comment as to whether you agree with the finding or not.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Digital Learners Prefer- instant gratification with immediate and deferred rewards.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I fully agree that digital learners want instant gratification. However, I disagree that they are satisfied with deferred rewards. They want instant rewards, as well. They can be failing a class, complete one assignment well, and expect that their grades will instantly be passing. That is not reality. It is a gradual build.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Many Educators Prefer- deferred gratification and delayed rewards.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I agree that many educators believe in delayed rewards. Working towards a goal takes time and that needs to be learned. However, I don’t agree that they believe in deferred gratification. Educators want students to feel successful and realize that gratification in learning can be immediate. For example, a student of mine just found a book that he loves! He is learning the instant gratification of reading a good book. I want and desire this for all learners. It is what keeps us learning.

//<span style="font-family: 'Times New Roman','serif'; font-size: 24px;">Reading**. 60-Second Guide to Digital Classrooms** //

[]


 * <span style="font-family: 'Times New Roman','serif'; font-size: 24px;">1. Highlight **<span style="font-family: 'Times New Roman','serif'; font-size: 24px;"> 3 **<span style="font-family: 'Times New Roman','serif'; font-size: 24px;">interesting points shared in this article. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The cost/usefulness of Kindles over Ipads is made evident, but Kindles are not used as often (or highlighted as used) in the classroom.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Online ethics is mentioned, but is given the smallest print and, therefore, comes across as the least important. This bothers me!

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The reinvention of textbooks, specifically for college students, is quite astounding in the past six years (when I graduated from college).


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 24px;">Reading //**//<span style="font-family: 'Times New Roman','serif'; font-size: 24px;">. Need a Cheat Sheet for Social Media? //

[|http://www.searchenginejournal.com/need-a-cheat-sheet-for-socal- media/39546/]

<span style="font-family: 'Times New Roman','serif'; font-size: 24px;">1. Explain in **<span style="font-family: 'Times New Roman','serif'; font-size: 24px;">5 – 10 **<span style="font-family: 'Times New Roman','serif'; font-size: 24px;"> sentences. Did the organization of this graphic help you compare and contrast the information, or did the organization confuse you? Why? Why not?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I felt that the information was well designed in an easy to use format. I like that it started by defining its audience, small business owners. It then defined each social media website and gave pros and cons in the context of its audience. The bottom portion of the graphic allowed business owners quickly to utilize the sites they would find most helpful. By defining the audience early, readers could decide if they needed the information provided or not. Too many times, an audience is undefined, which makes discerning the information much more difficult than necessary.


 * //<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 24px;">Reading //**//<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 24px;">. Ten ways schools are using social media effectively //__ http://www.eschoolnews.com/2011/10/21/ten-ways-schools-are-using-social- media-effectively __

<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 24px;">1. <span style="font-family: 'Times New Roman','serif'; font-size: 24px;">Explain your answer in 5 – 10 sentences.

<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 24px;">One of the ways a school district is utilizing social media in its schools is by using Gaggle.net. Do you think your school system would benefit from having Gaggle? Why? or Why not?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I think my school system would greatly benefit from using Gaggle.net because it is providing the filters that are necessary to keep students safe while allowing the positives of social networking to shine. It is designed to teach students how to be digital citizens, which includes having respect for others and themselves. Too many times, students post things on social networking sites without thinking about the consequences. This site would allow students to learn what is appropriate and what is inappropriate. It is the filter that many adolescent brains have yet to develop. It also allows teachers to maintain a sense of privacy and control.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Video questions


 * I) Pay Attention **

[]

1) One study claimed that a given student only gets to ask one question per __10__ hours.

2) What is one way educators might want to use cell phones in their classrooms?


 * Story telling **

3) "Engage them don't enrage them!"

?

II) Learning to Change, Changing to Learn – Student Voices - Video clip

[]

1) What are the students saying about technology?

It is convenient, necessary, and an extension of themselves.

2) What skills do they practice while using technological tools?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Creating, designing, writing, and collaborating.

3) What comment struck you? And, how so?

The ability to experiment with technology is what makes it techonology.

I like that a student is not happy with just playing with what is given. He wants to use that as a springboard for the future.

III) Infowhelm - video clip

[]

1) We are bombarded with _? ___. Information__

__ 2) If we added up our digital output (500 exabytes) what would that look like in terms of stacks of books? __

__ 13 stacks of books from Earth to Pluto __

__ 3) Define "Information Fluency (include the 5 skills mentioned)" __

__Being able to do the following with all the information out there:__

Ask good questions to get good answers

Access information from appropriate sources

Analyze and authenticate to determine fact from opinion

Apply it to real world problems

Assess the outcome and process

__ IV) ____ [|21st Century Pedagogy] - video clip __

__ [] __

__ 1) What is the author pondering? __

How to develop a new pedagogical DNA for teachers and schooling

__ V) ____ [|New Brunswick Schools] - video clip __

__ [] __

__ 1) What surprised you about this video? __

Kids who can keyboard 60 words a minute in 2nd grade (I’d like to meet them because my kids can’t come close to that!)

5 to 15 careers in their lifetime!

__ 2) What do you want more information about? __

news classroom for an English class.

__ 3) "Education is about __."

adapting to a changing world.