Journal 4

Campbell, L. (2012). If you give a kid a camera.. Learning and Leading with Technology, 39(5), 30-33. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

Summary:

Campbell makes the very likely assumption that if a student is given a personal mobile device, the result will be the student wanting to learn more about it. So long as the students are using these devices in the correct and appropriate way, they can be useful in an educational environment. Campbell proposes questions for the teacher to ask him or herself in order to avoid using technology for technology's sake. If a particular device will not enhance the student's learning, it is useless and should not be forced into the classroom. It is also important to keep an eye on the students to ensure that effective learning is taking place. The student and teacher would be able to bond over the review part of using a video camera by watching the video together, and then analyzing the performance. The author gives many ideas of how different subjects can thrive off the use of video cameras. She address language arts, math, science, social studies and active learning with in depth explanations and examples of how a teacher can use personal mobile devices within the classroom. Obviously, I was the most interested in how this activity could be used in an English class, and I like the idea of using it for language.

Question 1: How could I use video cameras to help English language learners?
Campbell provides the example of using video cameras for pen pals, but it could also be a wonderful help to English language learners, whose families speak only Spanish. When a student does not have a person who speaks English at home, the student is only hearing English for half of the day, while at school. With a video camera, the teacher could record a video for the student to watch to guide him or her through homework. I could also have the child record a video of him or herself reading in English, and then giving a summary of what what retained from the reading. The student and I (as the teacher) could then watch and assess the video together.

Question 2: At what grade level could video cameras be implemented in the classroom?

I think the use of video cameras may be my favorite idea to integrate technology and the classroom, and could be used to enhance learning at any age or grade level.

Journal 3

Krauss, J. (2012). More than words can say: Infographics. Learning and leading with technology, 39(5), 10-14. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx.

Summary

Krauss gives a rough explanation of what infographics are, and provides examples of how computational thinking skills can and should be used within a classroom setting. As a future high school English teacher, I was concerned that infographics would not be applicable to my own classroom, but Krauss addressed these concerns immediately. Any kind of data, from statistics, to networking website data, to characters within a novel, can be expressed through computational thinking skills. The students can then take this information and transform it into an infographic to better understand the material. Krauss continues on to provide specific lesson plans that educators could make their own and use in educational settings. She also lists wider ideas for lesson plans to promote imagination including an interactive map, a visualization of time-travel plots, and representations of the history of bankruptcies. There are three simple steps to follow when creating an infographic: get an idea, sketch it out, and collect the data. Krauss also provides essential information regarding the rules of infographic making. There must be an ultimate purpose for the infographic- to answer a question, or provide specific data. Krauss expresses the importance of using valid and up to date sources to ensure that one is providing accurate information. One must also be sure that the infographics are clear and easy to read, so that the viewers understand the material with ease.

Question 1: What is an example of a lesson plan I could use in my classroom encouraging students to use infographics?
Students would be assigned a reading assignment, and then compare character or scenes in the novel using infographics. The students would likely be more excited about learning this information because it is visually appealing, and they would have control over how it looks when presented to the rest of the classroom.

Question 2: Can infographics be used for all subjects in an education setting?
I definitely can imagine infographics becoming a part of every classroom at all grade levels and in every subject. I think the hardest class to incorporate infographics would be math, but even then, data is involved in most math classes and can easily be understood through the use of infographics. Using infographics for word problems at a younger age might make them more exciting, as well.

Journal 2

Ferguson, H. (2010). Join the flock!. Learning and Leading with Technology, 37(8), 12-15. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues/Join_the_Flock.aspx

Miller, S. M. (2010). Enhance your twitter experience. Learning and Leading with Technology, 37(8), 15-17. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2010.aspx

Summary:

Learning about PLNs is a concept that seems intimidating to a student who has never heard of the acronym before, but these were my second and third articles I have read in the past two weeks regarding PLNs, so I have become more familiar with and excited about professional learning networks. The first article provides step by step instructions on how to build your professional learning network, and how to receive the most out of the experience. Ferguson offers the idea that building a PLN is similar to a friendship, in that it takes time and effort, possibly even confidence. I like that the benefits can still be reaped even if one does not contribute to the network, and remains a follower until ready to offer his or her opinions.
Miller recommends that Twitter users who are building their PLNs use a Twitter organizer, which seems necessary in order to keep information, people and interests separated. The percentage breakdown of how time should be spent on Twitter is important for Twitter users, especially the students in ED422, to keep in mind. Only 10% of what one writes on Twitter should be personal. The P in PLN stands for professional, and that is extremely important to take note of. The Twitter Twerminology column provided essential information for new Twitter users such as myself. The terms of Twitter are often used, and I am now familiar with the meaning for each term.

Question 1: Can I see myself integrating Twitter accounts into my high school English classes in the future?

I am not sure I would encourage the students to use Twitter inside the classroom, but I will absolutely continue using Twitter in a professional way. This technique will ultimately benefit the students because I will be using my PLN to discover new information about technology and education. I would definitely encourage the students to begin using Twitter for professional uses rather than personal, but I would not require it.

Question 2: How would I organize my Tweet Deck?

I would have different columns for different interests, such as Education, Technology, English, High School, and personal interests such as Comedy or Crafts. This method of organization would ensure that I do not confuse any of my own tweets or other people's tweets, and ensure that I am posting with correct hashtags so that my tweets go where they are intended to be.

Technology Self-Assessment: School 2.0

NETS V- I chose to learn more about the module: Engage in Professional Growth and Leadership.

Before this class, I had not put a great deal of effort into using technology in a professional way (excluding Microsoft programs for resumes, and school work, of course). The article, Grow Your Personal Learning Network, by David Warlick, has a tagline that says, "New Technologies Can Keep You Connected and Help You Manage Information Overload." This tagline is the reason I was intrigued by this article, because I have difficulties keeping everything organized, especially when it comes to technology. The first idea introduced in this article is about personal learning networks, which I believe is something we will be using in this course at some point this semester. Of the three types of PLNs, I think the one I would use most is under the category, "Personally and socially maintained semisenchronous connections," because unlike twitter, the exchange of communication does not have to happen at a particular time. In the week I have been using twitter, I realize that I can miss out on some information if I am not checking it often enough. I like the idea of throwing a question out, and being sure that everyone will see my question, not only the people who are on the internet at that moment in time. I really enjoyed that the author, David Warlick, provided a "Keep It Simple" column in which he explains how one can take advantage of the personal learning networks in a simple and positive way. I plan to save these tips and remember them as I am on my journey of integrating technology into the classroom and also using social networks in a professional way.