Tuesday, November 21, 2017
Wednesday, April 26, 2017
Web Literacy in the Digital Age
Bootstrap fits into the Write > Code part of the Mozilla Web Literacy Map. It integrates problem-solving and creativity which are part of the 21st Century Skills. According to Mozilla there are several competencies that come with coding:
- Implementing models to think computationally while problem-solving.
- Developing and modifying algorithms to use while building and finding information.
- Identifying and applying common coding patterns and algorithms to help you problem solve.
- Understanding the development and use of tools for problem-solving.
- Developing materials for broader use by incorporating lessons learned and problem-solving.
I plan to integrate coding into my classroom while teaching my students Algebra / Coordinate Planes. My future 6th graders will enjoy creating their own video games while learning maths.
Wednesday, April 19, 2017
Exploration of Media Literacy
Why is Media Literacy so important? Visit Media Smarts
Students are immersed in media in every aspect of their lives. Teaching media literacy helps students to become aware and able to interpret what they hear and see every day.
Students need to EXPLORE to gain media literacy.
To give students the opportunity to do so, I would use the Media Smarts Video Lessons. Each video is about 1 minute and 30 seconds long and covers each fundamental concept of media literacy. They videos are accompanied by lesson plans and at the end of each video is an exploration challenge for students to complete.
Students need to ANALYZE to gain media literacy.
The website ReadWriteThink offers a plethora of media literacy lesson plans which include critical analysis of media. In my class, I will use these Critical Media Literacy lesson plans (linked below) that will provide my students with skills to critically analyze many genres of media.
Introducing Basic Media Literacy Education Skills with Greeting Cards
Critical Media Literacy: TV Programs
Critical Media Literacy: Commercial Advertising
Investigating Junk Mail: Negotiating Critical Literacy at the Mailbox
Students need to CREATE to gain media literacy.
Since I am a multiple subject teacher, I would incorporate the creating of media into various areas of the curriculum. My students could choose what they would like to create for a project in science or history. They could do a video project using a green screen, make a website, create a game, or even compose a song after any of the units. Students can be very creative teaching the rest of the class about a particular event in Ancient Rome or even sharing about a particular Greek God.
I always tell my students when they can successfully teach someone else how to do something they have reached the highest level of learning. In turn, when they can critically explore, analyze, and create media by thinking about the who, why, and what they have become media literate.
Students are immersed in media in every aspect of their lives. Teaching media literacy helps students to become aware and able to interpret what they hear and see every day.
Students need to EXPLORE to gain media literacy.
To give students the opportunity to do so, I would use the Media Smarts Video Lessons. Each video is about 1 minute and 30 seconds long and covers each fundamental concept of media literacy. They videos are accompanied by lesson plans and at the end of each video is an exploration challenge for students to complete.
Students need to ANALYZE to gain media literacy.
The website ReadWriteThink offers a plethora of media literacy lesson plans which include critical analysis of media. In my class, I will use these Critical Media Literacy lesson plans (linked below) that will provide my students with skills to critically analyze many genres of media.
Introducing Basic Media Literacy Education Skills with Greeting Cards
Critical Media Literacy: TV Programs
Critical Media Literacy: Commercial Advertising
Investigating Junk Mail: Negotiating Critical Literacy at the Mailbox
Students need to CREATE to gain media literacy.
Since I am a multiple subject teacher, I would incorporate the creating of media into various areas of the curriculum. My students could choose what they would like to create for a project in science or history. They could do a video project using a green screen, make a website, create a game, or even compose a song after any of the units. Students can be very creative teaching the rest of the class about a particular event in Ancient Rome or even sharing about a particular Greek God.
I always tell my students when they can successfully teach someone else how to do something they have reached the highest level of learning. In turn, when they can critically explore, analyze, and create media by thinking about the who, why, and what they have become media literate.
Tuesday, February 21, 2017
Taking Action Part III
Encouraging the Heart
- Be creative when it comes to recognition. Be spontaneous. Have fun.
- End each of your team meetings with a round of public praise.
I would accomplish this by having each teacher share one success that happened in their classroom recently. This would allow for others to reflect and find out something about what others are doing. They would possibly find resources for things they are struggling with. Meetings would always end on a positive, reflective note that leaves everyone leaving with a smile.
Monday, February 20, 2017
Tech Leadership: Taking Action Part II
Chapter 8:
Share information about yourself - your hopes, your strengths, your fears, your mistakes - the things that make you who you are.
I would implement this action plan when I have the opportunity to share the vision for our site at a staff meeting. Even though I have worked with most of the teacher for years, I feel it is important for them to really know my "why". This also sets the scene for trust that is needed for others to be willing to "follow the leader".
Chapter 9:
Set aside the time necessary to coach.
It's nice to go to a professional development session and be given tons of information and strategies to use in your classroom. However, most of the time, teachers are left to implement on their own whether they're doing it right or not. One piece that is continually missing from PD is the follow-up. I would schedule time with each individual teacher to follow-up after a training. At this time I could address concerns or assist with pieces of the program that they may be struggling with. I would want to go into their classrooms at a time they choose when they are implementing the program with their students so I can be there side by side with them.
Saturday, February 11, 2017
Professional Development
Professional Development at my district in regards to technology is scarce. If there is a need for teachers to have training due to a specific technology device or program being introduced, then it is provided. Other than that, teachers are left to search out opportunities from our County Office of Education or other agencies such as CUE for professional development in technology.
I feel our district could support teachers much better in the area of integrating technology and also have more specific guidance as to what should be incorporated into the classrooms at each grade level.
Teachers do not have a lot of time to seek out technology training on their own, nor will all teachers even attempt. If the district would provide it for everyone on our professional development days, then that would assure that everyone is at the same place in their knowledge and skills of educational technology.
I feel our district could support teachers much better in the area of integrating technology and also have more specific guidance as to what should be incorporated into the classrooms at each grade level.
Teachers do not have a lot of time to seek out technology training on their own, nor will all teachers even attempt. If the district would provide it for everyone on our professional development days, then that would assure that everyone is at the same place in their knowledge and skills of educational technology.
Monday, February 6, 2017
Discussion about "How Great Leaders Inspire Action" Video by Simon Sinek
Quotation:
"All leaders think, act, and communicate the exact same way, and it's the exact opposite of everyone else."
"There are leaders, and there are those who lead. Leaders hold a position of power or authority. But those who lead inspire us. Where they're individuals or organizations, we follow those who lead no because we have to, but because we want to. We follow those who lead not for them but for ourselves. It's those who start with "why" that have the ability to inspire those around them or find others who inspire them."
Question:
Why don't more leaders act from the "inside out" if it is proven to work better?
Talking Points:
- Inspired leaders act from the inside out.
- People don't buy what you do, they buy why you do it.
- If you talk about what you believe, you will attract those who believe what you believe.
- The majority won't try something until someone else has tried it first.
- Doing something to get recognition is not the right reason.
- Lead with your "why" because it is truly what you believe.
- We follow those who lead.
Monday, January 30, 2017
Tech Leadership Taking Action
MODEL THE WAY
My first action step plan is the "Set the Example." I plan to use my classroom and the experiences I am giving my students through using educational technology as an example for others to get excited about using it in their classrooms. Once my colleagues hear about what I am doing, they begin to ask questions. Questions lead to showing them what I'm doing. Showing them leads to them wanting to try it in their classroom.
I have already modeled the way through seeking out educational technology professional development and shared the list of upcoming opportunities with my principal, who in turn, sent it to the entire staff. Colleagues were asking questions about which sessions they should go to and what I thought was worthwhile. A nugget of knowledge can lead to a gold mine!
INSPIRE A VISION
An additional action step I will take is to "Enlist Others." I have colleagues who are very interested in learning more about educational technology but are very unsure about where to begin. By inviting them to come with me to training and workshops, I can get them onboard with me and excited about the limitless possibilities for technology use in their classroom.
CHALLENGE THE PROCESS
I do not believe anyone can be a leader in educational technology without being willing to "Experiment and Take Risks." With the unlimited amount of resources in this field, experimentation is what leads to great discoveries of the best programs, apps, or websites to use in education. I am constantly on the internet searching for new resources for my classroom. When I find something I like, I try it with my students. Sometimes it works, and sometimes it's a disaster, but being willing to try new things is the only was to get further in using technology in the classroom.
My first action step plan is the "Set the Example." I plan to use my classroom and the experiences I am giving my students through using educational technology as an example for others to get excited about using it in their classrooms. Once my colleagues hear about what I am doing, they begin to ask questions. Questions lead to showing them what I'm doing. Showing them leads to them wanting to try it in their classroom.
I have already modeled the way through seeking out educational technology professional development and shared the list of upcoming opportunities with my principal, who in turn, sent it to the entire staff. Colleagues were asking questions about which sessions they should go to and what I thought was worthwhile. A nugget of knowledge can lead to a gold mine!
INSPIRE A VISION
An additional action step I will take is to "Enlist Others." I have colleagues who are very interested in learning more about educational technology but are very unsure about where to begin. By inviting them to come with me to training and workshops, I can get them onboard with me and excited about the limitless possibilities for technology use in their classroom.
CHALLENGE THE PROCESS
I do not believe anyone can be a leader in educational technology without being willing to "Experiment and Take Risks." With the unlimited amount of resources in this field, experimentation is what leads to great discoveries of the best programs, apps, or websites to use in education. I am constantly on the internet searching for new resources for my classroom. When I find something I like, I try it with my students. Sometimes it works, and sometimes it's a disaster, but being willing to try new things is the only was to get further in using technology in the classroom.
Wednesday, January 18, 2017
Technology Leadership and Vision
My site has been through two changes of administration in two years. The most recent change is happening currently. So, setting a vision for using technology for learning has not been a topic of discussion as of yet. When technology is a subject of discussion at a staff meeting, we mostly discuss devices and the number that we have or would like to have. Our site has a plan for technology purchasing which is a start. Without the devices, we can't launch the learning. Scott McLeod said in his article, The Challenges of Digital Leadership, "Whether formal or informal, the focus of technology-related professional learning should be on student learning, not on the tools or devices." I believe we will get to that point soon.
When thinking about the "technology leaders" at my school, I could say I am the technology leader. Then, I thought about when I see technology being used at my site. I see our principal use Google Slides at every staff meeting. During PLCs, teachers access shared documents to complete on Google Drive which means they are using Google Docs. Daily, students access various websites and G Suite apps throughout some classrooms. On Friday, videos are played in the cafeteria during lunches. Also, every teacher uses a document camera all day long. In my classroom, I am able to use computers two days a week as that is when I have access to 35 Chromebooks. Some teachers have a cart all to themselves because we have three teachers and two carts per grade level (third - sixth). Kindergarten through second grades access Chrome Boxes in the computer lab.
Teachers are encouraged to seek out professional development in technology. However, those are often on their own time. When I attend one of those, I usually can't wait to implement it in my classroom right away. Unfortunately, not everyone has the same mindset. I have attended training with others, and the response is often, "I don't know when I'll ever have time for that." Eric Sheninger states on pg. 45 of his book Digital Leadership, "Technology is here to stay, although there is never a shortage of naysayers who question its value. Its value rests in whether leaders decide to use it effectively to positively impact the lives of our students, achieve learning goals, communicate with stakeholders, share best practices, and connect like never before".
I try to spread my excitement about what I am having my students learn and do with tech and have come to the realization that I need to be the spark to ignite the fire of using technology for student learning at our school site. Everyone needs to get on board of the need for students to use technology for their learning not just to play a game or take an Accelerated Reader quiz. "Schools need to change in the face of this challenge if they are to create the next generation of entrepreneurs, scientists, politicians, and engineers who work in a technology-rich and technology-driven world" (Sheninger, pg. 32).
When thinking about the "technology leaders" at my school, I could say I am the technology leader. Then, I thought about when I see technology being used at my site. I see our principal use Google Slides at every staff meeting. During PLCs, teachers access shared documents to complete on Google Drive which means they are using Google Docs. Daily, students access various websites and G Suite apps throughout some classrooms. On Friday, videos are played in the cafeteria during lunches. Also, every teacher uses a document camera all day long. In my classroom, I am able to use computers two days a week as that is when I have access to 35 Chromebooks. Some teachers have a cart all to themselves because we have three teachers and two carts per grade level (third - sixth). Kindergarten through second grades access Chrome Boxes in the computer lab.
Teachers are encouraged to seek out professional development in technology. However, those are often on their own time. When I attend one of those, I usually can't wait to implement it in my classroom right away. Unfortunately, not everyone has the same mindset. I have attended training with others, and the response is often, "I don't know when I'll ever have time for that." Eric Sheninger states on pg. 45 of his book Digital Leadership, "Technology is here to stay, although there is never a shortage of naysayers who question its value. Its value rests in whether leaders decide to use it effectively to positively impact the lives of our students, achieve learning goals, communicate with stakeholders, share best practices, and connect like never before".
I try to spread my excitement about what I am having my students learn and do with tech and have come to the realization that I need to be the spark to ignite the fire of using technology for student learning at our school site. Everyone needs to get on board of the need for students to use technology for their learning not just to play a game or take an Accelerated Reader quiz. "Schools need to change in the face of this challenge if they are to create the next generation of entrepreneurs, scientists, politicians, and engineers who work in a technology-rich and technology-driven world" (Sheninger, pg. 32).
Tuesday, January 10, 2017
Leadership
What makes a great leader?
A leader is not made because someone assumes the title of "Leader." Leaders are made through their character and ethic. A leader is someone who will convey clearly to their followers a clear goal and available ways to meet the target. A leader walks side by side with their colleagues as a guide to empower and inspire. Leaders share of vision and lead change together with their followers - side by side. A leader will never lead their followers to do something that they would not want to do themselves. In the 21st Century, a leader has to not be afraid to try new things even if they fail. When something does fail a real leader gets up and moves on without feeling defeated. The greatest thing a leader can do is to reach the heart of their followers by giving a simple word of commendation, thanks, gratitude, or a simple word that conveys a job well done. Leaders give credit where credit is due.
A leader is not made because someone assumes the title of "Leader." Leaders are made through their character and ethic. A leader is someone who will convey clearly to their followers a clear goal and available ways to meet the target. A leader walks side by side with their colleagues as a guide to empower and inspire. Leaders share of vision and lead change together with their followers - side by side. A leader will never lead their followers to do something that they would not want to do themselves. In the 21st Century, a leader has to not be afraid to try new things even if they fail. When something does fail a real leader gets up and moves on without feeling defeated. The greatest thing a leader can do is to reach the heart of their followers by giving a simple word of commendation, thanks, gratitude, or a simple word that conveys a job well done. Leaders give credit where credit is due.
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