Module 6

The chapter that addressed my Career Prep class the most was Chapter 9, Teaching and Listening with Technology in English and Language Arts. "The last decade has seen growing emphasis on the use of technologies to support literacy instruction" (Roblyer and Doering, 2013, p.272). This chapter presented several resources that I could use in my class. One resource that really stood out to me was the integration of word clouds. This particular tool can “offer a motivating environment for engaging students with words” (Roblyer and Doering, 2013, p.273).


Advantages
Roblyer and Doering (2013), discuss one new strategy that helps foster reading and writing skills is word clouds. Word clouds are a great way to “build vocabulary skills using new technologies” (Roblyer and Doering, 2013, p.268). This can be adapted to focus on specific business vocabulary the students will need in their careers. Wordle (http://www.wordle.net) is an example of a website that produces word clouds. This could be used to familiarize students with common words used in business communications. Students can input the words from business text and the Wordle will reveal the commonly used words of importance. This particular website is fairly easy to use and produces results that are extremely easy to read in a very professional manner.

This website offers ways to integrate word clouds in the classroom:
http://www.web2teachingtools.com/wordle.html




Another great resource of how to use Wordle in the classroom:

M6 50 ways to use Wordle in the classroom http://t.co/cQ5t7nhM6B via @SlideShare #ED527UM
— Bart Raulston (@BartRaulston) November 17, 2013

M6 Check out "35 Ways of Using Word Clouds in Language Teaching" on @eflclassroom http://t.co/t1HxRLf3xW #ED527UM
— Bart Raulston (@BartRaulston) November 17, 2013

Disadvantages

"Technologies have also brought about dramatic change in the format and types of communication" (Roblyer and Doering, 2013, p.266). For example, in a word cloud, text doesn't read from left to right as the reader is traditionally used to viewing. Instead, it can go in many different directions which can confuse students who have trouble interpreting new information.
While word clouds are great visual representations, they are just a starting point and do not provide any definitions to the words. The teacher has to direct the students as to finding the definition and how the word cloud can be applied to the lesson. Another disadvantage is that you have to make sure all computers are up to date with the appropriate plugins (flash, java, etc.). Without these, you will not be able to see your produced word cloud. Another possible disadvantage is that all the results are based upon student input. So in other words, if the students don’t accurately input the words, then the word cloud will not consistent. Tagxedo (http://www.tagxedo.com) is another word cloud website that provides a few more options than Wordle. However, it is a little more complicated to operate so students could struggle with the process.

This website helps address some of the problems that users encounter with Tagxedo:
http://mrsteachnology.blogspot.com/2012/07/tagxedo-roster-tutorial.html

Wiki Reflection

I am glad that I was able to get some feedback on my wiki site. One of the feedback comments that I got was about one of my widgets. It was a widget to donate to the AWF, however, it didn't seem to be working correctly so I removed it from my page. I have found that a lot of widgets tend to do this so it is important to check them several times and have a "plan b" when using them with students.

Here is a link to my revised wiki: http://braulston.wikispaces.com/home

Module 5

The Interactive Classroom

21st Century Skills for Students and Teachers, including the ICT Competency Framework for Teachers
Although “technology skills” is a small piece of the 21st century framework, components of the interactive classroom can be integrated through many areas of framework. The Interactive Classroom can help teach students about many 21st Century skills by providing an easier way for students to relate to work. The Interactive Classroom relates well to the “knowledge creation” level of the ICT Framework for Teachers. This is “intended to increase productivity by creating students, citizens, and a workforce that is continually engaged in and benefits from knowledge creation and innovation and life-long learning” (Roblyer and Doering, 2013, p. 21).



Technology use based on problem solving

Utilizing technology in the classroom can not only help to motivate and engage students, support their learning needs, and prepare them for future learning. Through the use of interactive classrooms, teachers are able to give students the opportunity to engage learners to “see the application of what they are studying as authentic and part of the real world” (Roblyer and Doering, 2013, p. 25).



Constructivist vs. Objectivist

I feel that the Constructivist learning theory is more closely aligned with the interactive classroom because it relates more to “participating in certain experiences” (Roblyer and Doering, 2013, p.37). The mere definition of the interactive classroom is when students have a hands-on manipulation of classroom tools. Students are able to individually interact with the classroom and by doing so are able to better construct their own knowledge as they go, instead of just absorbing what is said by a teacher through direct instruction. According to Roblyer and Doering (2013), in a constructivist classroom, students are doing “activities that help them generate their own knowledge” (p.36).

Flipchart
http://www.prometheanplanet.com/en-us/Resources/Item/43580/conserving-the-arctic-national-wildlife-refuge-decisions-and-debate#.UnRzahb3nzd

I liked this flipchart because it attempted to keep students interactive while discussing an important topic. An essential question is listed on the 2nd slide, which provides students with a focus for the lesson. Student response systems are integrated throughout this lesson providing an opportunity for students to be engaged throughout the discussion. This type of technology integration can help support students’ learning needs. Roblyer and Doering (2013) discuss how “integrated learning systems and mobile, handheld technologies help teachers quickly assess and track student progress, giving them the rapid feedback they need to make adjustments to their learning paths” (p. 26).

These are some good resources to help make your classroom interactive:

M5 http://t.co/XXV5oFLd8u Good ideas for how to make Class Active and Interactive #ED527UM
— Bart Raulston (@BartRaulston) November 2, 2013