Dr. Terri and the Academic Road said: "So I am making you create a professional development plan when most schools are freezing their pay scales - what value do you see professional development offers you as a teacher? a person? A parent? A Professional? What can you be your intrinsic and extrinsic motivation to stay current?"
Why is professional development important? There are a variety of answers to that question in my mind. As a teacher, a professional development plan and the execution of that plan will help me improve my teaching skills and lean more and more ways to apply those skills successfully in the classroom. As a person, professional development means continuous opportunities for learning! I have always been a person who loves to learn and I eagerly look forward to new learning opportunities. I approach each professional development workshop or conference as a new experience and I look for strategies and skills and even ideas that I can apply in my own life. As a parent, professional development means that there are always new ideas being circulated and new parenting strategies to apply. I approach each professional development opportunity with an open mind and, as a parent, I take careful notes and find things to take away that I can apply with my own family. For instance, one early literacy workshop I attended had a make and take portion where we designed envelope books with alphabet and word cards in them. The book I made for my then-two-year-old son was happily accepted at home and I have since used the same concept to teach the letters of their names with each of my younger children. Finally, as a professional, professional development is integral to skill improvement. As long as the workshop or conference applies to my position, I feel it is very worthwhile. While I am always open to learning opportunities, I feel like those opportunities that can be applied most directly to my position are the most meaningful, especially when such opportunities include technical assistance or guidance from other professionals in the same field. As I am a person who takes my job seriously and with passion, I am always looking for ways to not only improve my own professional skills but also for ways to improve the way I administer the programs for which I am responsible. In my position, it always goes back to the population we serve, the children and families, and as I implement strategies that will streamline the program with them in mind, the resulting services provided will be higher in quality and more meaningful to the children and families. Essentially, professional development is invaluable to me as a professional, a parent, a person, and even as a teacher.
Saturday, April 23, 2011
Sunday, March 27, 2011
Thoughts on the Pew Report
In "Dr. Terri and the Academic Road," the question is asked: "I read this posting about a study that came out at the turn of the year on Internet use? Do you agree with the author? Do you think that children's internet use could be compared to adults?"
See: John C. Dvorak's review at http://www.pcmag.com/article2/0,2817,2374493,00.asp
See: Generations Online in 2010 report at http://pewresearch.org/pubs/1831/generations-online-2010
After considering the data in the Pew Report, I would have to say that I disagree with Dvorak's statement that the Pew report is simply a reflection of maturity than computer savvy. I think the numbers are so much more evident for the Millenial generation simply because home computers and the wireless age has been in existence for their entire lifespan. Older generations simply have not had the life experience in a wireless and internet-driven world to justify intense internet-usage. Dvorak states that the report is just a reflection of maturity, however, Dvorak seems to leave out the fact that younger generations will by definition have more access, experience, and reliance on technology and the internet. Change is hard, and as one ages, change becomes harder. The fact that older generations are picking up on internet usage shows that change is possible yet slow for those in older generations. The younger generation, Millenials, as they are called, has not only grown up with the internet but has also lived in a world that has been redefined by the internet and wireless technology, as new applications are being added regularly across many different disciplines and areas of life.
Also, I do not think that children's internet use could be compred to adult's internet use simply because of the difference in needs being met by the internet. The children of today are growing up in a world surrounded by technology. Using Google to find information is seemingly natural and logical, while an "encyclopedia" may be an item of wonderment. Adults are still learning and changing with the new technology and its applications while children see the internet and technology as natural, logical, and preexisting. It is hard for children to imagine a world without computers and the internet. Since the internet and technology is so integrated into the lives of children, naturally they would be more adept at its applications to daily life than adults. Due to this fact, the use of the internet is unfairly compared when children and adults are compared.
What do you think?
See: John C. Dvorak's review at http://www.pcmag.com/article2/0,2817,2374493,00.asp
See: Generations Online in 2010 report at http://pewresearch.org/pubs/1831/generations-online-2010
After considering the data in the Pew Report, I would have to say that I disagree with Dvorak's statement that the Pew report is simply a reflection of maturity than computer savvy. I think the numbers are so much more evident for the Millenial generation simply because home computers and the wireless age has been in existence for their entire lifespan. Older generations simply have not had the life experience in a wireless and internet-driven world to justify intense internet-usage. Dvorak states that the report is just a reflection of maturity, however, Dvorak seems to leave out the fact that younger generations will by definition have more access, experience, and reliance on technology and the internet. Change is hard, and as one ages, change becomes harder. The fact that older generations are picking up on internet usage shows that change is possible yet slow for those in older generations. The younger generation, Millenials, as they are called, has not only grown up with the internet but has also lived in a world that has been redefined by the internet and wireless technology, as new applications are being added regularly across many different disciplines and areas of life.
Also, I do not think that children's internet use could be compred to adult's internet use simply because of the difference in needs being met by the internet. The children of today are growing up in a world surrounded by technology. Using Google to find information is seemingly natural and logical, while an "encyclopedia" may be an item of wonderment. Adults are still learning and changing with the new technology and its applications while children see the internet and technology as natural, logical, and preexisting. It is hard for children to imagine a world without computers and the internet. Since the internet and technology is so integrated into the lives of children, naturally they would be more adept at its applications to daily life than adults. Due to this fact, the use of the internet is unfairly compared when children and adults are compared.
What do you think?
Sunday, March 6, 2011
Repurposing Technology for Classroom Use
In reponse to the question: Find a novel use for technology in the classroom and shart it, I have found a wonderful use of technology: iPads in the classroom.
One blog showcased a teacher who incorporated the use of the iPad into her lessons in class. The iPad would be easy for small hands to manipulate due to its larger surface. There are a variety of education apps that can be downloaded, so the iPad could be incorporated into almost any learning lesson.
Since I work in early childhood education, I can see many potential uses for this technology in an early childhood classroom for children as young a three years-old. While the cost may be an issue when attempting to purchase iPads for an entire classroom, the more cost effective approach would be to start with two or three iPads in a classroom for use individually by students or during small group or even center time. Programs could apply for technology grants, both private and public, that are often available to assist schools with upgrading their access to technology in the classroom.
The iPad can be a tool that can be very beneficial to various learning styles, especially the kinesthetic learner, the visual learner, and the auditory learner. Apps that encourage children to manipulate text and images on screen engage children with color choice, enticing images, and can enhance fine motor skills. There are also apps that provide children with a virtual easel or "dry-erase board" on which they can "write" letters, words, stories, journals, and so on. Simple apps can also be used that teach child via virtual flashcards for the alphabet, colors, shapes, animals, words and so forth, with each image accompanied by the appropriate word or sound. There is such a wide variety of iPad apps available and more are being added on a regular basis. Uses can also include music engagement, math activities, and learning games, in addition to writing practice, alphabet knowledge, vocabulary building, spelling, and art activities.
I am very encouraged to see that some teachers are finding new uses for technology especially when it comes to enhancing learning opportunities and engaging young children in a lifelong love of learning.
One blog showcased a teacher who incorporated the use of the iPad into her lessons in class. The iPad would be easy for small hands to manipulate due to its larger surface. There are a variety of education apps that can be downloaded, so the iPad could be incorporated into almost any learning lesson.
Since I work in early childhood education, I can see many potential uses for this technology in an early childhood classroom for children as young a three years-old. While the cost may be an issue when attempting to purchase iPads for an entire classroom, the more cost effective approach would be to start with two or three iPads in a classroom for use individually by students or during small group or even center time. Programs could apply for technology grants, both private and public, that are often available to assist schools with upgrading their access to technology in the classroom.
The iPad can be a tool that can be very beneficial to various learning styles, especially the kinesthetic learner, the visual learner, and the auditory learner. Apps that encourage children to manipulate text and images on screen engage children with color choice, enticing images, and can enhance fine motor skills. There are also apps that provide children with a virtual easel or "dry-erase board" on which they can "write" letters, words, stories, journals, and so on. Simple apps can also be used that teach child via virtual flashcards for the alphabet, colors, shapes, animals, words and so forth, with each image accompanied by the appropriate word or sound. There is such a wide variety of iPad apps available and more are being added on a regular basis. Uses can also include music engagement, math activities, and learning games, in addition to writing practice, alphabet knowledge, vocabulary building, spelling, and art activities.
I am very encouraged to see that some teachers are finding new uses for technology especially when it comes to enhancing learning opportunities and engaging young children in a lifelong love of learning.
Sunday, February 27, 2011
FERPA and Technology in the Classroom
As an educator, it is extremely important to be knowledgeable about the law and the use of technology in the classroom. Understanding the Family Educational Rights and Privacy Act (FERPA) is the key to using technology for classroom learning experience while at the same time protecting the educational and privacy rights prescribed to the student under FERPA. According to FERPA, schools must inform parents and students over eighteen about their privacy rights. Schools are allowed to publish directory information on students but must provide their definition of “directory information” to the students, parents, and students over eighteen.
In the blog on FERPA, Dr. Orlando presents FERPA as “one of the most misunderstood regulations in education. It is commonly assumed that FERPA requires all student coursework to be kept private at all times, and thus prevents the use of social media in the classroom, but this is wrong.” (Orlando, para. 1) As Dr. Orlando states in his blog post, the use of technology in the classroom can provide students with meaningful learning experiences that they otherwise would not experience.
Blogs and wikis, for instance, provide an online forum for students to both explore a topic, reflect on a topic, and see what others have to say about that topic. For students who are shy or not prone to share their thoughts verbally in the classroom, a blog or wiki can provide a meaningful alternative forum through which student expression can still occur. As Dr. Orlando points out in his blog, “sharing is an important part of learning and the ability to share has increased exponentially in the past couple decades. Some students right here in Kentucky are sharing with students in Brazil every day, for instance. FERPA cannot be extended to prohibit all of this sharing.” (Bathon, 2009) So, as educators, we must be aware of the constraints of the law as it applies to our classrooms, but we must not let the law in any way inhibit meaningful learning experiences for students.
Plan to Implement Blog/Wiki Project for Student Use in Accordance with FERPA
In the blog on FERPA, Dr. Orlando presents FERPA as “one of the most misunderstood regulations in education. It is commonly assumed that FERPA requires all student coursework to be kept private at all times, and thus prevents the use of social media in the classroom, but this is wrong.” (Orlando, para. 1) As Dr. Orlando states in his blog post, the use of technology in the classroom can provide students with meaningful learning experiences that they otherwise would not experience.
Blogs and wikis, for instance, provide an online forum for students to both explore a topic, reflect on a topic, and see what others have to say about that topic. For students who are shy or not prone to share their thoughts verbally in the classroom, a blog or wiki can provide a meaningful alternative forum through which student expression can still occur. As Dr. Orlando points out in his blog, “sharing is an important part of learning and the ability to share has increased exponentially in the past couple decades. Some students right here in Kentucky are sharing with students in Brazil every day, for instance. FERPA cannot be extended to prohibit all of this sharing.” (Bathon, 2009) So, as educators, we must be aware of the constraints of the law as it applies to our classrooms, but we must not let the law in any way inhibit meaningful learning experiences for students.
Plan to Implement Blog/Wiki Project for Student Use in Accordance with FERPA
1. Prior to beginning the assignment, send consent forms home to parents/guardians with copy of assignment protocol and FERPA law and specific policies for school attached for reference. Include specific reference to allowable publishing of student “directory information” and reiteration of educational records policies and rights of parents/students.
2. Upon deadline for returning consent forms, discuss with class the assignment in the context of FERPA. For students whose parents did not give consent, give alternative assignment for submission of paper directly to instructor. Students without parental consent can still participate in “online discussions” by giving classroom evaluation of student posts and responses to printed copies of blogs/wikis and related responses.
3. Allow for students to set up blog/wiki at school according to assignment protocol.
4. Allow for students to spend allotted classroom time working on blog/wiki and responding to appropriate number of other student blogs/wikis.
5. At end of assignment window, evaluate student blogs individually and assign grades according to printed rubric.
6. Send letter home to parents/guardians explaining outcomes of assignment in general terms and thanking parents/guardians for giving consent for assignment.
Sunday, February 6, 2011
Snow Days and Technology
In response to the question: "how could schools be using technology in more meaningful ways to avoid snow days? What kind of skills or training might teachers need? What about the digital divide?" I believe the following:
1) Schools could have a blog or website set up for students to post comments to in reponse to prompts or questions. Individual classes could have their own blogs or websites set up for their students to log in and post comments on either assignments, reading prompts, or responses to other students' posts.
2) Using a blog for individual classes could help teachers keep student's minds on the material being taught and maintain focus for when they return back to the classroom. Teachers could customize the content of their blogs to include relevant discussions, such as incorporating statistics on school closures into a math class or a creative writing response to the weather for an english class.
3) Some schools have programs that allow for individual students to check out a laptop to use for the school year. Use of these laptops require consent forms on part of the student and parents as well as a cash deposit in some cases (as is the case in my sister's middle school). Such programs would address the digital divide and allow students to access content either online from home or in the event that the internet is not available online, word processing documents downloaded prior to the snow days could provide students with access to the material and provide digitail responses to be reviewed upon returning to the classroom.
4) The digital divide is an especially hard chasm to cross especially in small communities where per capita income is low. However, schools can be creative in addressing this issue by offering laptop programs, or collaborations with local public libraries to encourage student use of online resources.
5) Finally, teacher training is a definite consideration when using technology to avoid missing out on content during snow days. Digital software usage and introductions to blogs and other online resources would need to be incorporated in to annual teacher training programs. Teachers would need familiarity with facilitating online discussions, preparing digital lessons, and encouraging proper online etiquette. Teachers would also need to be adept at introducing parents to the online world, especially when the parents have no computer experience. Handouts and explanations would need to be tailored to the needs of the students and their families.
1) Schools could have a blog or website set up for students to post comments to in reponse to prompts or questions. Individual classes could have their own blogs or websites set up for their students to log in and post comments on either assignments, reading prompts, or responses to other students' posts.
2) Using a blog for individual classes could help teachers keep student's minds on the material being taught and maintain focus for when they return back to the classroom. Teachers could customize the content of their blogs to include relevant discussions, such as incorporating statistics on school closures into a math class or a creative writing response to the weather for an english class.
3) Some schools have programs that allow for individual students to check out a laptop to use for the school year. Use of these laptops require consent forms on part of the student and parents as well as a cash deposit in some cases (as is the case in my sister's middle school). Such programs would address the digital divide and allow students to access content either online from home or in the event that the internet is not available online, word processing documents downloaded prior to the snow days could provide students with access to the material and provide digitail responses to be reviewed upon returning to the classroom.
4) The digital divide is an especially hard chasm to cross especially in small communities where per capita income is low. However, schools can be creative in addressing this issue by offering laptop programs, or collaborations with local public libraries to encourage student use of online resources.
5) Finally, teacher training is a definite consideration when using technology to avoid missing out on content during snow days. Digital software usage and introductions to blogs and other online resources would need to be incorporated in to annual teacher training programs. Teachers would need familiarity with facilitating online discussions, preparing digital lessons, and encouraging proper online etiquette. Teachers would also need to be adept at introducing parents to the online world, especially when the parents have no computer experience. Handouts and explanations would need to be tailored to the needs of the students and their families.
Wednesday, January 26, 2011
Review of Early Childhood Blog
I reviewed a blog titled "Topics in Early Childhood Education" written by John Funk who is the Director of Educational Programs at the Excelligence Learning Corporation. He has over thirty years of experience as an early childhood educator, including experience in Head Start. The blog is located at http://eceducation.blogspot.com/. I chose this blog because of my interest in early childhood education.
One very intriguing thing I learned upon reviewing John Funk's published articles was that his Head Start program had formerly been chosen to participate in a study with the Center for Social Emotional Foundations in Early Learning (CSEFEL) an initiative to assist early childhood centers, including Head Start program, in giving teaching staff and family the skills to cope with and address children's challenging behaviors. Funk's program was able to implement the Teaching Pyramid Model for addressing challenging behavior. Currently, I am interested in children's challenging behaviors at my own Head Start program and we are in the process of implementing the Pyramid Model. So, this blog was very relevant to me.
I enjoyed reading through his many posts on various early childhood topics. It was most interesting that in each post, Funk related an event from his current life experience to an early childhood education topic. Most of his blog posts focused on giving teachers in early childhood a better understanding of young children's development and the various teaching strategies they might employ in their classrooms. For instance, in a post from earlier this month, Funk talks about how his granddaughters showed him an impromptu "band" over the holidays. This discussion then lead into a discussion on how teachers should always be mindful of the process of learning and that it is the process that is important for young children's development, even if they may not be playing the "right" notes or doing "right" thing.
The one critique I would have is that apparently Funk is a consultant for Discount School Supply and they are a supplier of his products, which are evident throughout his blog page. It was a little annoying to deal with a salesperson of sorts, but overall, the blog was enjoyable.
One very intriguing thing I learned upon reviewing John Funk's published articles was that his Head Start program had formerly been chosen to participate in a study with the Center for Social Emotional Foundations in Early Learning (CSEFEL) an initiative to assist early childhood centers, including Head Start program, in giving teaching staff and family the skills to cope with and address children's challenging behaviors. Funk's program was able to implement the Teaching Pyramid Model for addressing challenging behavior. Currently, I am interested in children's challenging behaviors at my own Head Start program and we are in the process of implementing the Pyramid Model. So, this blog was very relevant to me.
I enjoyed reading through his many posts on various early childhood topics. It was most interesting that in each post, Funk related an event from his current life experience to an early childhood education topic. Most of his blog posts focused on giving teachers in early childhood a better understanding of young children's development and the various teaching strategies they might employ in their classrooms. For instance, in a post from earlier this month, Funk talks about how his granddaughters showed him an impromptu "band" over the holidays. This discussion then lead into a discussion on how teachers should always be mindful of the process of learning and that it is the process that is important for young children's development, even if they may not be playing the "right" notes or doing "right" thing.
The one critique I would have is that apparently Funk is a consultant for Discount School Supply and they are a supplier of his products, which are evident throughout his blog page. It was a little annoying to deal with a salesperson of sorts, but overall, the blog was enjoyable.
Meaningful Technology Integration
Meaningful technology integration occurs when the teacher engages the children in learning a new concept through the use of technology. For instance, a teacher using the SmartBoard for population control encourages independence, autonomy and also fine motor skills.
In thinking about the learning environment in my workplace, I have to admit, we are behind the times as far as using technology in the classrooms. While most schools and early childhood programs now have access to SmartBoards, computers for children, and other learning technologies, as a program, we have yet to reach that technological potential. Our program is in the process of looking into SmartBoards and new computers for staff and children, so in the near future, we will have access to such educational technologies. Then, the challenge will be, I think, for our staff to receive training on how to effectively implement technology into their classrooms.
In some of our classrooms there is a computer available to the children. It is always astounding to see how adept our young children are at using technologies that were not available when I was a child. The last time I saw meaningful technology integration happening was when I observed a child during free choice using the classroom computer and playing alphabet games on learning software. Another way our teachers use technology is through music. By using the CD players in the classroom, they engage the children in music, song, and dance, which is always enjoyable to observe.
In thinking about the learning environment in my workplace, I have to admit, we are behind the times as far as using technology in the classrooms. While most schools and early childhood programs now have access to SmartBoards, computers for children, and other learning technologies, as a program, we have yet to reach that technological potential. Our program is in the process of looking into SmartBoards and new computers for staff and children, so in the near future, we will have access to such educational technologies. Then, the challenge will be, I think, for our staff to receive training on how to effectively implement technology into their classrooms.
In some of our classrooms there is a computer available to the children. It is always astounding to see how adept our young children are at using technologies that were not available when I was a child. The last time I saw meaningful technology integration happening was when I observed a child during free choice using the classroom computer and playing alphabet games on learning software. Another way our teachers use technology is through music. By using the CD players in the classroom, they engage the children in music, song, and dance, which is always enjoyable to observe.
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