MD2Assign2SnowT

MD2Assign2Snow2

Reading K-12 (reading applications)

Reading ApplicationsEnhances – Story telling, reading, language arts, and reading across the curriculum.  It also enhances vocabulary as well as students with visual and auditory disabilities.	Obsoletes – Text books, dictionaries, thesauruses, and other resource books.
Retrieves – Story telling, students being read to by a computer instead of a parent.	Reversal – Newer and faster applications 3g to 4g and so forth.

Thornburg (2008) states that the tetrad of the effects of technologies is not sequential, but simultaneous.  Reading applications enhance reading, language arts, and vocabulary.  It also provides support for students with visual and auditory disabilities.  It obsoletes text books, and other resources.  Because of the Internet connection, there is no need for resource books.  It retrieves oral storytelling by reading stories for students.  It reverses faster applications.

Reading K-12 has become an important requirement of the Core Curriculum Standards in most states.  In the state of Georgia, it is imperative that students enhance their reading skills.  The standards will improve reading, literacy, and critical thinking.  The changes will lead to a national assessment in which student performance and be reliably compared from state to state (Washington & Badertscher, 2012).  The article in the AJC goes on to state that the changes will infuse reading and writing into every subject across the curriculum.  Technology has caused reading to become more mobile.  With iPads, iPhones, Kindles, and Netbooks; students will be able to read independently outside the classroom.  The reading apps on these tools help students with vocabulary, definitions, and are able to connect to the Internet for other resources.  A study conducted by PBS found that the use of educational iPhone apps increased student’s vocabulary acquisition by thirty one percent within a span of two weeks.  Students now have the digital technology to help them learn language.  PCWorld named the iPad the best toy of the year in 2010.  Early reading specialist Kiera Parrott stated that with the right tool and the right app, a child can explore reading, early learning concepts, and sensory-rich play (Munoz, 2012).  A study in the Journal “Computers and Education" they found that interactive digital reading instruction had lasting positive effects on children's literacy skills.  LeVar Burton launched the “Reading Rainbow” app on the iPad ( Edwards, 2012).  It is geared toward students ages three through nine.  The article goes on to state that the free app contains one hundred fifty stories and sixteen videos.  The only drawback is the 9.99 a month fee.   

Resources:

http://www.ajc.com/news/atlanta/sweeping-changes-to-hit-1428379.html

http://computer.howstuffworks.com/tablets/10-ipad-apps-for-teaching-kids-to-read.htm

http://www.education.com/magazine/article/best-reading-apps-for-kids/

Read more: http://www.abcactionnews.com/dpp/news/science_tech/reading-rainbow-app-aims-to-take-kids-to-new-learning-heights-wcpo1340894862740#ixzz1z8ha2Zqz

Thornburg, D. D. (2008b). Emerging technologies and McLuhan's laws of media. Lake Barrington, IL: Thornburg Center for Space Exploration. Retrieved from:  https://class.waldenu.edu/bbcswebdav/institution/USW1/201270_01/PH_EDUC/NCATE_EDUC_8848_EDUC_7108/Module%202/Resources/Resources/embedded/emerging_technologies_and_mcluhan%27s_laws_of_media.pdf

Replies to MD1Assign2 - Emerging Technologies

I have replied to the following people:

Rachel McCullough
Jessica Green
Michele Baylor

MD1Assign2SnowT

iPads in the classroom -an emerged technology

iPads in the classroom are an emerging technology.  With the graphics and touch screen it has become very popular with students and teachers. There are an abundance of applications that help students with research and writing.  The applications cover every content area.  There is even an English Learner App for ESOL students.  It will help build their reading, writing, speaking, and understanding skills.  The books can be seen in iTunes and are loaded with colorful graphics, animation and games.  There are interactive math applications that have engaging games that are fun.  The science and social study applications are full of discovery and engaging games.  Some schools are beginning to use the iPad to replace classroom books.   Some of the most interesting applications are those that allow for student creativity and critical thinking (Levy, 2011).    

With that being said, most school districts are using grant money to buy the iPads.  Some schools do not have the funds to buy and iPads for every student or even a class set.  The books must be downloaded and bought through iTunes.  iPads are continually changing and being updated.    Some teachers are using the iPads as a replacement tool rather than a supplemental tool in education.  Teachers need to be aware of the applications available and make appropriate lesson plans accordingly.  The students need to be aware that it is an educational tool and not a toy.  One teacher stated that there was a problem with typing and you would need and external keyboard.  There are many pros for the iPads in schools.  Personally my school does not have iPads for students.  “It isn’t in the budget,” I was told.    

http://thejournal.com/articles/2011/07/11/putting-the-ipad-to-work-in-elementary-classrooms.aspx

http://www.maclife.com/article/features/ipads_classroom_are_changing_face_education

Responses to Module 6

Tracy Snow

I have responded to Tiffany Harrell and Laura Lee.

Module 6: Learning in a Digital World

As a student of higher education later in life, I have experience in traditional face to face and distant education.  I am both a teacher and a student.  I believe it is critical and non negotiable that each child learn in a safe and loving environment.   I love Harry Wong’s theory that school is not a place but a concept where students are welcome to learn and enhance the quality of their lives without fear of intimidation or safety for their lives.  They should be guided by hospitable and caring teachers in a clean and orderly environment (Wong, 1991).    In a face to face environment and in distant education, I feel it is important to incorporate collaboration.  Students retain knowledge when they are responsible for their own learning.  Students who participate in collaborative learning perform much better on critical- thinking and problem solving skills. 

I believe that technology enhances learning in a supportive and non intimidating way.  There are many games that develop students’ critical thinking skills and engage learners. It incorporates skills, strategies, and fun together to keep students engaged in learning.  Technology also highly motivates students.  Technology also supports creative thinking.  According to our text students are expected to make choices based on learning goals and self monitoring of the problem-solving processes (Cennamo, Ross, & Ertmer, 2010).  There are so many ways that technology enhances the way we learn.  When I take my students to the computer lab, they ask me if they can “play” Education City.   Education City is an award-winning online teaching and learning resource that is mapped to our state and common core standards. 

Resources:

Cennamo, K., Ross, J., Ertmer, P. (2010).  Technology integration for meaningful classroom use: A standard-based approach. Belmont, CA:  Wadsworth.

Wong, H., & Wong, R. (1991).  The first days of school: How to be an effective teacher. Sunnyvale, CA: Author.

Response to New Technologies - Tracy Snow

Module 5: Responses to New Technologies.

I responded to Laura Lee and Tawana Stiff.

Mod 5: New Technologies

Module 5:  New Technologies

Through this and other graduate courses, I have learned about Edmodo.  This is a secure social learning network for students and teachers.  I was excited about it and wanted to utilize it at my school.  I asked several teachers at my school about it and no one knew anything about it.  I told my assistant principal about it and asked if I could set it up.  She was excited about it and received the approval from the principal to let me set it up.  Without knowing anything about Edmodo, I set it up and enrolled all my students.  We have gone to the computer lab and communicated with each other.  I have also set assignments in which the students have to respond to, complete and turn in.  I have tried to get other teachers on my grade level and others to join so that we could collaborate.  They refused!  They gave excuses that they didn’t have time, it was too complicated, and students wouldn’t get it.  I told them if I can do it, anyone can.  The students will get it and love it!  I am the only teacher at my school who utilizes Edmodo.  I have made contact with a classmate from Walden, hoping that our students could collaborate together.  We are still working out the details.

The Keller’s ARCS model that I could use to change the motivation of these people to encourage success would be gaining and sustaining attention.  I stimulate lasting curiosity with problems that invoke mystery (Driscoll, 2005).  I talk about what my students do when we go to the lab and how they go home and message me about their homework.  One student even sent me a note when he was absent.  He stated that he had to go to the hospital because he had gotten sick.  Finally, I will teach a professional development class in the Fall on Edmodo.  I believe that once teachers are shown what it is and how to use it, they will come on board.

Resource:

Driscoll, M. (2005). Psychology of learning for instruction. (Third edition). Boston, MA: Pearson Education, Inc.