Collaboration Project Reflection
This project and the work involved in getting to the final student product was the most rewarding experience of this course. The curriculum design coupled with the collaboration component and the use of technology created a rich learning and teaching experience for my students, my teaching partners and me. I worked primarily with the music teacher. She taught my students several songs relating to immigration either through different cultures and their music traditions, song generated by immigrants in America and relating to their experiences in a new country, or new music that has been created from the inspiration of early musical traditions brought to America by so many different people and cultures.
There was wonderful addition to the music portion of the unit, our art teacher became involved. She had the students draw still life using antique artifacts that either the students brought from home or she provided. She talked with the students about the special objects the immigrants may have chosen to bring to America and what they may have represented. The students then drew the objects using black ink and either quills or old fashion ink pens just like immigrant children would have used when in an American school learning to read and write English. The student products are outstanding. We have created a wonderful display of the students’ work for the school to enjoy.
The integration of the technology into this unit motivated my students and engaged them in new ways. They were excited about the new skills they acquired; doing screen shots, creating files for images, using a flash drive, creating a PowerPoint, exploring Google Earth, using digital cameras, Photo Booth and working with iMovie. Even though we had a few glitches (mostly printing or connecting to iMovie) the experience for my students was very positive. I was especially pleased the other day when I listened to one of my special education students talk an Ed. Tech. through how to do a PowerPoint slide. Can it get any better than that? Oh, we are going to share our movie with the whole school at an assembly. Yeah!!!!
In thinking about all we did for this project the words; play, imagination, empathy, and creativity keep popping into my head. I loved seeing how my students became immigrants and showed their learning in ways that were empathetic and thoughtful. But at the same time they used their creativity and playfulness to create their movie.
It’s magical when this happens. And I truly believe that working with other teachers who bring their ideas to a unit provides the students with other perspectives and ways to connect to the topic. It’s a richer experience
Thursday, December 10, 2009
Tuesday, May 12, 2009
Collaboration on Stage 3
I met with Alicia and shared my stage 3 template. We looked over each facet and brainstormed how to integrate music lessons to each one. Alicia sees my students once a week so this will work out well for us. She is thinking about music and adaption. She will take this in two strands. The first will be how people used music, dance and tradition as a way to adapt to their new surroundings and preserve their culture. The second will focus on how traditional music has adapted over time and fused into something new i.e. Bluegrass, Jazz, Zydeco and pop music of today.
Our goal is to have the students use what they learn and create either and iMovie or podcast. These can then be part of their final project.
From a leadership perspective, it was a good experience. Alicia was open to the unit design. I am not asking her to complete a template but I may create one based on what she plans to do with her students. I felt she was able to look at the unit in way that adds a different perspective which will enrich the students learning experiences.
Our goal is to have the students use what they learn and create either and iMovie or podcast. These can then be part of their final project.
From a leadership perspective, it was a good experience. Alicia was open to the unit design. I am not asking her to complete a template but I may create one based on what she plans to do with her students. I felt she was able to look at the unit in way that adds a different perspective which will enrich the students learning experiences.
Wednesday, April 29, 2009
TPCK Chapter 12
TPCK in in-service education
Assisting experienced teachers’
“planned improvisations”
I love the analogy of teaching being like jazz music. Good teaching may appear or “sound” syncopated which gives the impression of improvisation yet it’s the skill and deep understanding a teacher possesses that crates meaningful experiences for the learners. There is always a “hum” that exists when these moments occur in a classroom. But in order for that “hum” to exist, a teacher has made very thoughtful plans and still has the flexibility to take students through the process in new or different ways as needed.
I also liked the statement that said integrating technology is not about technology but about content and effective instructional practices Earle (2002). This is a better way to look at integration. I feel people get caught up in the “tech” because it is so seductive butt teachers need to evaluate any tool they plan to use in the classroom and weigh its
effectiveness. Technology is no different. I agree that due to the fact we are still in a transformative stage it’s more difficult for teachers and administrators to feel they have the ability/knowledge to critique technology. However, some technologies are proving to be very effective and those are the most commonly used by a wide rang of educators i.e.
Webquests.
Technology uses vary from teacher to teacher just as all methodologies and philosophies.
This chapter noted how TPCK needs to be developed simultaneously. I found it interesting how experienced teachers can gain the skills of TPCK faster than a novice. My perception has been the total opposite. But upon reflection, I can see why that is true.
As long as experienced teachers have a workable structure to create curriculum-based TPCK. TPCK will be developed when teachers are given the opportunity to use it in meaningful ways. I feel this view honors those with experience and recognizes the individuality of teachers and students. Just as in Jazz, the possibilities are infinite.
TPCK in in-service education
Assisting experienced teachers’
“planned improvisations”
I love the analogy of teaching being like jazz music. Good teaching may appear or “sound” syncopated which gives the impression of improvisation yet it’s the skill and deep understanding a teacher possesses that crates meaningful experiences for the learners. There is always a “hum” that exists when these moments occur in a classroom. But in order for that “hum” to exist, a teacher has made very thoughtful plans and still has the flexibility to take students through the process in new or different ways as needed.
I also liked the statement that said integrating technology is not about technology but about content and effective instructional practices Earle (2002). This is a better way to look at integration. I feel people get caught up in the “tech” because it is so seductive butt teachers need to evaluate any tool they plan to use in the classroom and weigh its
effectiveness. Technology is no different. I agree that due to the fact we are still in a transformative stage it’s more difficult for teachers and administrators to feel they have the ability/knowledge to critique technology. However, some technologies are proving to be very effective and those are the most commonly used by a wide rang of educators i.e.
Webquests.
Technology uses vary from teacher to teacher just as all methodologies and philosophies.
This chapter noted how TPCK needs to be developed simultaneously. I found it interesting how experienced teachers can gain the skills of TPCK faster than a novice. My perception has been the total opposite. But upon reflection, I can see why that is true.
As long as experienced teachers have a workable structure to create curriculum-based TPCK. TPCK will be developed when teachers are given the opportunity to use it in meaningful ways. I feel this view honors those with experience and recognizes the individuality of teachers and students. Just as in Jazz, the possibilities are infinite.
Tuesday, April 14, 2009
Colleague Sessions
My partner and I have been meeting occasionally to continue our work on the immigration unit.We have focused on the concept of adaptation and Alicia is creating lessons to illustrate how music and dance have adapted overtime and how ethnic music has and does influence music created in the United States today. She has been collecting songs and music that have either integrated ethnic music and created something new or a song that may tell a story of immigrants in America such as the Irish working on the Transcontinental Railroad or Blue Grass Music's roots, or Acadian Music and it's story. She will teach students traditional dance but have them create movements to music as well. She also plans to have the student compose music to go along with Haiku poems they write.
TPCK
Chapter 11
Guiding pre-service teachers
In TPCK
Pre-service Teaching Programs and Pre-service Teachers Face A “Wicked” Big Challenge The 21st Century needs a technologically competent society with the ability to solve problems, think creatively and be reflective. So, pre-service teaching programs and pre-service teachers need to possess the same skills and abilities.
It has been my observation that learning/teaching institutions are always behind what is happening in current society. We are still in large utilizing the factory model of education because it is what we experienced as learners. It is a challenge to change this way to education. We are also in a time where technology is still in its infancy so we are having to scramble to adapt as educators. The digital natives will bring their knowledge to higher learning settings and hopefully raise the bar just due to the skills they will already have. So I feel we are in that “in between time” where many professors and teachers in the classroom never experienced learning with technology. Even though there are many teachers learning as much as they can about technology they will always be playing catch-up, where the digital natives will eventually take on these leadership roles and the shift will take place. Not that it’s over at that point. As Isaac Newton pointed out we need to continually think on it.
The TPCK model offers an excellent reference for those of us in education today be it the K-12 classroom or the university. TPCK offers veteran teachers and pre-service service teachers guidelines for quality and balanced instruction. Teaching has become more complex and teachers need clear understandings about how to approach their subjects and their students. Technology will become second nature to teachers as time goes by but until that time, TPCK offers an excellent structure for pre-service programs and classrooms of today.
Chapter 11
Guiding pre-service teachers
In TPCK
Pre-service Teaching Programs and Pre-service Teachers Face A “Wicked” Big Challenge The 21st Century needs a technologically competent society with the ability to solve problems, think creatively and be reflective. So, pre-service teaching programs and pre-service teachers need to possess the same skills and abilities.
It has been my observation that learning/teaching institutions are always behind what is happening in current society. We are still in large utilizing the factory model of education because it is what we experienced as learners. It is a challenge to change this way to education. We are also in a time where technology is still in its infancy so we are having to scramble to adapt as educators. The digital natives will bring their knowledge to higher learning settings and hopefully raise the bar just due to the skills they will already have. So I feel we are in that “in between time” where many professors and teachers in the classroom never experienced learning with technology. Even though there are many teachers learning as much as they can about technology they will always be playing catch-up, where the digital natives will eventually take on these leadership roles and the shift will take place. Not that it’s over at that point. As Isaac Newton pointed out we need to continually think on it.
The TPCK model offers an excellent reference for those of us in education today be it the K-12 classroom or the university. TPCK offers veteran teachers and pre-service service teachers guidelines for quality and balanced instruction. Teaching has become more complex and teachers need clear understandings about how to approach their subjects and their students. Technology will become second nature to teachers as time goes by but until that time, TPCK offers an excellent structure for pre-service programs and classrooms of today.
Sunday, April 5, 2009
TPCK
Chapter 5
An Integrated framework for educating
world language teachers
Kim Fuller
4/4/09
Second language learning has been a topic of discussion at the elementary level since the adoption of the first Maine Learning Results. Only a few districts offer second language classes at the elementary level and slightly more at the middle school level.
It has been a debate as to how necessary second language learning is for our youngest students. I have always felt it would be a positive step. Just as mentioned in the arts chapter, learning a second language is a cognitive process and can only stimulate our young students’ brains. I strongly believe that our world is becoming more connected through technology and having a second language will only give our children more opportunities. My niece and nephew are being raised in Japan and are bilingual in English and Japanese. They can speak, read and write in both languages and are 11 and 9 years old. But the culture desires that their children to learn more than one language so there are strong programs in place starting at grade K. Japan is also a very technological society so technological integration is happening during instruction. Our society seems to be slower in seeing the importance. Particularly with English as our official language even though we have so many people in our country who speak other languages. Bilingual education is looked down upon which I feel is a huge mistake. So I feel our political leaders have placed a hindrance upon our society in regards to embracing second language learning in our schools.
Most second language teachers have the knowledge and pedagogy to instruct their students according to their needs. It’s just a matter of learning about how technology can enhance their instruction as in all the content areas we have been reading about. I find the Internet options for communication almost endless. Email, chat rooms, Skype, virtual tours of countries, cultural sites, etc. can all provide students with exciting ways to learn a second language. Technology can also provide students with learning opportunities at their particular level. It can also provide students with an audience and a purpose.
Chapter 5
An Integrated framework for educating
world language teachers
Kim Fuller
4/4/09
Second language learning has been a topic of discussion at the elementary level since the adoption of the first Maine Learning Results. Only a few districts offer second language classes at the elementary level and slightly more at the middle school level.
It has been a debate as to how necessary second language learning is for our youngest students. I have always felt it would be a positive step. Just as mentioned in the arts chapter, learning a second language is a cognitive process and can only stimulate our young students’ brains. I strongly believe that our world is becoming more connected through technology and having a second language will only give our children more opportunities. My niece and nephew are being raised in Japan and are bilingual in English and Japanese. They can speak, read and write in both languages and are 11 and 9 years old. But the culture desires that their children to learn more than one language so there are strong programs in place starting at grade K. Japan is also a very technological society so technological integration is happening during instruction. Our society seems to be slower in seeing the importance. Particularly with English as our official language even though we have so many people in our country who speak other languages. Bilingual education is looked down upon which I feel is a huge mistake. So I feel our political leaders have placed a hindrance upon our society in regards to embracing second language learning in our schools.
Most second language teachers have the knowledge and pedagogy to instruct their students according to their needs. It’s just a matter of learning about how technology can enhance their instruction as in all the content areas we have been reading about. I find the Internet options for communication almost endless. Email, chat rooms, Skype, virtual tours of countries, cultural sites, etc. can all provide students with exciting ways to learn a second language. Technology can also provide students with learning opportunities at their particular level. It can also provide students with an audience and a purpose.
TPCK
Chapter 10 The Role of TPCK in Physical Education
Kim Fuller
3/14/09
The role of technology has been a large part of the research, Olympic and profession athletic training. It is slowly trickling its way down to application in the area of physical education training of teachers and for assisting children in learning new skills.
This relates to the idea of digital divide and how different schools and districts allocated funds for adding technology to the area of physical education. In my building that is an elementary school, our students do use devices to monitor their heart rates and these help them understand how to adjust their physical output to maintain the healthy heart zone. Our Physical Education teacher also utilizes management programs to organize and share information with students and parents.
My experiences with physical education are limited to a couple volunteer coaching positions, one in soccer and the other in tennis. My experience in soccer was many years ago and I utilized books, posters and a couple videos to assist me with instruction and my students in learning basic soccer skills. My role as a tennis instructor was more recent and I utilized videos, DVDs and video taping to help the students. The challenge as stated in this chapter was having time and the equipment to give the students immediate feedback on their attempts at each skill. I certainly used the Internet as well to get fun ideas for our practice sessions. This was a volunteer position so that too limited what I could access on my own. What I was able to use did improve my coaching skills and helped communicate things to the kids that I was having difficulty communicating.
There are many new programs for the Wii which promotes physical activity and I hear my students talking about these frequently. This technology is important as our nation faces the rise in obesity rates. I also see Phys. Ed. Teachers using these programs to motivate their students to move. I see this as a first step in reaching the larger populations. I hope it works!
Chapter 10 The Role of TPCK in Physical Education
Kim Fuller
3/14/09
The role of technology has been a large part of the research, Olympic and profession athletic training. It is slowly trickling its way down to application in the area of physical education training of teachers and for assisting children in learning new skills.
This relates to the idea of digital divide and how different schools and districts allocated funds for adding technology to the area of physical education. In my building that is an elementary school, our students do use devices to monitor their heart rates and these help them understand how to adjust their physical output to maintain the healthy heart zone. Our Physical Education teacher also utilizes management programs to organize and share information with students and parents.
My experiences with physical education are limited to a couple volunteer coaching positions, one in soccer and the other in tennis. My experience in soccer was many years ago and I utilized books, posters and a couple videos to assist me with instruction and my students in learning basic soccer skills. My role as a tennis instructor was more recent and I utilized videos, DVDs and video taping to help the students. The challenge as stated in this chapter was having time and the equipment to give the students immediate feedback on their attempts at each skill. I certainly used the Internet as well to get fun ideas for our practice sessions. This was a volunteer position so that too limited what I could access on my own. What I was able to use did improve my coaching skills and helped communicate things to the kids that I was having difficulty communicating.
There are many new programs for the Wii which promotes physical activity and I hear my students talking about these frequently. This technology is important as our nation faces the rise in obesity rates. I also see Phys. Ed. Teachers using these programs to motivate their students to move. I see this as a first step in reaching the larger populations. I hope it works!
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