End of Class Reflections

Looking back at how I felt about using technology just four weeks ago (self-conscious), I see a big difference. I feel more confident about not only using the technology, but sharing it and talking about it without shrinking into a state of self-consciousness, for fear of sounding completely foolish by those who know how much I do not know. I think I can say I am beyond that, and willing to reach out to people who have the knowledge that can help me in my planning and development. Being vulnerable is not fun, and I think many people who are not comfortable, frequent users of technology feel perpetually vulnerable to being "exposed." Pushing past that has given me new confidence. I cannot wait to learn about what more is out there, and have difficulty even guessing what it may be!

The Computer Delusion

Todd Oppenheimer's article "The Computer Delusion," was an interesting read. He makes good points about the passive nature of technological fads in the classroom. However, the article is pre-Web 2.0, that is, an interactive use of web technology, and I can't help but wonder about how his article might have changed if written this year. And though this would likely have impacted his article some, I think his argument would have remained the same, which is that engaged, enthusiastic teachers and funding for programs such as the arts, vocational skills, and math, are essential components for a successful education program.

Technology cannot replace the foundations of development, including relationships, social skills, and interaction with one's environment. If these things are preserved in our educational system, technology can remain a useful tool to compliment and tease out these foundational skills. Used carelessly, or trusting in the magic of technology to the point of disengaging from the process, technology is just another passing fad, but with collateral damage previously unseen.

#8) Reflections On Class

We are beginning our second week--the last half of our class, and I am still feeling enthusiastic about the assignments & projects overall. I have been having fun learning how to use some of the new applications, and even more fun learning about free resources I can download to my computer, etc. Anything free is good! And any resource I can use for my personal fulfillment, or to make myself more effective as an educator & service provider, is worth a great deal to me. I don't have conversations with anyone about technology (educational or otherwise), and as an employee at a non-profit, it just doesn't come up much. I think I may have explained in previous posts that I pretty much try to figure things out for myself, and after attending this course, am finding out that I was not that far off from what others are doing. But I don't feel that figuring things out as I go along, (if I happen to stumble upon them) is good enough anymore. Sometimes I do feel that I am using technology for the sake of using technology, and that it is not adding any value to the lesson/objective. Sometimes I feel that I am on the right track--technology is necessary--but a power point or blog is not enough. I feel that I am getting much needed resources & tools from this course. I don't feel that it is missing anything, given that we are in an accelerated course. I can picture myself wanting to take more courses in educational technology in the future, in order to keep building upon the basic concepts and skills I am developing here.

At this point, I am feeling a bit crunched for time, and having trouble keeping pace with the assignments, but not because they are too demanding, but rather because I am juggling so many other things outside of school. The digital story is particularly difficult for me, simply because there are so many options, but the nature and accessibility of the photos are the limiting factor. I just don't have time to go out into the community to take illustrative photos of some of the projects I would like to do. BUT... I am inspired to do them at some point soon anyway. I love the digital story!

There are times when I wish we were getting more time to do the nitty gritty work during class time (but again, accelerated course, so I can see why it's not very reasonable). More and more resources, especially free ones, are highly valued!!! I know I will be referring back to the MD400 Resources page for a long time, and hope to find more through other students' links pages.

#7) Copyright Issues for Educators

Carelessness with copyright violation is very common among educators, and after doing the readings on this topic, I am cringing at all of the past transgressions I have made... One thing that strikes me as seriously lacking in the discussion regarding fair use for educative purposes, is the fact that most educators (whether formal teachers, social service providers, or even counselors) are hard-pressed for time, energy, and adequate resources. Instructors are often accountable for their time--given only a "class period" or two for all of their planning. If, hypothetically, they are to create and manufacture their own material, texts, images, and videos, most teachers wouldn't have much time for the classroom. And though there may be school districts that can afford and are willing to purchase many resources (software, videos, etc.), more often the case is that schools can barely manage the financial burdens placed on them to run modestly. I understand the need for copyright law, and respect many of the intentions behind it, however, I believe that every individual has the right to the best, least restrictive, most accessible education possible, and that access to software, images, music, and texts shouldn't be reserved for those who can afford it.

Ultimately, I understand what changes I need to make in the future when designing materials and presentations for instructional purposes... but I don't like it much.

UDL Concept Map

Universal Design Learning is a way of approaching pedagogy in a way that takes into consideration each students' needs--their learning styles, their abilities or disabilities, their ability to adapt to their environment or materials around them. I found this article to be very interesting from a special ed. perspective, because it lays the groundwork for equalizing all learners, and potentially de-emphasizing the labels affixed to each individual receiving services and/or accommodations. A framework that democratizes pedagogy, and adds value to educative experiences, is something worth discussing among teachers.

Standards (using technology to add value to the classroom)

Discipline Health and Safety, Grades 9-12

The standard I chose to work with for this class is Discipline Health and Safety, Grade Level: Grade 9-12. I do not currently work with k-12 students, but I do work with college-age men and women who participate in individual and group work largely based on independent living skills and social skills, and I feel that this standard fits into curriculum. These are topics that I don't teach at this time, however, they are embedded in the everyday "educative experiences" I encounter with my students in a variety of situations. At any given time, any staff member may be inducted as the crisis counselor of the moment, whether it is regarding employment, conflicts with peers, or a scheduling/organizational upset. Using digital imagery and Inspiration has the potential to be extraordinarily helpful to individuals on the autism spectrum. For the purposes of this assignment, I will work with the "Substance Abuse Prevention" standard, Demonstrate skills necessary to manage emotions, cope with stress, seek help for oneself and others, and locate intervention resources.

The use of digital imagery could be extremely useful--engaging, creative, even humorous, on the topic of managing emotions. I envision high school students approaching an opportunity to express themselves and their emotional/personal side with sincerity (whether reluctant or eager to share). First, as a class, we would review the variety of emotions a person may experience that could potentially lead them to use alcohol or drugs. After much discussion, and assigned reading, I would present the class with an example of how to use digital imagery to illustrate one of these emotions, such as stress. The example (and the assignment) would use an image as "self-portrait," such as using an actual digital photo of the individual, or another image to symbolize the self. The class would be assigned to create a self-portrait using digital imagery to illustrate a specific moment or time when they felt emotional (angry, sad, lonely, anxious, stressed, etc.), and provide a brief explanation of what triggered the emotion, what that state felt like (physically, mentally, etc.), and how the emotion was resolved (or whether it was resolved or not).

Next, each student would use Inspiration to create a concept map that will serve as a resource for them in the future. The map would be required to:

1. provide two emotional states they have experienced or experience on occasion,
   
2. clues to help the student recognize each emotion (for example, "hot in the face" would go along with anger),
3. strategies for remedying each emotion
4. resources for those strategies (for example, if doing yoga is a strategy, resources could include "yoga dvd at home," "yoga on youtube," "classes at _____," etc.

These two assignments would be presented and shared with the class, and possibly even printed up to serve as a student-created "manual to managing emotions."

I feel this assignment would foster self-reflection, problem solving, and shared communication. I would be very excited to present this assignment to a class.

A Lesson Learned.... oops!

Here is the photoshop image we worked on in class... resaved properly! I found the photoshop work to be very challenging, but mostly because I was working in a group setting, and losing pace with everyone else (therefore not listening/hearing each instruction). I think with time, I could become comfortable performing basic tasks in photoshop, but at this time, I would be nervous trying to accomplish something critical with a deadline.



I was unable to post my completed photoshop image, because blogger was unable to read the file format. I know what I did wrong. I did save the file name as a .jpg, however, I must not have exported it as a .jpg. I will try to correct this tomorrow in class, unless I can figure this out using another program!

Concept Mapping

Concept Mapping provides a visual platform for the creator's thinking process, whether it be derived from another source/text, creative brainstorming, or elsewhere. Maps are used as an organizational tool, offering the viewer visual/spatial information, rather than auditory or text alone. For many learners (in the classroom, or in a boardroom, etc.), these maps present the "big picture" by illustrating sub-topics and information in one space. They may enhance presentations, assist the creator in developing outlines for presentations/papers, or serve as a way to organize thoughts during group discussions. Here, the concept map is used to present Dexter's eTIPS, summarizing the article's main points.

If I had access to a program such as Inspiration while in grade school or high school (and especially undergraduate school), I believe I would have enjoyed the outline process much more. I am a visual and kinesthetic learner, and the process of creating maps such as these is engaging, stimulating, and fosters better comprehension of the meaning behind the word grouping/phrases. I wish I could access this at work, offering it as a problem solving tool to my students!

#3a

#3b (Blah, Blah, Blog...)

RE: Teddy Bears Blogging
I am not surprised to learn about this teacher's experience with blogging for classroom based learning in a second grade class. Blogging is a cheap, secure way to provide a forum for discussion--or other materials, for students. I have experience using blogs for educational purposes (as mentioned in my Dexter response), and would love to find meaningful ways to use them again. Each time I used a blog for my classes, I have used wordpress.com.

As for blogging... well, I used to think it was interesting, until it became clear that everyone has a blog... it's just a bit overwhelming. Millions and millions of blog posts, and trying to read any is like speed-dating. Unfortunately, we have to exercise interest and motivation to participate in the process. Search, sort, and then read. Ugh, the reading. At first, it seems a worthy trade-off: your time for an interesting, imaginary friend of sorts. Then it becomes clear, that there is just a lot of stuff you are not interested in. But (as in dating) to get to the good stuff, you have to spend otherwise valuable time sorting through the over-saturated pool of blog-material.

I am bothered by the use of blogs as marketing tools--yuck, pituey! However, I enjoy the unwritten rule that there are no rules, and magically, I am writing a blog RIGHT NOW!!! And I am not overly concerned about anything, because in blog-land, we are not really ourselves, we are better than ourselves. We have an audience (we hope), and yet we are alone.

I have created blogs for my work (more than once), and I recently started a blog, something I promised myself I would do before returning to work after maternity leave. It's been about 3 months since I have posted anything, and to my dismay, I have had only one visitor. It turned out to be my husband. What are the odds??

Post #2 (Reflections About Technology)

Right now, I am feeling more curious than ever about using technology, and less inhibited by my fears of looking foolish--or breaking something. I am also newly curious, because where I was once judgmental about the overuse (so I thought/think) of technology, I now see it as opportunities for new freedoms. "Freedoms" might mean making life, or a task, easier, more accessible, more mobile, or "freedom" may mean expanding choices or opportunities for self-expression.

I am old enough to have once thought "I don't need to learn how to use a computer. I don't like the idea of it, and I will get along fine without it." (old-timey is cool!) But then college and employment began to prove otherwise. So, partially (or maybe mostly) out of stubbornness and ego (fear of looking clueless), I continued to resist the idea of technology, though in reality, it was slowly leeching into my life. And though I still don't understand the level of psychological, financial, and social sacrifice offered by so many in the modern world, I am finally truly interested in learning more about technology. Much of this new curiosity comes from the context of teaching, and looking for new ways to reach my students, and assist them in the process of becoming independent. Because I work with young adults, and also because I work with young adults on the autism spectrum, I am facing unique challenges: how to become relevant, how to motivate, how to connect, how to communicate, how to prepare...

Through these attempts, I have learned--and am comfortable with, but not as adept as I'd like to be--Power Point, Internet, blogs, Word, bubble maps, you tube, simple photographing, using a video recorder (old fashioned tapes), cartooning sites, and more. I feel that because I have simply figured these things out as I went along, for survival's sake, that I am missing out on a lot. I would love to learn about all the things I have never heard of, such as a "wiki." What is a "wiki?" I am extremely excited about this class, mostly for professional purposes, but for personal as well. I think I will feel comfortable admitting to what I don't know, and asking for assistance when I need it. (This is something that is much more difficult for me to do at work--I feel like an impostor.)

Dexter Response

Dexter provides a good overview of the questions that instructors should ask when utilizing technology. That technology is new, should not be the reason to use it; rather the value that the technology can add to reaching the instructor's learning goals. I found the questions Dexter provides to be very useful, and I wish I had a more thorough and thoughtful approach to an attempt I made a couple of years ago to implement a "new technology" into my classroom.

In an effort to provide my students with a private, interactive "home base" for resources, information, and documents, I had them each set up a blog, where they used privacy settings so that no one could access their blog other than myself and other program staff. The idea was that once they graduated from their program, they could readily access much of the work we did over the semesters (personal organization is frequently a problem for my students, and tend to lose papers, etc.), as well as other resources to assist them in their on-going process of finding employment, etc. I also thought that by using a "blog," self-motivation would have increased. Unfortunately, the obstacles experienceed by my students using these blogs outweighed any potential added value. Additionally, I did not have the interest or support of other program staff that would have been necessary to keep the use of the blogs afloat and relevant. My eagerness to implement a new method in order to solve an ongoing issue for my students caused me to lose sight of the fact that ultimately, staff would not have time to track another organizational system outside of the current (and more critical) one in place. This experience serves as an illustration of how reflection and consideration of Dexter's eTIPS may be of value in my future attempts to use technology in the educative experience.

My First Post

This is my first blog post. I am so excited about this class!