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The technologies that we have been presenting and learning about in class undeniably change the face of education, especially for us because we will be very much apart of it within the next few years. We talk about how it is important to incorporate technology into the classroom for all of its greatness, and I happen to absolutely agree. However, since we have one leg over either side of the fence it is almost hard for us to imagine an education without paper and pencil. I think we all understand though, that it can’t all be technology. We’ve seen some amazing resources for children to use, and we’ve also looked at some awesome applications for teachers to use in their classroom. Through many demonstrations, we know that choosing the right technology for class and having some degree of control is invaluable for students. However, I wanted to talk a little bit about teachers, and the technologies reserved for them.

Thus far, in class and even in my experiences at placement, I’ve seen numerous different kinds of platforms for teachers. I’ve seem some dedicated to math, some dedicated to english, and so on. I’ve even seen some of my teachers go around with iPad’s filming students and their work. Bottom line is that it is extremely distracting, and disruptive. Stopping your conversations to get a good video to present to parents to track their child’s growth isn’t as authentic as one would hope for. Also, having different platforms for so many different things also puts a lot of work on the teacher. What if there was some sort of platform that embraced all of these daily teacher tasks? Oh, that’s right, as if I forgot. It’s the 21st-century, it’s already created! Schoology is an awesome tool for teachers to use within the classroom because it literally takes all of the benefits from other sites and ties them cohesively into one big resource. Teachers can communicate, test, grade, manage attendance, assess students performance, shared learning globally or locally. It is literally amazing. I also think it takes away from the disruption of constantly switching platforms. All in all, I think this would solve all of the problems that I’ve mentioned earlier in this blog!

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For this post, I will be focusing on the tech report. Schoology seems like a great way for new teachers to organize their years work using technology. This tech assists the teachers who have a hard time staying on task, or when they lose their work! This can be very helpful to have all information on one platform for access any time, any where instead of just having it on your desk, or filed away in the classroom.  This learning management is very user friendly.

Students are able to use Schoology as an organizer and calendar for their due dates, grades, and assignments. This can help students who are not organized and forgetful, by having this as back up if needed. Depending on the age, parents can get involved and could possibly access the dates for their assessments to help the students succeed. Students can also look at their grades and engage in discussion with their peers. This is another great platform that incorporates teacher to student, and student to student learning and communication.

I believe this app helps teachers by setting them up for success. If teachers integrate technology within their own means and work, then teachers will be more comfortable and willing to use it as a tool of instruction in their classroom.

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Blog Post #2 – Ashley Campbell 

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Blog Post #2 – Ashley Campbell 

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This week’s discussion revolved around the topic of whether technology is a useful instructional and learning tool in the classroom. Personally, I advocate for technology in the classroom, as I believe it is an effective resource for teachers as well as an effective means to successful student learning. Schoology is a learning management system, designed for all types of users. The app has “embraced digital learning,” and with that provides a means to educational success. Schoology assists the teachers who may not be the most comfortable with technology integrate digital learning into their lessons.
Some interesting key points about schoology is that it makes one-on-one learning a reality; with schoology, students are given the opportunity to enhance communication with the teacher, which leads to higher motivation, increased comfort, increased quality in work, and overall builds a stronger teacher-student rapport. The effective impact technology has on today’s classroom has been significant. Technology has changed the dynamics of the classroom. The constant emerging technology is evolving the way teachers teach, and thus the way students learn.
I believe we must engage in these resources in order to enhance our lessons and provide effective strategies for student success. By embracing and integrating technology in the classroom, we are setting our students up for a successful life outside of school. We, as teachers, have a responsibility to teach students about life skills as much as academics. Technology changes by the minute, and as educators we need to keep up with the times in order to best prepare our students for this ever-changing world that we live in. While we just saw how integrating technology into the classroom has its benefits, it’s important to note that traditional learning processes are just as essential.

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Blogging this round was interesting.  I was both encouraged and inhibited by technology while completing this assignment.  Due to faculty scheduling and presentations needing to carry on -even if there wasn't a brick and mortar, physical class-  groups were tasked with posting their work online.

The heavy reliance on technology to fulfill the expectations of the assignment made for a bit of a stress inducing experience.  It was incumbent on the teacher candidate to ensure access to the internet and a device, as well as the time and conducive work space to view the video/powerpoint and be able to make notes to write a blog.

Unlike reading a book on the subway or showing up to class and listening or participating in a session, plans had to be made and accomodated for to be able to ensure adequate time and space to watch the work completed by the other groups.

In this case, both presentations were easily viewed on my mobile device and only required wifi or a good phone plan with data.  The difficulty lay in the maneuvering and navigating on the Padlet site.  Friendly and aesthetically pleasing it may be, but easy to scroll through and locate articles or past posts, it is not.

This week, one of the groups chose to showcase and explain the application called, "Schoology".  It seems like a very useful and helpful tool for teachers, which appears to satisfy most, if not all, the requirements a teacher would find necessary when introducing an application to their students, families, peers, and the administrators of their institutions.

In this, the last week of classes, we have seen and been introduced to many applications throughout the term.  Each one has a special feature that differentiates themselves from the others and each use slightly different language or approaches to their functions.  For the most part, they are all very similar with ties to curriculum, communication functionalities, and child friendly interfaces.

What struck me about Schoology is it effective levels of security.  When all else in these sites and applications are similar, it needs to be the backend of their functions, the behind the scenes elements that will make discerning teachers interested.

Yes, of course, the site allows for the submission and resubmission of assignments, it houses a grade book, allows for students, parents, and teachers to all communicate with each other.  But, what it does best is emulate many social media networks and presents it in a safe, moderated, encrypted, and password protected environment.

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Aliesha, Brandon, Caroline, Daniela, Gianluca, and Jen

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This past weeks class emphasized the importance of STEM and how it delivers the curriculum. I personally found the presentation on the NHL stem based learning platform to be useful and informative. I like that it takes a Canadian sport and uses it to connect to students using math, science engineering and technology.

There are also many opportunities for cross curricular learning involved. For example, using geometry to calculate angles of taking a shot and also at the same time using scientific knowledge to explain inertia and force required to calculate the distance to make the pass. A lot of problem solving, inquiry and practical skills are developed through this program. It is definitely more suited for the higher junior grades and lower intermediate.

In the near future, I can see myself using this type of learning platform to find a different way to engage students and cover the requirements of the curriculum. Inevitably teachers will need to incorporate technology in a bigger way and by the time we settle into our careers, the curriculum expectations will most likely be updated to reflect the modern learning environment.

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Blog Post- Mirna Rofaeil

Today’s students are tomorrow’s leaders. STEM Education, a concept that was discussed in our previous tech class refers to Science, Technology, Engineering, and Mathematics Education. I believe that building education around STEM areas is very important for our students. It prepares them to succeed in the future by making sure that they are well versed in these subjects.

Students are extremely curious and motivated to learn. So gradually but firmly establishing an interest at an early age could spark a lasting desire to pursue a career in any of these fields in the future. Also, engaging students in hands on, authentic learning allows students to be much engaged in what they are learning. In my opinion having a well rounded curriculum that is hands-on is the best way to ensure that students are exposed to math, science and technology throughout their educational career.

During my placement, I was in a grade 4 classroom, my students were building a city using 3D shapes that they built themselves using a 3D printer. Anyone who was in that classroom could see how much those kids were excited to work on this project. They were truly learning all about 3D shapes, using technology, and building a whole city collaboratively with their peers. These are all skills that they will need when they grow up. This project has definitely sparked their interest and desire to learn more and dive deep into the subject they were learning.

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Blog Post cont.... Sandra Emer

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Group A: Tech Report for April 18, 2016 - Presentation on "Schoology Inc"  By Amanda Longobardi, Ashley Liposcak, Anna-Maria Guida, Maryanne Kirby, and Alex Iannicca

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Group A: Tech Report for April 18, 2016 - Presentation on "Schoology Inc"  By Amanda Longobardi, Ashley Liposcak, Anna-Maria Guida, Maryanne Kirby, and Alex Iannicca

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https://goo.gl/F8rJ76

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You can totally post a powerpoint to padlet.

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Today in class group D presented their tech report on future Goals. This website is operated by the National Hockey League (NHL) and is connected to specific provincial curriculum expectations. I believe that having a website that not only focuses on learning though playing a game but it is connected to the Ontario curriculum is very beneficial towards student learning. Future goals focus on providing activities based on the STEM learning approach. STEM learning is a short form for science, technology, engineering and math. The STEM approach is a new viewpoint that focuses on providing activities that are based on these subjects. A future goal is one of many websites that focuses on the STEM approach.

Although this website is a great tool that is connected to the specific provinces curriculums, i do feel that there are some drawbacks. Being a person who doesn't understand the game of hockey to is interested in it may not be the best player for the this website. With that being said this website would be a fabulous fit for a hockey player that may have challenges staying focused during class.

In my teaching assistantship I was placed in a grade 5 high performance classroom that had several hockey players. These particular students would have benefitted from this program.  Providing resources that attract the student’s attention and engage their learning is a better outcome in the short and long term. Students are more eager to participate and work on an activity that they want to work on. From this, providing proper resources that engage students learning is the most beneficial learning.

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Hockey Scholar: Future Goals was created by the NHLPA (National Hockey League Players' Association) and is designed for students in Grades 4-7.  It teaches the STEM subjects (science, technology, engineering and mathematics) through real life examples in hockey.  It's a great tool for students who are passionate about hockey!

Video link exploring the Hockey Scholar modules and program.
https://vimeo.com/132331177

Link to official website of Hockey Scholar
http://futuregoals.nhl.com/about/#educators

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Maryanne Kirby Social Media: "FUTURE GOALS" DIGITAL ONLINE PROGRAM

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Maryanne Kirby Social Media: "FUTURE GOALS" DIGITAL ONLINE PROGRAM

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With every tech class that goes by, I am constantly learning new and enlightening tech information; whether it be the misconstrued information between teachers and technology, the downside of traditional approaches to education by limiting technology instead of using it as a transformative tool, the re-conceptualization of a productive relationship between the two, or apps to enhance education. I feel I have been constantly furthering my constructivist mentality on the positive relationship between technology and education, as opposted to the negative. Not being personally tech savvy in the SLIGHTEST, it has been and still is a slow but necessary process of understanding how to properly utilize the tools to facilitate the best education for each subject, and how to best utilize teachers for doing things technology cannot.

We learned  about two new apps during this lesson (which is always my favourite part of the lesson by the way): AirServer and Team Shake. AirServer is an app that mirrors the display from iOS devices through AirPay receiver, as well as all Windows and Android devices through Miracast receiver. This app exercises freedom of the device choice, making it extremely convenient. It provides a platform to easily show content online and offline, furthering the engagement and interaction of the class. Team Shake was the second app introduced to us. This app is used for randomly selecting names to create teams or to select an individual name. On Team Shake you can create rosters by manually entering names or by importing a list of names. When you are ready to choose teams, you must select the number of teams that you want created, shake the ipad or iphone, and teach person is randomly assigned to a team. This app would be useful for teachers in selecting groups for classwork, teams, or sporting events. The main benefit of Team Shake, besides the randomness convenience of the selection, is that it can be tailored to students needs and abilities. This proves valuable for differentiated instruction and different learning abilities.

The group presenting the chapter took a constructivist approach to their presentation of the chapter, with a short, to-the-point summary of the one size fits all curricula of which the current one is designed, and began a discussion about whether its effective or not and why. We were then asked to create our own curriculum for a personalized school, emphasizing subjects, schedules, classroom layouts, etcetera  we found would optimize effectiveness in the classroom. This was an interesting activity in which we had to challenge the outdated model of instruction and place emphasis on, and eliminate areas we deemed unnecessary.

This chapter discusses personalized learning, a non-linear approach to individualizing learning objectives and teaching methods. Personalized learning elements include environment, intervention, the support of student needs, quality up-to-date teachers (21st century constructvist approach, technology, etc), goal-setting, tracking, and assessment. I will most definitely implement a collaborative learning environment in my classroom, seeing the increasing importance of it during this day in age, an age of a rise in technology, and emphasis being placed on progressive education.

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SOIAL MEDIA COMPONENT.

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https://twitter.com/btenta/status/714198172642451456

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Blog for Monday March 21, 2016- Ashley Liposcak

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Blog for Monday March 21, 2016- Ashley Liposcak

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On Monday's class the tech report group presented two apps called " Air Server" and "Team Shake." I've never heard of these apps before, so I thought it was pretty interesting to learn about them and see exactly how they work. For Air Server, as a teacher you would be teaching to the needs of 21st century learners, as this integrates technology into the classroom. This keeps students engaged, and the app allows them to share their work with the teacher. The teacher can monitor what the students are doing because the teacher can view what they are working on from their own laptop/tablet. The use of this app definitely ties into a paperless classroom, since using this app does not require you to use any paper. Another bonus of this app that I liked was the students do not need to get up from their desks to see the teacher and show him/her their work. This saves time and also if certain students are shy or intimidated by going up to the teacher's desk to ask him/her a question, or just to show the question they completed, the teacher can already see the work without having the students go up to his/her desk to show him/her. An interesting point brought up by the tech group was that if technology is not working for you, such as the SMART board is having issues connecting, you have the benefit of viewing it on your laptop.

The next app which was Team Shake was super neat. It is an app that chooses teams/groups for you. This is great and saves the time of deciding how you will choose groups for projects/assignments. It is also a strategic way of grouping students instead of students choosing their own groups, avoiding the issue of students not being chosen for a group. The app shows the students profile, and if a student is absent that day, it would not put that student in a group. You can organize how you want to set up your students such as grouping them with their strengths in certain areas. You can set up teams by gender, or at random. You can set it up, so there are at least two girls per group, instead of having one girl among a group of boys, resulting in a more fair grouping option. Another aspect of this app that I liked was that you do not need to scan the room and choose who you are going to pick to answer a question. The app will randomly choose for you. Finally, I liked how you can add your own rules, so if you do not want certain people to be put in a group, the app will remember the information that you put it in for the next time as well.

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Anna-Maria Guida's Blog for Monday March 21, 2016

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Anna-Maria Guida's Blog for Monday March 21, 2016

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“PERSONALIZED CURRICULUM”

In this week’s class we talked about the pros and cons of a personalized curriculum in a primary junior classroom.  We were divided into groups to create our own personalized curriculum, having the chance to develop our ‘ideal classroom’ with no boundaries.  It was interesting to see the results of each group. One thing I noticed from every groups creation of their ‘ideal classroom’ was that the integration of technology in the classroom did not change. Yong Zhao’s, Gaoming Zhange, Jing Lei , Wei Qiu’s text, Never Send Human to do a Machine’s Job, states: “Technology has made it both necessary and possible to reimagine one of the most untouchable elements of traditional schooling: the curriculum.”  I do not believe this was represented in the group examples of the ‘ideal classroom’.

Many people of this day argue that the Ontario curriculum is a one-size-fits-all representation of students learning goals.  The textbook explains that in lieu of this ‘one-size-fits-all’ curriculum, students and teachers can develop an emergent curriculum that is based on students’ interests, passion and strengths.  There is no doubt that this personalized education plan installs ownership of learning to students BUT I believe this responsibility does not have to go as far as an emergent curriculum.  I personally do not think it is necessary to create individual curriculums for each and every student, especially at a primary/junior level.  Students this young don’t even know what they are into yet, therefor why is it necessary to create a curriculum for a student based on their interests when the following year their interests may change resulting in creating a whole new curriculum for the student.

I believe students interests can be fostered in other ways other than creating an entirely new curriculum for each student. To start, I think a research course should be developed and mandatory in the school board.  Within this course, students will have the opportunity to research and develop their own assignment on what ever interests them.  Whether it is videogames, dance, cooking, or sports, the student will take ownership their own learning based on their interests and passions.  This course could have no boundaries allowing the student lead their own pathway of education.

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Amanda Longobardi's Blog for Monday March 21, 2016

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Amanda Longobardi's Blog for Monday March 21, 2016

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I found today’s tech report on Team Shake to be informative based upon the fact that it relates well to the theories addressed in Yong Zhao’s, Gaoming Zhange, Jing Lei , Wei Qiu’s text Never Send Human to do a Machine’s Job. According to Zhao, Zhange, Lei, and Qiu (2016) they argue that “To realize personalized education, schools need to go through some structural transformations...Students  can elect to attend lectures, participate in discussion groups, and join working teams that reflect their interests and abilities” (p.117). Having been introduced to Team Shake, one is able to learn how teachers can achieve this goal successfully through using Team Shake within their classroom environment. Within the presentation of Team Shake, the group members stated that the app possessed the ability to allow teachers to “group their students according to the needs and abilities of students, in a balanced manner” (Group Presentation, Niagara University, March 21, 2016). Upon recognizing this advantage, one is able to notice how well this app encourages “...personalized education...” (Zhao, Zhange, Lei and Qiu, 2016 p.117) as the students are given the opportunity to be paired alongside other students that will help them to become motivated and inspired to complete assignments that should be designed to best cater to students “...interests and abilities...” (Zhao, Zhange, Lei and Qiu, 2016 p.117).

Through my experiences working with a variety of students, when teachers created groups within their classrooms, often many students expressed that they were paired with other students whom they worked with several times before, as they also felt that they were given repetitive assignments to complete. Throughout observing various student reactions towards their assigned assignment, I was able to witness many failures with this approach. Provided that the assignments had not been ones that offered much  variety in terms of the way it was to be completed or presented, students failed to truly express their creative and intellectual “...abilities...” (Zhao, Zhange, Lei and Qiu, 2016 p.117). Due to this observations, I also noticed that the learning was also negatively impacted as a result based on the fact that the students did not show a great deal of enthusiasm when it came to completing the assignment, mainly because they also found the assignment to be of little “...interest...”(Zhao, Zhange, Lei and Qiu, 2016 p.117) to them. Therefore,  what was meant to be a rich learning experience for students easily became a meaningless one, based upon the fact that some of their assignment  was not what the authors would describe as delivering  “...personalized education...” (Zhao, Zhange, Lei and Qiu, 2016 p.117). As for the process of creating groups, students were also placed at a disadvantage as many felt that they were doing the majority of the work, in comparison to others in their group. Being informed on Team Shake allowed me to notice how this app would help to elevate some of these issues provided that it offers a “...balanced...” (Group Presentation, Niagara University, March 21, 2016) approach through allowing some students to be paired with peers that they got along with as well, so that they did not feel overburden while trying to maintain healthy relationships with all students.

As a teacher candidate, I look forward to implementing a “...personalized education...” (Zhao, Zhange, Lei and Qiu, 2016 p.117) within my classroom as to ensure that my students receive meaningful thus quality education. I will also consider using apps such as Team Shake to promote diverse groups that work to benefit the students in the classroom, in effective and significant ways to furthermore enhance their learning experience.

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Group D-Social Media Contribution-Aliesha Dawda

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Group D-Social Media Contribution-Aliesha Dawda

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Grade 6 - Visual Arts (Sandra, Aliesha, Mirna, Ashley C.)

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Grade 6 - Visual Arts (Sandra, Aliesha, Mirna, Ashley C.)

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ARTS
OVERALL EXPECTATIONS:
D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies;

D2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts.

Specific Expectations
D2.3 demonstrate an understanding of how to read and interpret signs, symbols, and style in art works

D2.4 identify and explain their strengths, their interests, and areas for improvement as creators, interpreters, and viewers of art

D3.2 demonstrate an understanding of key contributions and functions of visual and media arts in various contexts at both the local and the national levels

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Grade 5 Literacy technology expectations (Stuart, Amanda, Brandon)

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Grade 5 Literacy technology expectations (Stuart, Amanda, Brandon)

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Oral

Extending Understanding

1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them (e.g., relate the content of an oral presentation to that of books, articles, movies, television shows, or videos on the same topic; discuss issues related to the topic of an oral text; use role play and drama to explore ideas, emotions, or issues presented in oral texts)

Visual Aids

2.7 use a variety of appropriate visual aids (e.g., posters, charts, maps, globes, computer-generated organizers) to  support or enhance oral presentations (e.g., use ministry-licensed software to create a Venn diagram to compare two

different biographies)

Reading

Overall Expectation

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

Reading for Meaning

Variety of Texts

1.1 read a variety of texts from diverse cultures, including literary texts (e.g., short stories, poetry, myths, culturally focused legends, plays, biographies, novels), graphic texts (e.g., graphic novels, hobby or sports magazines, advertisements, logos, atlases, graphic organizers, charts and tables), and informational texts (e.g., editorials, reports, biographies, textbooks and other non-fiction materials, print and online articles, personal electronic and online texts such as e-mails)

Purpose

1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes (e.g., an online or print encyclopedia article for background information, dictionaries to clarify word meanings, biographies for information about authors or historical figures, print and online newspapers/magazines for information on current issues, e-mail and text messages from friends)

Demonstrating Understanding

1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details (e.g., topic sentence and supporting points in paragraphs, reports, online and print newspaper articles, restaurant or cafeteria menus; theme and supporting plot details in short stories, myths, and fairy tales)

Understanding form and style

Text Features

2.3 identify a variety of text features and explain how they help readers understand texts (e.g., indexes, maps, charts, lists, photographs, menus, glossaries, tables of contents help the reader locate and verify information)

Reflecting on reading skills and strategies

Interconnected Skills

4.2 explain, in conversations with peers and/or the teacher or in a reader’s notebook, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read (e.g., viewing a television program or video about a topic before reading a text on the same topic builds background knowledge, introduces content-specific vocabulary, and offers a different perspective on the topic)

Writing

Developing and organizing content

Purpose and Audience

1.1 identify the topic, purpose, and audience for a variety of writing forms (e.g., a poem or song on a social issue for performance by the class; a formal letter to the teacher outlining their opinion on eliminating soft drinks from the school vending machine; an article explaining the water cycle and including a flow chart, for an online student encyclopedia)

Research

1.3 gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources (e.g., interview people with knowledge of the topic; identify and use graphic and multimedia sources; keep a record of sources used and information gathered)

Classifying Ideas

1.4 sort and classify ideas and information for their writing in a variety of ways (e.g., by underlining or highlighting key words or phrases; by using a graphic organizer such as a web or ranking ladder)

Using Knowledge of form and style in writing

Form

2.1 write longer and more complex texts using a variety of forms (e.g., a biographical sketch, based on research; a report, including research notes, describing the effect of the natural environment on an early civilization; an outline of the procedure for becoming a Canadian citizen; an explanation of how a human organ system functions, using pictures, captions, and notes; a review of or commentary on a book, movie, or video game; a myth using themes identified in reading; a pamphlet on a socially relevant topic they have studied this year)

Revision

2.7 make revisions to improve the content, clarity, and interest of their written work, using a variety of strategies (e.g., use coloured pens and/or cutting and pasting to identify and move chunks of text that need to be reordered; add or substitute words and phrases, including vocabulary from other subjects and figurative language such as similes and personification, to achieve particular effects; adjust sentence length and complexity to suit the audience and purpose; check that language is inclusive and non-discriminatory)

Vocabulary

3.3 confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose (e.g., locate guide words, word meanings, spelling charts, pronunciation keys, schwa symbol, idioms, inflected forms, and information about word origins in online or print dictionaries; use a variety of thematic dictionaries such as a bilingual dictionary or a crossword dictionary; use a thesaurus to find alternative words)

Media Literacy

OVERALL EXPECTATIONS

By the end of Grade 5, students will:

1. demonstrate an understanding of a variety of media texts;

2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

4. reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

By the end of Grade 5, students will:

Purpose and Audience

1.1 identify the purpose and audience for a variety of media texts (e.g., this sitcom is designed to appeal to teenagers; this comic book is designed to appeal to younger girls; this CD-ROM contains information for people interested in sharks) Teacher prompt: “Who is this work intended/not intended for? What evidence in the work tells you that?”

Making Inferences/Interpreting Messages

1.2 use overt and implied messages to draw inferences and construct meaning in media texts (e.g., overt message in an advertisement showing the product’s user surrounded by friends: This product is so

good that you and your friends will all like it; implied messages: Using this product will make you popular; not using it may make you an outsider; popularity is based on having the right things) Teacher prompt: “What are the overt and implied messages conveyed by this T-shirt, which displays the logo of a popular rock band? Is the implied message more powerful than the overt message? Why, or why not? Do you think this T-shirt sends a message about the person wearing it?”

Responding to and Evaluating Texts

1.3 express opinions about ideas, issues, and/or experiences presented in media texts, and give evidence from the texts to support their opinions (e.g., explain why they think the coverage of an event by one media news source is more interesting and/or more reliable than the coverage of the same event by another source; defend an opinion about whether a media text that excludes groups such as girls or racial or ethnocultural minorities is sending a harmful message)

Audience Responses

1.4 explain why different audiences might respond differently to the same media text (e.g., identify some  different responses to their favourite music and suggest reasons for the differences) Teacher prompts: “What do you think of this media text? Who might agree or disagree with your opinion?” “How does gender/age/culture seem to influence people’s choices? Give examples.”

Point of View

1.5 identify whose point of view is presented or reflected in a media text, ask questions to identify missing or alternative points of view, and, where appropriate, suggest how a more balanced view might be represented (e.g., this documentary about various athletes does not include athletes who have physical disabilities; another character could be included to represent their experience) Teacher prompt: “Whose point of view is missing in this media text? How could the text be changed to include that point of view?”

Production Perspectives

1.6 identify who produces various media texts, the reason for their production, how they are produced, and how they are funded (e.g., publishers produce magazines for specific audiences to entertain, inform, and make money, using funds from sales and advertising; music companies produce CDs to entertain and make money, using funds from direct sales) Teacher prompt: “What are the different professions that would be involved in

producing a newspaper? A CD? How much would it cost to produce a newspaper or a CD? How could we find out?” By the end of Grade 5, students will:

Form

2.1 describe in detail the main elements of some media forms (e.g., television talk show: host, studio audience, guests, commercial breaks; news broadcast: news anchor, reporters, video clips, commercial breaks; television sitcom: standard set, regular cast, visiting actors, laugh track, plot problem and complications, happy ending)

Teacher prompt: “What do you expect to see when you watch a sitcom that you don’t expect in a talk show?”

Conventions and Techniques

2.2 identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning and influence or engage the audience (e.g. newspapers: separate sections for international/national news, sports, entertainment, and local events to appeal to a wide range of interests; headlines, photographs with captions, and graphics to add human interest and impact; photographs of columnists to signal that they are expressing a personal opinion) Teacher prompts: “In what ways are the layouts of these two newspapers similar? In what ways are they different? Can you suggest reasons for the similarities and differences?” “How many sections are there in this newspaper? What sorts of advertisements appear in the different sections? Can you explain why they differ?” By the end of Grade 5, students will:

Purpose and Audience

3.1 describe in detail the topic, purpose, and audience for media texts they plan to create (e.g., an advertising campaign to encourage students to participate in a charity drive) Teacher prompt: “What do you want to say? Who is your audience? How do you want to influence your audience?”

Form

3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create, and explain why it is an appropriate choice (e.g., a pamphlet or newsletter to inform parents, teachers, and students about environmental initiatives taken or planned by members of the school community) Teacher prompt: “Why would a pamphlet or a newsletter be better than a poster to communicate this message?”

Conventions and Techniques

3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create, and explain how they will use the conventions and techniques to help communicate their message (e.g., the components of the dinner menu for a restaurant: different sections for each course, descriptions of ingredients, catchy titles for different dishes, and prices are included to interest diners in the various dishes and give them information they need to make choices) Teacher prompt: “In what ways would a menu for a fast-food restaurant differ from a menu for a fine-dining restaurant?”

Producing Media Texts

3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques (e.g., • a T-shirt to be worn by a character in a story or television show • a pamphlet on a socially relevant topic they have studied this year • a collection of images (downloaded, clipped, or scanned, as  appropriate) from various sources, such as magazines, the Internet, newspapers, or textbooks, to illustrate a topic from a cross-curricular unit of study • a flyer/poster, created using software, to advertise a school event • a mock television commercial for a food product, drink, or item of clothing • a news broadcast about a topic – such as immigration – from a cross-curricular unit of study • a breakfast, lunch, or dinner menu for a restaurant depicted in a novel, short

story, or film)

By the end of Grade 5, students will:

Metacognition

4.1 identify, with some support and direction, what strategies they found most helpful in making sense of and creating media texts, and explain how these and other strategies can help them improve as media viewers/listeners/producers Teacher prompt: “Reflect on the media product(s) you have created. What did

you learn from the process? How will that influence your next effort?”

Interconnected Skills

4.2 explain, with some support and direction, how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts Teacher prompts: “How are reading, viewing, and listening similar? How can your strengths in one area help you in another?” “How can listening to a music soundtrack help you understand the feelings of a character?” “How are talking, writing, and creating media texts similar? How do strengths in one area help you in another? How can writing skills help you in producing media texts?”

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Grade 5: Curriculum Expectations where Technology can be used - Data Management (Yuri, Andrea, Alex)

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Grade 5: Curriculum Expectations where Technology can be used - Data Management (Yuri, Andrea, Alex)

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Overall Expectations:

• collect and organize discrete or continuous primary data and secondary data and display the data using charts and graphs, including broken-line graphs

• read, describe, and interpret primary data and secondary data presented in charts and graphs, including broken-line graphs

Specific Expectations:

• collect data by conducting a survey or an experiment (e.g., gather and record air temperature over a two-week period) to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements

• Collect and organize discrete or continuous primary data and secondary data and display the data in charts, tables, and graphs (including broken-line graphs) that have appropriate titles, labels (e.g., appropriate units marked on the axes), and scales that suit the range and distribution of the data

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Grade 3 Overall Expectation:

VISUAL ARTS -  Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts.

Technology within the Arts Curriculum:

Grade 6: VISUAL ARTS D1 - Creating and Presenting: apply the creative process (see pages 19–22) to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies;

Grade 7: VISUAL ARTS D1-  Creating and Presenting: apply the creative process (see pages 19–22) to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies;

Grade 8: VISUAL ARTS D1- Creating and Presenting: apply the creative process (see pages 19–22) to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies;

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Grade 1: Earth Day (Maryanne Daniela, Caroline, Gianluca)

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Grade 1: Earth Day (Maryanne Daniela, Caroline, Gianluca)

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Science Overall Learning Expectations

·        1. Assess the role of humans in maintaining a healthy environment

·        2. Investigate needs and characteristics of plans and animals, including humans

·        3. Demonstrate an understanding of the basic needs and characteristics of plants and animals, including humans

Specific Learning Expectations

·        1.1 Identify personal action that they themselves can take to help maintain a healthy environment for all living things, including humans

·        1.2 Describe changes/problems that could result from the loss of some kinds of living things that are part of everyday life, taking different points of view into consideration

·        2.2 Investigate and compare the basic needs of humans and other living things, including the need for air, water, food, warmth, and space, using a variety of methods and resources

·        3.1 Identify environment as the area in which something or somebody lives

·        3.4 Describe the characteristics of a healthy environment, including air and water and nutritious food, and explain why it is important for all living things to have a healthy living environment

·        3.5 Explain and describe how showing care and respect for all living things helps to maintain a healthy living environment

·        Learning Goal: Students develop a respect for the environment while learning the impacts of humans, and why this respect is necessary

Social Studies Overall

·        B.2 Inquiry: use the social studies inquiry process to investigate some aspects of the interrelationship between people and different natural and built features of their local community, with a focus on significant short- and long-term effects of this interrelationship

B2.1 Formulate questions to guide investigations into some aspect of the interrelationship between people and the natural and built features of their community, with a focus on some on the significant short- and long-term effects of this interrelationship (ie how could we improve the environment).

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Grade 4:
Fundamental Concept: Light (We only put the ones related to technology within light** not our lesson plan information***)
Big Idea: Technological innovations involving light and sound have an impact on the environment. (Overall expectation 1)

Overall Expectation: 1.assess the impact on society and the environment of technological innovations related to light and sound;
Specific Expectations:
1.1 assess the impacts on personal safety of devices that apply the properties of light and/or sound (e.g., UV-coated lenses in sunglasses, safety eyes on garage door openers, reflective material on clothing, ear plugs, backup signals on trucks and cars, MP3 players, cellphones), and propose ways of using these devices to make our daily activities safer

1.2 assess the impacts on society and the environment of light and/or sound energy produced by different technologies, taking different perspectives into account (e.g., the perspectives of someone who has to walk on the street late at night, a cottage owner, a person who is hearing impaired, manufacturers of and merchants who sell MP3 players)
2.4  use technological problem-solving skills (see page 16) to design, build, and test a device that makes use of the properties of light (e.g., a periscope, a kaleidoscope) or sound (e.g., a musical instrument, a sound amplification device)
2.6  use appropriate science and technology vocabulary, including natural, artificial, beam of light, pitch, loudness, and vibration, in oral and written communication Skills
2.7 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes(e.g., create a song or short drama presentation for younger students that will alert them to the dangers of exposure to intense light and sound)
3.8 identify devices that make use of the proper- ties of light and sound (e.g., a telescope, a microscope, and a motion detector make use of the properties of light; a microphone, a hearing aid, and a telephone handset make use of the properties of sound)

Specific Expectations we are using for Light:
2.2  investigate the basic properties of light
(e.g., conduct experiments to show that light travels in a straight path, that light reflects off of shiny surfaces, that light refracts [bends] when passing from one medium to another, that white light is made up of many colours, that light diffracts [bends and spreads out] when passing through an opening)

2.4  use technological problem-solving skills (see page 16) to design, build, and test a device that makes use of the properties of light (e.g., a periscope, a kaleidoscope) or sound (e.g., a musical instrument, a sound amplification device)

2.6  use appropriate science and technology vocab- ulary, including natural, artificial, beam of light, pitch, loudness, and vibration, in oral and written communication

3.1  identify a variety of natural light sources (e.g., the sun, a firefly) and artificial light sources (e.g., a candle, fireworks, a light bulb)

3.3  describe properties of light, including the fol- lowing: light travels in a straight path; light can be absorbed, reflected, and refracted

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Last class we talked about the before 3PM classroom and the after 3PM classroom. I think that it as an interesting concept to have teaching done before and after class is done. I think that the lower the grade, the more a teacher should follow the before 3PM model. Students at that early age need more guidance from the teachers because they have not been taught the skills needed to do the work independently. As the students get older and they start developing the skills needed to work independently to do the after 3PM model. I find that the more that you can get the students to engage outside of the classroom, the better it will be for their learning. Once they are engaged in their activities at home then the classroom can be used for facilitating discussion that delves deeper than knowing facts.

The only question I have for the after 3PM model is how do you motivate the students to do the learning outside of the classroom? We need to encourage them to want to learn outside of the classroom but at the same time we need to not overload them with work at home. Students need that mental break on order to enjoy what they are learning at school. If teachers need to adopt the after 3PM model then they need to put the work into knowing their students.

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Last class we talked about the before 3PM classroom and the after 3PM classroom. I think that it as an interesting concept to have teaching done before and after class is done. I think that the lower the grade, the more a teacher should follow the before 3PM model.

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In class we were all asked to register and join a website called "Showbie" as students.  This website is a useful tool for teachers to use to share student's work and parents can even check up on their child's progress if the teacher sets it up.  I decided to register with the website as  Stuart's parent.  I was curious to see what it looked like from a parent's perspective but unfortunately the parent access wasn't toggled on so I couldn't see anything but it was a pretty funny joke to be Stuart's parent haha!  Anyway, it looked pretty cool that parents could see their child's work online and this way teachers can avoid a lot of headaches from phone calls, meetings or emails from curious/concerned parents inquiring about their child's progress.  I will definitely use a website like Showbie when I have my own class because I love feeling organized.  I'm not a big fan of the day books where I write lists and then never follow up on them.
The chapter discusses the before 3PM and the after 3PM model and Minecraft is mentioned multiple times as an example of the after 3PM model which has minimal adult intervention.  Minecraft was huge at the elementary school that I practice taught at.  The kids were obsessed, choosing to read Minecraft strategy books during reading or quiet time and excitedly discussing it during recess and sometimes during class...  To someone who hasn't played Minecraft, it sounds like just another video game that's a waste of time, but if you understand how the game works, it's quite educational.  The game requires the player to gather resources and use them wisely in order to build structures which teaches students/kids an important economical concept.

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Check out my twitter page for real life experiences from teachers using Showbie in their classrooms today!

This app is a great resource to keep parents & administrators informed about the progress & learning happening in our classrooms!!

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In today’s Tech class we had a group come up and present a tech report on an app called “myshowbie.com”. This is an online forum focused on having a paperless classroom. The teacher has full control of the app, and the work is displayed on it. None of the students can see the information, but the teacher may invite the parents to view their child’s work. If the teacher does not give express permission, then he or she is the only one with access. This is a great way for each child to have a voice, especially those that are not as outspoken. There is a messaging area where the student can ask any questions they have and the teacher can reply almost instantaneously. This is also good for building the children’s confidence, especially since some children do not like raising their hand in class, or giving an answer publicly, because they fear being wrong. I really like this idea of new innovative apps being created for the sole purpose of helping the children to get to where they need to be, without discouraging them, or making them feel left out. I believe that myshowbie.com is a great app, and I feel it will definitely come in handy when I get out there and start teaching.

The chapter in the book also spoke about how children focus better before or after 3pm. We had a class discussion about this as well. I know from firsthand experience teaching in a KLP classroom as the fulltime ECE on TCDSB that the children work better in the mornings. Their energy is sky high, and their learning potential is much greater than after lunch. This is why, in my placements, I have seen the teachers push as much information into the mornings as possible, and continue the rest of the lessons with lighter content in the afternoons.

The chapter also touched upon the misuse of technology. Yes technology is great in the classrooms if it is used to facilitate the lesson, not as a replacement for the teacher. Some schools do not have any sort of technology, because the school is too small, or is unable to get enough funding. It is very sad thinking about how some schools and their students will get everything and more to help get them to their highest learning potential, while in others the teachers are doing the best they can with limited resources.

I feel that finding what works for me as a teacher, regardless of technology, will help make me a better teacher. The idea of becoming a good teacher is being able to teach the material in a way that stimulates each child, and it is the way we deliver the material and help them to understand the material that counts. Having technology in the classrooms is a bonus, but I think we also need to realize that there is the possibility that we will be placed in schools that lack technology, and learn how to teach effectively without relying on technology to assist us.

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CHAPTER 5 BLOG POST.

Daniela La Gamba

EDU498

Check out my blog...
@ http://lagambad.weebly.com

The paradoxes of technology are these, that technology is underused within the classroom despite the wide spread access of technology and the available resources within schools.    Technology is available and yet it’s being misused within schools.  Students report teachers using smart boards in the same way a projector or  overhead screen would be used, and not for what its intended purpose is.   Technology is being taught in schools as another subject rather than being integrated into the classroom and into the teaching, or used as a learning tool.  It just seems there’s  disconnect whereby when students are using it within the classroom it becomes a chore,  or a task for them or it’s just not set up for its  potential use for example with learning platforms it discusses within Never send a Human to do a computers job that According to a college student’s use of online learning platforms are used predominantly for repetitive tasks and uploading course materials, syllabus’ and announcements. (Lonn and Teasley 2009). That said, we know too that thw  use of technology outside of the classroom has sky rocketed it’s reportedly overused. There doesn’t seem to be an explanation as to why this is happening.  One would assume that with all the access to technology that schools/classrooms would be completely immersing  students in this digital world, and preparing them for the ever changing digital society so that it  will be common ground for these students.   This isn’t the case with the way we use technology within the school system at present time.

Chapter 5 of Never send a human to do a machine’s job examines 2 models of teaching one is called the before 3pm model and the second is the after 3pm model.  The first model before 3pm is predominantly teacher directed and students sit at their desks with their devices and are instructed on what to do…  For example typing,  There are tests, on what’s being taught,  and allotted time to complete task.  When I hear this description it all sound very rigid and not the way I would want to teach anything and certainly not the in which I as a student would want to learn. It doesn’t seem to me to be an efficient strategy as it seems to contradict the problem based learning/ Play based learning that the FDK program has adopted..  As an early childhood educator I strongly advocate for student/child led learning and  contradicts my own personal philosophy of teaching.  I have first hand experience with witnessing children learn based on their own interests and the most productive, and valuable  learning experiences stemmed  from the children’s own self initiated and self directed learning; granted I was there as facilitator, but the practice of allowing for student led classrooms enabled the children to be further involved in their learning and they were motivated to learn because it was based on what they wanted to learn, and their own discoveries.  This constructivist approach  put the children in my classrooms  in the driver’s seat, and gave them ownership of their learning.  They were engaged through out the whole process of learning.  The  principles of the after 3pm model would be similar in that the children would have an active role in their learning.  After 3 pm model was essentially the same concept as the hole in the wall experiment by Sugata Mitra’s.  Which  I discussed in a previous post on this site entitled …………   Kids can teach themselves and the future of learning.    A key concept which stood out for me in reference to the after 3 pm model  within the reading as a defiant person by nature myself… (AKA Creative) was “It is percicely the lack of explicit objectives determined by external parties that fascinates the children.”   It goes on to say that it sets the platform for learning and what a better way to do it than to put the students in charge!

I’m adding on my previous post as it included some interesting Ted talk/ video clips by Sugata Mitra which support the after 3 pm approach…. ENJOY!

Daniela La Gamba

EDU498

KIDS CAN TEACH THEMSELVES.  & FUTURE OF LEARNING

The wrong relationships and the wrong application of technology

If technology is used correctly by teachers in the classrooms, the benefits of it can be long lasting effective means of teaching.   Technology can provide a  means to scaffold the students learning, increase motivation to learn,  it can support differentiated learning as we seen with the math game Prodigy, which is geared towards the Ontario math curriculum, and it can provide assessments for teachers and feedback for students.  Technology and  use of the computer do  not need to replace the teacher in the classroom, and this fear of machines/computers  taking over, or replacing teachers is an irrational fear.    The teachers role within the classroom will inevitably change as necessary , and will become more of facilitator role,  but there are numerous studies to support this student directed, constructivist, hands on learning approach.  The way teachers view technology as a threat rather than a tool needs to change.   Specifically chapter 3  of Never send a human to do a machines Job discusses the whole in the wall experiment in which children who had never had access to a computer before in their lives were drawn in by the novelty of the screen, and quickly were able to navigate through the world wide web and access things that were brand new to them and never taught, they were able to not only learn for themselves based on their intrinsic motivation to learn, but they were able to in turn teach others.  Which we know is the most effective strategy for information recall and retention.   Ultimately the findings of this study served to support the idea that technology can in and of itself create a learning opportunity for students and teach them in ways which teacher directed classroom instruction could not.  It is able to reach them by the sheer fact that there’s interest there, and that it’s themselves guiding their own learning.  Children can in fact teach themselves but as mentioned in the TED TALK presentation of the study a whole in the wall    ”… A Teacher who can be replaced by a machine should be.”    The way we as educators view technology needs to change.   There are effective ways to enhance students learning through the use of technology. It can coexist with instructional traditional teaching methods (Teacher directed strategies) Technology can bring to the classroom current and up to date information, and allow for  a learning experience which wouldn’t be possible without technology and the appropriate application of it.

Sugata Mitra’s Kids can teach themselves (Whole in the wall experiment)

https://www.youtube.com/watch?v=xRb7_ffl2D0

Sugata Mitra’s  The future of Learning.

https://www.youtube.com/watch?v=OSp306cj3Cc

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An awesome article on the digital classroom! Click link below to find out more!

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An awesome article on the digital classroom! Click link below to find out more!

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https://t.co/Nn7foZ7n0d

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http://instructionaltechnologyotecb.edublogs.org/2016/03/08/chapter-5/

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As we know, different students have different learning styles, technology helps them learn in the way they're comfortable with and provides students with a fun learning environment. In my opinion, technological devices such as tablets, desktop computers, and iPads, contribute to this personalized learning environment interactively through many games and apps. With these technological devices, students can learn from anywhere and teachers can engage students with lesson concepts through animations, presentations, etc., rather than traditional methods such as textbooks and blackboard.

In chapter 5, Zhao discusses how the implementation of technology can be inefficient and done wrong. He believes that "technology is still disproportionally underused or misused" (93). I agree with this statement because too often, when new technologies are brought into a classroom, they are either misused or underused. Teachers might not know how to use them at all and they might not have ideas on how to use them with students. Therefore, teachers need to shape the way students experience new technologies to create learning environments, learn how to use the technology and not only use new technologies to prep for classes, but also in the classes themselves.

Zhao also introduces a "before 3 p.m. model" and an "after 3 p.m. model." The before and after 3pm model is not about time but a way of using technology in the classroom. These two models are both different and similar. For example, in the before 3 p.m. model, the teacher implements specific learning objectives, whereas the after 3 p.m. model has no outlined objectives or tasks. In the "before 3 p.m. model", technology is used predominantly as a complementary tool to make the existing teaching practice more effective and efficient (97). On the other hand, the "after 3 p.m. model" heightens the experience and the learning potential and uses technology in a more imaginative way (98). The "after 3pm" model employs also a student-centered constructivist approach enabling students to participate in their own learning process, as they develop analytical, problem solving and critical thinking by using interactive online assignments that equip students to gather, consult and present their findings (96). The one common similarity in which both of these models have, is that students take ownership of their learning process by making their own decisions about why, what, when, and how to learn with the aid of technology (99). Hence, I believe that if technology if used by properly by students, it can be an asset. If it is used improperly, it can become an obstacle to achieving its intended purpose, which is to enhance their learning.

Reference:

Zhao, Y., Zhang, G., Lei, J., & Qiu, W. Never Send a Human to Do a Machine's Job: Correcting the Top 5 EdTech Mistakes. SAGE Publications. (2016).

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As we know, different students have different learning styles, technology helps them learn in the way they're comfortable with and provides students with a fun learning environment. In my opinion, technological devices such as tablets, desktop computers, and iPads, contribute to this personalized learning environment interactively through many games and apps.

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Super Cool App; saves trees and looks rad

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Super Cool App; saves trees and looks rad

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click on the link below to watch a short tutorial about the ins and outs of Showbie.   A quick search on youtube reveals they have a great customer support network and try to be flexible with their user community.  Enjoy!!!

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Blog Post Top Down vs
Bottom Up (Jen Sagar)

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Blog Post Top Down vs
Bottom Up (Jen Sagar)

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The paradox of technology in the classroom is that technology is still being underused or misused as a tool for learning. This paradox raises the question of why this is still happening? Why is technology being either misused or underused when there has been so much done to implement it’s proper and most effective use as an educational tool? And, to complicate this matter further, is is often reported that technology is being overused outside of the classroom. Students spend countless hours outside of school hours using devices for their entertainment.
Two approaches to using technology in the classroom include the Before 3PM model, where teachers control the use of technology in the classroom, and are highly involved in their learning objectives. In the After 3PM model, children engage on their own, and there is no input from the teacher.   This leads to the question of what is the best way to implement the use of technology in the classroom, and how to strike a balance to make the best use of what technology has to offer.
In my opinion, a reason that this question is challenging is that in the changing digital landscape, young people use technology differently then their older counterparts. Often adults do not have a thorough enough understanding of student use to effectively guide their learning, and adults are often all too quick to dismiss what students are doing as unimportant time wasters. As educators we need to be more curious about what young people are doing, and not quickly dismiss their activities as frivolous time wasters. Youngsters need adults and educators to guide their learning journey, but they will be much more willing to join us on that journey if instead of dismissing what they are using technology for, we accept and try to under stand it’s value, and help them be responsible digital citizens along the way.

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Tech Report - Group B (Sandra, Yuri, Andrea, Vanessa, Mirna)

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Tech Report - Group B (Sandra, Yuri, Andrea, Vanessa, Mirna)

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Showbie (www.showbie.com)

Showbie is a an online community website where teachers and students can discuss a variety of topics/subjects. It is a platform for students to have constructive discussions and develop ideas, questions and answers.

The way it works is that a teacher can setup a task and assign it to a specific classroom by use of a class code. Once the task is published, the students can sign up with a username with a student account and enter the class code to join and participate.

The site is laid out similar to how chat rooms used to be setup but is much more intuitive. Not only can students have discussions with their classmates and teachers but they can also upload files as well for sharing.

Another neat feature that we really liked was the option to add to portfolio. Both teachers and students have the option to build a portfolio. For example, if a teacher sees a post from a student that may be of value to them they can "star" it and it will be added to their collection of posts so that they can go back to an organized list of information that may be useful for future assessment or for reference.

In addition to the various student and teacher options, parents can also be involved in their students learning. There is a really neat automated feature which generates a letter that the teacher can print off and send to parents which gives them each personalized class codes so they can access their son's or daughter's activity.

The purpose:

We think that this site's best feature is that students can have easy and quick contact with their teachers while they participate in constructive dialogue. The instant feedback is also great since teachers get notifications whenever there is activity on the site.

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This video demonstrates the versatile capabilities of Showbie in the iPad classroom.

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Librar

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click the magic link...https://stuartkrestellteachercandidate.wordpress.com/2016/03/03/blogging-in-this-tech-world-stuart-krestell-group-c/

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There should be less fear and anxiety around technology and teaching. Collectively, research has shown that technology incorporated into the classroom with lessons, research, collaboration and more is a positive tool for students. Teachers need to do the work to figure out what works for them, and what works for their students. Sometimes these things do not match up. The 21st century students are glued to their technological devices, so why not put that to good use. We can incorporate their devices games into the classroom.
What really stood out for me in today’s class was the discussion around the game Minecraft. How we should get what really motivates students, like this game and turn it into an educational lesson that fits some of the curriculum expectations. Also, having the students propose websites, apps, and games to the teacher would be very beneficial, which is similar to what we are doing in this technology class. By having the students pick something they know, understand or are interested in trying is a great way to have them engaged in motivated in and beyond the classroom. Setting students up with tools to inquire and apply in the real world while incorporating technology is extremely important.
It is crazy to me to see how far technology has come in the classroom from when I was a student. I remember the huge TV and VCRs and the massive overhead projector. During placement I am seeing brand new smart boards, or over head projectors that use white boards, or they are linked to a small mechanical arm with video and sound! That is why I think having a class on technology is very beneficial for us, as we are the students who grew up with the technology boom and now its our job to incorporate it into our teaching!

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You can’t hide from it, and you sure as heck can’t deny it. Technology is taking over our life. The growing use of technology over the last fifteen years has taken a toll on our society. Some have argued that nobody communicates the same anymore, attention span has dropped, poor sleep habits have been adopted along with a whole host of other issues. Many have also argued that technology is very intrusive. However, despite the many negative feelings surrounding technology, a change of perspective is all thats needed to turn that frown upside down, and seeing as though technology is not going anywhere any time soon, this change in perspective is almost essential.

Looking at this topic through my own experiences would be an easy way to explain my thinking. When I first was introduced to Twitter, I couldn’t help but instantly hate it. I hated the negative comments, and the attention seeking people who wouldn’t dare say a word in an actual conversation. I deleted it, instantly. In one of our courses with Dr. Briscoe, I was forced to activate a new account except this time, I was looking at Twitter with a different perspective. This time, I was following professionals, people who could really  make an impact on the way you teach. It works for any occupation. As long as you are filtering what you are looking at, it can be a very positive tool. It is a wide world of professionals ready to share.

People need to educate themselves on technology so that they know what works for them, and what doesn’t. What is useful and what is not. If not, then you will have a whole ‘lot of negativity surrounding something that is actually very positive. Stop the negative assumptions, and change your perspective by educating yourself on technology!

Stephanie Iannarella (Group C: Blog)

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Blog Entry

By: Andre Grittani 

  

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Blog Entry

By: Andre Grittani 

  

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Today in class group D presented their tech report to the class. This report focused on the app called Sesame. Sesame is currently being used in the Toronto District School Board as a tool for assessment. The app requires a teacher to create an account for free that is programmed specifically to their desires. Once the teacher has set up their program, students will then be given a personal QR code to log on.

Throughout the day the teacher will take pictures to document the students work and post it on the Sesame app. These pictures will be uploaded and posted to the students homepage on sesame. As the day ends all these pictures will be there for the student’s parents to see. The pictures also include a function that tags other students that are in it. For example, when student’s work in groups and a picture is taken, all the group members will be highlighted in the same picture. Having group work be apart of this app shows how when students collaborate with each other it develops there learning and social skills. These pictures also show parents and guardians the work that is being completed in the classroom.

The sesame app also includes a function for creating rubrics. These rubrics can be personalized based on the specific grade and subject according to the Ontario Curriculum. Having the Ontario curriculum be connected to the app is efficient and makes building assessment easy for teachers. I believe that having this specific function be apart of the app is the best tool. Teachers have several jobs to do throughout the day that sometimes don’t get completed because there isn’t enough time in the day. In my future classroom I can see myself using this app to document the students progress.

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February 9, 2016 - Tech Blog: Mirna Rofaeil

I firmly believe that technology can transform education, it is an empowering tool that should be usefully utilized. Couple weeks ago I listened to a TedTalk by a great Mathematician called, Conrad Wolfram, which has personally changed my perspective on technology and its use in education. He suggests using computers to make math education work. I found it inspiring when he broke down math into 4 steps;

1.        Asking the right question, what is it we are trying to find out/ solve in the real world?

2.        Take the real world problem and turn it into a math problem

3.        Computation. Finding the answer in a mathematical form

4.        Take it back to the real world.

Conrad Wolfram talked about, how in classrooms, teachers are spending most of their time teaching step 3, which is the one step that computers can do better than any human being. This reminded me of the title of our textbook and what we have been discussing in class for the past couple of weeks; “Never send a human to do a machine’s job”. If machines can do the calculating in today’s world (step 3), then we can focus on teaching kids steps 1, 2 and 4. This applies to all subject not just math. I think that all teachers should embrace technology and integrate it in their classrooms. We live in a world that is heavily dependent on technology, so why not prepare students for the real world by integrating it in the classroom from a young age.

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This might get the Rock to retweet you:

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Tech Report- Sesame App for Classrooms Group D- Brandon, Caroline, Jenn, Gianluca, & Aliesha

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Tech Report- Sesame App for Classrooms Group D- Brandon, Caroline, Jenn, Gianluca, & Aliesha

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Great way to capture pictures and conduct assessments for your children in class. Available for teachers, students, and parents. All curriculum available for subject and grade. Interactive for both teachers and students! As new teachers this is a great way to get ourselves started when we are hired teachers!
https://sesamehq.com

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If any of you are interested in learning a different language, try Duolingo(the link to info is downtown)!

CIAO

https://www.youtube.com/watch?v=WyzJ2Qq9Abs

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Amanda Longobardi- Social Media post on Sesame

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Amanda Longobardi- Social Media post on Sesame

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TECH REPORT

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Stuart, Amanda, & Brandon

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Steph, Jen & Anna-Maria

-  The integration of technology into the arts curriculum represents a natural extension of the learning expectations associated with each art form.
-  The most obvious example is the use of multimedia technologies, which primarily involves the process of solving artistic problems through the application of various technologies, such as still and video photography, sound recording, and digital technologies.

Music education includes the use of analog and digital technology.

Many visual arts activities engage students in the use of current technologies both as research tools and as creative media. .

In the dance curriculum, students are expected to use computer technology as a compositional tool.

In drama, students can gain facility in the use of lighting, sound, and other production technologies.

-  Multi-sensory and cross-disciplinary approaches are challenging fixed forms and categories as means for interpreting human experience.
-  New technologies are increasingly being used in teaching, learning, and creating in the arts. These technologies are contributing to the emergence of new art forms. Moreover, the use of multimedia technology also gives students opportunities to develop collaborative skills, since creating a multimedia project in the arts often involves a number of learners.

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Science & Technology Curriculum- Notes (Ashley L & Courtney)

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Science & Technology Curriculum- Notes (Ashley L & Courtney)

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p.4 Uses skills from other disciplines and solve problems using energy, materials, and tools (such as computers).
p.7 Students should become aware of scientific technological events in their community. Students have the opportunity to interact with living things, and work with tools, materials, and equipment.
p.11 3rd expectation/goal is to understand the basic concepts of science and technology. Learning in technology cannot be viewed only from the learning of facts.
p.12 Studying science and tehcnology gives students opportunities to learn and master skills that would be useful in their every day lives. (The skills are scientific inquiry/experimentation skills, scientific inquiry/ research skills, and technological problem-solving skills.
p.13-20 The continum charts for the three skills incorporates planning, recording, analyzing, and communicating their research and data through multimedia technology devices.
p.20 There is the elementary science and technology curriculum overview. (incorporating technology in each strand,
p.27 Using technology for real life application.
p.29 Health and safety in science and technology. It is important for teachers to be concerned about their safety and their students safety in addition to have the knowledge necessary to use the materials, tools, and procedures involved in science and technology safely.
p.30 Cross-curricular and integrated learning. Technology can be related to the language curriculum because they build vocabulary, interpret diagrams, read instructions relating to investigations, communicate what they've learned through writing, oral, and graphics.
p.32 Students requiring accommodations only. One of the types (Instructional accommodations) the instruction is changed that include the style of presentation or use of technology and multimedia.
p.37 Teachers and students should learn how to use the equipment, and computers need to be monitored.

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Gianluca, Maryanne, Caroline, Daniela.  Science, and Technology

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January 28,
2016

 

Tech Blog: Jen Sagar

 

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January 28,
2016

 

Tech Blog: Jen Sagar

 

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It is interesting to look at the ways that we can best use technology in today’s classroom. Resources like “Prodigy” which we learned about in today’s class, offer some amazing opportunities to reinforce classroom learning in a way that is fun and accessible.  Prodigy is a math game that is linked to the Ontario Curriculum. It offers kids a great way to work on crucial skills, and the fact that it feels like a fun game makes it accessible and is engaging for kids to use. Prodigy is a free online resource, which means that any child with computer access (which is available in Toronto at any public library) can play.

The world of technology is changing at a pace that can seem difficult to keep up with. When I was doing my original undergrad, it was not even common for people to have home computers. I typed my papers on a word processor, which is a typewriter that would print out three lines at a time, allowing you to proofread and edit those three lines before printing. This seemed like a huge advance in technology, and was a welcome change from the typewriter, where typos and mistakes were difficult to correct. When I look back at the years from then to know, it amazes me how exciting each new development seemed. Twenty years later, I continue to be amazed by technology and what it offers us, and how it enhances our day to day lives. Information is literally at our fingertips. There are some really amazing resources available that enhance learning both in and out of the classroom. I think it is crucial for educators to keep up to date with what is available, and to spend time learning which of these resources will best enhance their students’ learning. This course allows us a unique opportunity to sample much of what is available to us, and will help us to decide which we’d like to incorporate when we are in the field.

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Small Group Lesson Plan Science Gr. 2- Mirna, Sandra, Aliesha, Ashley 

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Small Group Lesson Plan Science Gr. 2- Mirna, Sandra, Aliesha, Ashley 

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THE GOALS OF THE SCIENCE AND TECHNOLOGY PROGRAM

- During the twentieth century, science and technology played an increasingly important role in the lives of all Canadians.

- Science and technology underpin much of what we take for granted, including clean water, the places in which we live and work, and the ways in which we communicate with others.

-The impact of science and technology on our lives will continue to grow.

-Consequently, scientific and technological literacy for all has become

the overarching objective of science and technology education throughout the world.

Three goals for students are:
1. to relate science and technology to society and the environment
2. to develop the skills, strategies, and habits of mind required for scientific inquiry and technological problem solving
3. to understand the basic concepts of science and technology

An understanding of the nature of technology includes knowing the following:

- what technology is, in its broadest terms (much more than the knowledge
and skills related to computers and their applications)

-how technology and science are interrelated

- how thinking about technology’s benefits, costs, and risks can contribute to using it wisely

In the specific expectations, reference is made to the following three skill areas:

scientific inquiry/experimentation skills

scientific inquiry/research skills

technological problem-solving skills

- When engaged in technological problem solving, students should be given opportunities to be creative in their thinking, rather than merely to find a prescribed answer.

Application
-application of knowledge and skills (e.g., concepts and processes, use of equipment
and technology, investigation skills) in familiar contexts transfer of knowledge and skills (e.g., concepts and processes, use of equipment and technology, investigation skills) to unfamiliar contexts
- making connections between science, technology, society, and the environment
(e.g., assessing the impact of science and technology on people, other living things,
and the environment)
- proposing courses of practical action to deal with problems relating to science,
technology, society, and the environment

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Small Group Lesson Plan - Grade 6 Mathematics (Andrea, Yuri, Alex)

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Small Group Lesson Plan - Grade 6 Mathematics (Andrea, Yuri, Alex)

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Curriculum sections where the use of technology is mentioned:

The Importance of Mathematics

Through mathematical activities that are practical and relevant to their lives, students develop mathematical understanding, problem-solving skills, and related technological skills that they can apply in their daily lives and, eventually, in the workplace.

The Role of Technology in Mathematics

Information and communication technologies (ICT) provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning in mathematics. Teachers can use ICT tools and resources both for whole class instruction and to design programs that meet diverse student needs. Technology can help to reduce the time spent on routine mathematical tasks and to promote thinking and concept development.

Technology can influence both what is taught in mathematics courses and how it is taught. Powerful assisstive and enabling computer and handheld technologies can be used seamlessly in teaching, learning, and assessment. These tools include simulations, multimedia resources, databases, access to large amounts of statistical data, and computer-assisted learning modules. Information and communications technologies can also be used in the classroom to connect students to other schools, at home and abroad, and to bring the global community into the local classroom.

Selecting Tools and Computational Strategies

Students need to develop the ability to select the appropriate electronic tools, manipulatives, and computational strategies to perform particular mathematical tasks, to investigate mathematical
ideas, and to solve problems.

Students also need to understand the situations in which the new technology would be an appropriate choice of tool.

Teaching Approaches

Students will investigate mathematical concepts using a variety of tools and strategies, both manual and technological

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Ours
http://padlet.com/christiandelia/spring2016otecb

Secondary Classes

http://padlet.com/christiandelia/spring2016otsca
http://padlet.com/christiandelia/spring2016otscb

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Posting this on Padlet while the prof is talking about Padlet. 

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Posting this on Padlet while the prof is talking about Padlet. 

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Alexandra Bianca Iannicca - Blog Post based on February.01/2016

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Alexandra Bianca Iannicca - Blog Post based on February.01/2016

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I found the presentation on Quizlet to be highly beneficial for both teachers and students. In a world so bountiful of technology, it is incredibly difficult to obtain children's attention. Saying that, what better way than with Quizlet to intrigue students and to engage them with their own devices and getting them to play a game on them? It is a great outlet for teachers and students to connect and for teachers to accommodate different learners. Quizlets provides as an amazing study resource for students and allows for teachers to see where their students are at which will assist them in their personal reflection on what areas of study need to be revisited and perhaps which approaches to take the second, maybe third time around to ensure students comprehend the material and are able to reach their highest academic potential. With technology of today's day and age, lessons and learning can be life long if it is properly utilized and can assist in scaffolding student learning actively as well as independently which can improve their experience of the lessons being taught. I loved that Quizlet is open all across to allow for students to search other teachers (or students) tests to quiz themselves and to experience a vast amount of questions which may differ from the way their classroom teacher may format his or her questions thus making it less predictable. By students engaging in such a method of studying, their academic success becomes more reachable as this method typically reasonates with students as they are motivated to continue with studying and further educating themselves at their own pace. Having said that, Quizlet provides adaptive learning and ample practice which contributes to long term memory therefore, engaging students to study no matter where they are whether it's in the doctors office, on the school bus on a hockey tournament, etc. With apps like padlet, students can take education everywhere and it is easily accessible therefore, no excuses!

I am typically anti-technology in the classroom but I think rather highly of this app and think it's wonderful! I am even intrigued and interested in it and would love implement this in my classroom someday! Thanks to the group who found and shared it with myself and the rest of the class! These presentations are incredibly helpful and beneficial.

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https://twitter.com/btenta/status/694879078726438912

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QUIZLET

Teachers work hard to not only provide experiences and activities for students to engage with content, but also to find ways to get the new information to stick with their students. Time is often limited for the interactions between teachers and their students so there is a component of learning that must take place outside the classroom. It is INTEGRAL students develop good study habits to review and reinforce concepts and ideas from class in order to develop a level of comfort with the information. Whether it is just to perform well on an upcoming assessment, or there is a long-term application of the content, good study habits will help students succeed. Students often need coaxing and convincing to develop this discipline and tghese habits. It cannot be left to mere chance that students will learn the material or even attempt to study.

Luckily, there have been many educational technologies developed specifically to increase motivation for students and to provide a systematic way of developing good study habits. These technologies, while having been around for a long time, have improved drastically as technological advancements have been made at an accelerated rate. This was shown on Mondays class in the Tech Report on Quizlet. What an amaaazing tool that was, I went right home and spent about a half hour browsing it. Not only is it free, but it allows both teachers and students to create their own learning by means of flashcards, providing feedback and adaptive training through fun little tests and games. Its intended outcome seems to be to enhance long term memory at the pace and ability of the individual. It can be done on a number of devices, allwing students to study on the go; I definitely see it being an app that would replace a game like Candy Crush on the commute to and from school.

I am so excited to get to know this app more, and thank the group who found and shared it with us! And although I feel it may be more beneficial for students of a higher age (middle and high school), it seems there could be ways of tweaking it to cater to the primary and junior grades we will be teaching.

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Amanda Longobardi's Blog February 1, 2016 

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Amanda Longobardi's Blog February 1, 2016 

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I found today’s presentation on Quizlet to be of interest due to the fact that it supported and reinforced Zhao, Zhang, Lei, and Qiu’s (2016) argument that “Technology can be used... as tools for creating...” (p.33) in their text, Never Send a Human to do a Machine’s Job.Before today’s presentation, I had no prior knowledge of Quizlet. However,through the group’s introduction of Quizlet being a place for where teachers and students have the ability to create different types of tests (Group presentation, Niagara University Feb 1, 2016), I was able to recognize and reflect upon the ways this website promotes creativity, while offering differentiated forms of assessment.

In my past experiences, I often came across various individuals who found tests to be difficult for them to complete or adequately show proof of their learning. Through discussion, rationale was based upon the fact that some teachers often made their tests heavily reliant on only one form of method such as true or false questions, which not all students felt comfortable writing. Having been introduced to Quizlet, however, made me wonder how beneficial this website would be for students and teachers respectively. Upon becoming educated on how Quizlet offers students and teachers the opportunity to create their own tests (Group presentation, Niagara University Feb 1, 2016), I feel that this would help students to be given the opportunity to demonstrate their knowledge choosing the appropriate format of testing they prefer to have such as fill in the blank, short answer, and matching. While Quizlet allows students to choose the method that best suits their needs and allows them to formulate questions based on what they feel as being important, I find that it also benefits teachers. I feel that teachers benefit as it allows them to become aware of what method of test best corresponds to their student’s needs, therefore making it fair to base their evaluations on. I also feel that technologies that promote creativity, such as websites like Quizlet, also embrace a stronger community of learners, as the group had mentioned that one is able to see different online tests formulated by different schools (Group presentation, Niagara University Feb 1, 2016). The fact that technology can provide an opportunity for worldwide learning to occur suggests the positive impact that technology can bring forth to one’s learning experience in creative and engaging ways.

As a teacher candidate, I feel that websites such as Quizlet allow students to demonstrate their creativity and use their creativity as a means of driving their own success. I feel that Quizlet provides them with a rich education which exemplifies how students and teachers can use technology as a way to better enhance their overall learning experience.

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Quizlet great for all! Blog D- Social Media post Aliesha Dawda

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Quizlet great for all! Blog D- Social Media post Aliesha Dawda

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Pros

-Every student would have an Ipad and /or electronic device (no pens and paper)

-Saves time and trees

-Flipped classroom (students can do online work at home, differentiated learning)

-Interactive participation/motivation

-Quickly answer questions and retrieve information

-Students can remain anonymous when participating in online activities/forums

Cons

-Cyberbullying

-Privacy issues

-Internet slows down/crashes

-Network bans (May not have access to certain websites)

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-Insulated, isolated

-wasteful (too much chalk)

-teachers talk too much

-repetitive

-not extraordinarily explorative

-heavy reliance on out of date textbooks

-one size fits all education

-not a very multi-modal education

-not very accommodating

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CHAPTER 2 Activity: Balance of classroom with/without technology

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CHAPTER 2 Activity: Balance of classroom with/without technology

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Read Aloud with books or technology

Scantron

Readers theatre

Smartboard

Arts & crafts - fine motor skills

Benefits of using both include:

- technology fails / can still depend on teaching a lesson

- technology saves time but teacher provides emotional aspect

- technology is still a tool not a facilitator

- using technology in the classroom is relatable to youth, therefore, they want to learn

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I enjoyed learning about a website called Quizlet, that the tech group presented to our class this morning. This is definitely a useful website because you can make tests and answer questions through games. When you are answering a question, and keep getting the incorrect answer, you can go back and look at flashcards to help you. This fosters competition as well because you are timed on how long it takes you to answer questions. I think this can encourage students to play against each other to see who can "win" by answering the quickest. This can save some time for the teacher because this site can be used as a review instead of the teaching providing a review in class. Students can access the website and use it to study on their own time. This site is a neat idea instead of writing out notes/ index cards. You would not lose your questions that you want to review as opposed to the index cards. As a teacher, you can work together with other teachers to create questions and for youself as well if you are studying for a test, you can create your own questions to practice as a learner. As a future teacher, I would like to try this out with my class and see if they benefit from it.

We were also asked discussion questions: no technology in the classroom, technology in the classroom, and both in the classroom. I agree with having a balance, so both in the classroom. I believe technology is beneficial in the classroom as it saves time on certain tasks, and can be more engaging for students to participate in class. The use of no technology is good when there are issues with internet connections/technology malfunctions. It is good to have alternatives such as the basic pen and paper to take notes if technology is not working.

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Tech Report- Group C (Courtney, Steph, Stuart, Ashley C, Daniela)

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Tech Report- Group C (Courtney, Steph, Stuart, Ashley C, Daniela)

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QUIZLET is a great webpage where one can put in your study notes and it creates different types of quizzes and games to complete online.

It is fun and effective for all types of learners and subjects using using 6 different types of online activities where students study on their own, compete for high scores all while testing themselves.

Teachers can host quizzes for their students to complete and share to keep track of learning outcomes and results.

Quizlet is free and students can use this on any technological device for Iphone, iPad and Android devices.

Check out OTEC B’s quizlet page: https://quizlet.com/join/uQbbfFHBa

For help using quizlet check out: https://quizlet.com/help

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This website (educationtothecore.com), found on Pinterest, provides some great tips on how to incoroporate technology into your primary classes!

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Touching on the role of Teachers and Technology in the classroom - I found TEDed to be a fantastic resource for teachers in regards to lesson planning / lessons - check it out! 

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Touching on the role of Teachers and Technology in the classroom - I found TEDed to be a fantastic resource for teachers in regards to lesson planning / lessons - check it out! 