Final Project

My Final Project

This lesson was adapted from both my cooperating teacher and some of the research I have done throughout this semester with educational technology.  The ideal classroom would be an English class with accessibility to computers with students who are not very familiar with the process of researching.  Please keep in mind that this is a classroom that has instilled blogging as a regular activity that the students are to complete every week.

The first stage of this lesson plan, access and analyze, is primarily the introductory stage of a research project.   The teacher will use direct instruction methodology in order to teach the students how to evaluate sources for credibility.  Using a computer, LCD projector, Prezi and guided questioning, the teacher will present the stages of evaluation and encourage students to engage with the process by asking questions to clarify.  The teacher will teach the CRAPP method and the associated YouTube video to illustrate the method students should use to decide whether sources should be used in their research project.  The students will be able to look at Internet sites and be able to decipher what is valid and reliable.  The hope is that students will contribute to the discussion by bringing in prior experience with research and credible sites.

            The students will then enter the Evaluation stage by working on computers to practice these skills on their own research.  The students will use Google to truly practice their skills of examining claims from sources and deciding if they are valuable enough to classify as research. The students are required to meet with groups to discuss and decide on the validity of websites in question.  The students will help each other examine informational text to decipher information and claims.  They will also discuss in groups how they can begin to implement the CRAPP method in other classes for research.  The students will use the conversations in their groups, their own experience using the method, and prior research experience to write a required blog on Blogger. The students will also be required to comment on each other’s blog to illustrate class participation.   

            In the communication stage, the students will begin to decide on their research topics.  During these two class periods, the students will begin their research project to collect any related sources they will use in their project.  The students will use research tools like JSTOR or Google Books to find credible sources.   During their research, they should be using their blogs to record important quotes or excerpts they would like to include in their project. In addition to researching for textual support, the students will continue their individual work to create pinboards on Pinterest that will collect illustrations for their research project. During this time, the teacher will meet with each student to conference about their topic, use of time, and implementing the CRAPP method.  The students will use this time to voice any concerns or questions they have. The teacher will insure that each student is on the right path for the project.   After this one on one discussion, the students will break up into small group dedicated to helping each other in the process of research.  Here they will talk about any issues, question about credibility, and the technology usage so far.  Again, the student will be required to journal about their experiences, topics, and interests so far in their Blogger account.   

In the production phase, the students will begin to gather their research and ideas and organize them into the framework for the paper.  The students will create an outline for their research project to present the evidence they will use in their paper.  The will be instructed to create a clear and cohesive outline with coordinating quotes on MindNode.  This online tool will help students visualize the progression of their paper.  When they have completed the outline, it is to be embedded on their blogs.  The outline will help students organize their project clearly to ensure they stay on topic.  After the students have all creating their outlines, the students will then use their peer editing skills to critique each other’s outlines.  The students will use peer editing to help each other be as specific as possible.  They should point out anything that is confusing or that seems out of order.  At this point, the teacher will also assess the students’ progress through examining their Blogger accounts, MindNode outline, and Pinterest boards and record their grades in the Genesis grading system where both the students and parents are able to see grade postings.  

(15) Final Thoughts

As I was looking for an article to discuss for my last post I realized that everything I was interested in had been discussed in my prior blogpost.  I ventured over to Teacher Tube to see if there was any videos recently posted and I found two that truly epitomized the beauty of being a teacher in an age where technology is so accessible and useful!

I uploaded two related videos that were on Teacher Tube to illustrate the two examples.

Literature Circles:

Figurative Language Rap:

As an educator, I think it so wonderful that we have resources such as these.  Websites like Teacher Tube and YouTube are twofold in the fact the they offer a place for teachers to observe teaching strategies in action as well as offer a venue for our students to present their knowledge.  These outlets redefine the classroom as an interactive environment and invites improvement.  Teachers do not have to exert any extreme effort to reach out for new ideas and strategies when Internet searches are so available for us use.  In the same fashion, students search for knowledge has no restraints and the borders of the classroom are now invisible.  It is liberating and exciting to imagine myself and my future students engaging with content using different mediums.  My hope is that my classroom is framed around the power of technology and my students never feel held back from their quest of knowledge.  I hope we all eventually find a place to teach that allows us to incorporate the vast educational technology options to assist us in translating our content areas in meaningful ways that allow our students to succeed.  Good Luck!

(14) "Digital Learning" Panel

Local Educators Named to State "Digital Learning" Panel

I thought this article was relevant and important to us as future educators because it shows the transition schools are making towards a more technological focused classroom.  This movement to have a board dedicated to the digital educational world is a great way to step up the standards for teachers as well as develop a schools pedagogy further.  I truly believe that teachers need to be educated on how to incorporate technology but also how to make it meaningful for the students.  Too often, we see the over use of PowerPoint while meaningful instruction lacks.   

            Although I think this is a great movement for the world of technology, I think that the process needs to be amplified in order to make a true difference in the world of education.  Two days dedicated to discussion is not enough to tackle the extensive options for classroom teachers to incorporate technology.  Further,  I think that we as educators forget that technology is not only defined by iPads in the classroom and can be used to a students advantage if teachers are simply educated in how to properly integrate technology in order to make a difference.  More importantly, like mentioned in the article, how can technology become a huge part of educational life if the students do not have access outside of school.  How can we as educators tend to that issue?  How can we keep up with the changing world’s job market and demands without incorporating these trends in schools? How can school districts motivate their teachers, more specifically their seasoned teachers, to learn about technology and the incorporation into the classroom?  

(13) Edmodo

A friend of mine introduced the website, Edmodo, to me last week and since then I have been completely intrigued by the power this website could have in a classroom.  Think Facebook but for your class.  This website has the capabilities to reach outside the 8:30-3:00 timeframe, more specifically your 40 minute class, to encourage learning at all times.  It also allows you to connect with your students to address their confusion, questions, and ideas but in a public forum that email doesn’t allow.  The website allows you to post reminders, questions, surveys, and students can even submit assignments.

            I will, without a doubt, incorporate this program in my classroom, as I truly believe it bridges the gap often felt between student and teacher.  It creates a forum that students can be comfortable with approaching a teacher and get the help that they need.  I think this website trumps others like Blackboard because it offers a public and interactive web space for student to use.  I think the students will immediately identify with the website because of the similar features with Facebook. 

            My only concern would be if the students would take advantage of the resource.  Email has been an option to reach teachers for years and still, students are hesitant in reaching out.  I wonder if the ease of these website will invite students in.  My hope would be that the website could serve as a learning environment outside of the classroom where students can track their understanding, ask questions, or work with their classmates.   

(12) Teaching Software

Teaching Software Flooding Into New Jersey Classrooms

The article highlighting a New Jersey classroom explains the benefits of including computer driven instruction with the students that need to “catch up”.  The program works with students to increase reading potential by working with spelling, reading speeds, and other areas.  So far, the teachers have claimed that the student’s achievement levels have increased and the students are beginning to feel more confident with their skills as readers.

            From a teacher’s perspective, I think this program is revolutionary for the reading classroom.  Although I believe reading is a very teacher driven instruction, the ability to reach outside of those limits and tailor a program directly to a students needs is wonderful.  The computer program allows immediate feedback and does not allot for students to be “left out” of instructional tasks.  I believe the program is beneficial to the teachers as well because it allows time to dedicate to individual students needs.  If a class is working on computers, a teacher can easily move around and work with students one-on-one to make sure they get the individual attention they need.  Further, the program diagnoses classroom issues within feedback so teachers can then tailor their lesson planning.

On the other side of the coin, I hope that programs like these would not take away from classroom instruction and the very physical aspect of reading.  But if the program is used correctly in conjunction with teacher instruction, I believe the positive results are endless.  

I would gladly adopt this use within my classroom.  Like mentioned before, I think the potential benefits outweigh any risks that may arise from less teacher led instruction.  I believe immediate and accurate diagnosis of students needs is invaluable in a struggling reader classroom.  The program does all of the “dirty work” and is able to get down to the students true needs in order for teachers to spend time on the true needs of the students. 

(11) W.Va. Taps Online Games to Improve Education

 Online Games as Educational Tool

This article highlighted an alternate approach to learning that would probably be very beneficial in related and reaching my future students.  The article details a West Virginia school district that has taken advantage of a website called, Learn21.  I think this methodology is a great way to reach the population of reluctant learners that are often uninterested in school material.  By reaching your students interests, video games, a teacher would be able to facilitate learning without the usual backlash.  In my personal experience, my younger brother become entranced with his Xbox the second he gets home.  If the effort that is used to play these video games could be applied to learning, the students potential would be immeasurable.  Although Learn21 has begun to meet the needs of virtual educational games, I would really like to see popular games like Call of Duty and others becoming integrated in the educational setting.  It is completely possible and beneficial to relate these video game experiences within the classroom regardless of the discipline.  It is a similar situation when the television began to become integrated in the classroom.  If teachers are able to mimic that movement, video games can be cross-curricular and connect activities of “fun” with “educational”. 

            The article continues to discuss the implication of students creating their own games. The concept of creating a computer game is exciting enough that it could easily encourage students to do the required research for the game without the usual disengagement.  Students are able to again, own their knowledge.  This process doesn’t fall into the typical classification of a boring assignment because it has reached the students interest while upholding and reaching the standards.   

(10) Blended Learning

Blended Learning 

After finding this article on EdWeek’s Digital Directions section I became fascinated with this new and innovative approach to teaching.  These schools have revolutionized the role filled by a teacher by eliminating traditional lesson planning and classroom instruction to put learning in the hands of the students.  I believe this mentality is a great way to encourage students to gain ownership over their knowledge and begin to develop their critical literacy and thinking skills beyond the constraints of teacher led instruction.  However great this method is for the evolution of schooling, it is obvious that our training and education models need to follow suit in an attempt to train pre-service teachers with these new techniques in mind especially since majority of their faculty is comprised of newly certified teachers.  Like taught in the majority of my education classes, I really liked that these school’s design take away emphasis on grades and instead on informally assessing and remediate the learning.  I really thought that the focus on real world application and student guided learning is exactly what is missing in most of America’s traditional classroom.  Unfortunately, it is these exact skills that are what develops children into critically thinking and educated adults that are able to function outside of the constraints of what is expected.  I thought the most important aspect of this type of design was the flexibility of lessons to cater to a specific students needs.  When we talk about differentiated lessons and assessment, teachers often overlook students’ true needs.  This type of instruction avoids that issue and doesn’t allow for students to be overlooked.  I truly believe that a teacher with this kind of tool would be able to revolutionize a students learning behaviors to their advantage.  My main concern with this type of approach would be the students’ attitude towards Internet based schooling.  Without the forced face-to-face instruction, students may become disengaged with learning and possible fall behind or out of touch.  At the same time however, this type of education is able to set the tone for the professional world these students will undoubtedly become members of.  

(9) Interactivity #5

Lesson Plan Analysis Map
(with NETS-S Standards)

I interviewed a 9^th grade English teacher from Hackensack School District concerning the National Educational Technology Standards.  I emailed her the question to be answered as well as the link to the standards in case she was unfamiliar with them.  Based upon her answers and reaction to the standards, I could tell that she was unfamiliar with the technology standards.  It was clear that her school had not yet implemented them into their lesson planning as well as their training.  My teacher was in disbelief that there were national standards dealing with technology that she was unaware of.  It also stuck me as odd that schools are not incorporating these ideals into their planning because they are so incredibly crucial to the learning processes in today’s classroom.  However, she was some what relieved when she looked at the individual standards because she and her peers have inadvertently had reached these standards with the basic knowledge of technology incorporation. 

            My teacher made it seem that the standards would have been implemented by each department head and was unsure if other departments have incorporated these in their planning.  Although her school had not yet required these standards, Hackensack has begun to take an initiative to use technology as a founding tool in the classroom.  Starting this past year, every classroom has a Smartboards installed and the school district has offered training sessions for teachers.  The school has several computer labs for classes to use.  Most importantly, the teachers are encouraged to utilize the opportunity of technology for assignments. 

            I wasn’t really surprised by my teachers answers because the introduction of the NETS standards were new to me as well.  I figured that most schools have begun to adopt these types of initiatives in their classrooms without even realizing the established standards.  Also, because I was a student at Hackensack High School, I was fairly familiar with technology use within the school.  I was impressed that the school has installed Smartboards in every classroom. My teacher shared that although the faculty was trained to use the boards, it was not a hands on experience and therefore was not as beneficial and informative as it could have been for teachers to truly step outside the box and integrate the technology.  I felt that in order to begin to take advantage of these investments, the faculty needs to be very familiar with them as well as required to use the technology through a specific and involved means. 

            As a future educator, I would make sure to share my knowledge of these standards with my co-workers.  I would encourage teachers to familiarize themselves with the standards because the world of education is surely moving in the technological direction.  It will also be helpful for my peers to be able to understand how students and teachers can begin to use technology in their curriculum.  I also believe even if not required, these standards are a great way to reach and relate to our students. 

(8) Interactivity #4

Lesson Plan Analysis Map

I chose this lesson plan because I have become to value lesson plans and pedagogical practices that are cross-curricular.  I felt this lesson plan would be a perfect fit for a fifth grade classroom that was also studying the New World Exploration in their Social Studies classrooms.  By creating links between educators and disciplines, I believe students will be motivated and appreciate the real life links between content areas that they will begin to understand during a lesson like this.  I also am interested in incorporating the aspect of a research project into earlier grades so students are better prepared for the coming years and high school.  This lesson plan is the perfect introduction to dissecting material to reveal the relevant and important information. 

          I thought that lesson plan was fairly comprehensive but lacked in teaching strategy variety.  The original author was successful in creating a cohesive and smooth transition through the process of research but I felt there was not enough emphasis placed on gaining the knowledge and group work. The lesson plan was designed in a way that allowed students to get away with just copy and pasting the information instead of synthesizing the information into a research project.  I also thought that the lesson relied too much on individual work and I wanted to incorporate some type of group work into the assessment methods.  I also thought that with student access to their individual computers, there are probably more inventive and exciting modes of assessment rather than an individual summary.  I chose to incorporate the Glogster because the interactive web based creativity is often very exciting for students.  This program is just another way teachers are able to relate to their students interest while teaching necessary content.  

(7) Student Safety & The Internet

Students Safety in the Age of Facebook

I thought this article was really interesting as it took a very different approach to young people using websites like Facebook and YouTube.  Too often, we are smothered with the perception that children and teenagers will without out a doubt create a wild and troubled Internet identity.  As there is truth to this statement, often times these resources serve as just the opposite to children.  The belief of the many is that these tools can serve as a lifeline and safety tool to save lives.  The Children's Internet Protection Act (CIPA) originally restricted use based upon the assumptions that offensive material would corrupt our youth.  However, outlets like Facebook and Twitter are unavoidable.   Keith R. Krueger suggests that the way to truly protect students is not by restricting their social media usage and that by restricting the use of these medias in schools we may face, “unintended consequences that can undermine educational goals.”  

Instead of creating rules around the usage of Internet, students need to be taught how to properly use social media sites.  We are in an age where these websites are free and easily accessed.  By denying the right to use them or restricting them in schools, children will find a way to reach them and use them as an uneducated user.  Jim Bosco says, "we are responsible to see that young people know how to use the tools of their culture in a responsible, safe, intelligent way”

The article uses banning books as an example of an extreme and ineffective way to “protect” students from the wild world of words.  Instead, a high school instituted a rating system available to parents so they could be aware of level of appropriateness for their reader.  The guidelines allow readers to choose books that they are comfortable with reading.  This type of system could be used as a model for Internet restrictions in schools.   

Students should not and cannot be left uneducated with the Internet.  However, at the same time, students cannot be eliminated from the digital world.  When we look at cases like Tyler Clementi, the use of Facebook could have been crucial in saving his life.  Within the same case, his suicide could have been avoided if students like Dharun Ravi were educated on the proper use of these Internet sources.  With the proper use of the Internet, students are able to find resources like suicide help lines, homework help, and even friends.  It is our responsibility as educators to teach students how to be mature and knowledgeable users of the Internet.  It has become too large a part of their lives to deny access.  My cooperating school’s principal has shared his efforts to always keep up to date on the technology that affects his students lives because it is the most important way to relate to their interests.  He goes as far to say it is not an issue if his students are texting in the hallway.  Texting, Facebook, YouTube and others define our student population and it is impossible to take these pieces away from them.    

(6) iPad Testing

iPad Testing

I found this very interesting article about using iPads as a way to assess students in the classroom.  I thought this method would be great for every classroom to adopt because it opens up many oppurtunities for the students, teachers, and parents.  The benefit is twofold because it connects with the student's interests but also allows the teachers to collect a different type of data quickly.  Also, it allows the teachers and students internet mobility because computer devices are not only located in the computer room.  The article mentions being able to monitor how the student answers question after they have finished the assessment.  This is an amazing tool to have as a teacher because you are able to watch the thinking process of the students and see where issues may arise during the testing.  Students will probably more active in their learning because using the iPad breaks away from the usual pencil and paper approach to assessment.  Students can express themselves and their answers with ease and can use their knowledge in a different approach.

I would assume that many students would succeed because of the departure from the usual assessment modes.  Students can interact with the material rather than regurgitate information.  With the endless options offered through the App Store, teachers are able to use their authority to choose what apps work for their content.  Some teachers have even begun using the devices to interact with the real world.  For example, Christopher Dede suggests using the devices on "... school grounds and use them to identify plants or trees, or students in a history class could use the GPS capabilities on their mobile devices to lead them to sites of historical importance".  The opportunity for learning are endless and it is really exciting for us as future teachers to be able to come into an environment that truly values technology and the incorporation in the classroom.  

Take a look at this REALLY cool project embracing technology, iPads, and the traditional research project.  I will dream of having this project in my curriculum!

http://www.youtube.com/watch?v=XnWAhFcDPrY&feature=related

(5) Interactivity #3

The Google document aspect of this interactivity frightened me because I had never had a truly collaborative experience with the program.  Mostly, I was not aware of the group work capabilities built into the program.  After panicking for a few days, I created the document for our group to work on.  Since we do not meet face to face, the group project established a new aspect of group work that was very unfamiliar to me.  Because we were only able to communicate through email, each member had to take responsibility for him or her selves and contribute their research.  I believe that this type of group work allowed for students to function effectively as a group because there was not a chance for someone to slack off.  Each member had to sign in, create a list of websites, sift through the information, and post their contributions correctly.  The project eliminated the stereotypical “slacker” from the equation and created authentic group collaboration.  Although I still do prefer a tangible output to a digital one and a face-to-face interaction versus online communication, I thought this interactivity was a really fabulous way to establish accountability. As a teacher, I would absolutely consider incorporating Google Docs into my technological materials as a way to reach outside the bounds of the classroom and establish new standards of group work.  

(4) National Ed Tech Plan

National Ed Tech Plan

I found this article interesting and worth sharing because of the immediate effect it will have on all of us as future educators.  Because of the way our world has evolved with the inclusion of technology, it is necessary for our educational systems to change as well.  Our schools need to incorporate more technologies as a way to motivate learners while also being able to relate to their knowledge and interests. President Obama's new plan addresses several revisions to the institute of education that I believe are worth considering.  He proposes using the "clicker" technology as a more appropriate and time efficient way to approach student's needs in the classroom.  This device allows students to answer questions throughout the class anonymously to their classmates and complies the information into statistics for the whole class.  For the teacher the clicker serves many purposes; it takes attendance, shows individual understanding, and allows the teacher to see if a concept needs to be retaught.  For students it allows a comfortable class setting to express their knowledge without fearing embarrassment.  This tiny addition to the classroom has to potential to revolutionize what teachers know about the students and how to properly teach to their needs.  Another great component of the plan talks about the equipping schools with the proper amount of bandwidth to support the use of the technology.  In my cooperating teacher's classroom, this exact issue exist.  The teachers avoid using the smart boards because of the speed, consistency, and technological issues that prohibit a lesson to effectively play out.  By requiring schools to accommodate their technology needs, this problem would be abolished and the learning can become the main concern again.

Like taught in many of my classes at Montclair State, the article discusses the shift to student engaged lesson plans.  This shift will encourage learners to develop critical thinking skills that will serve them the rest of their lives.  As teachers, we are not educating our students for today but instead for the future and most importantly for careers that do not yet exist.  By allowing education to continue in the "traditional" beliefs of lecturing, we are doing a disservice to our students.  We need to adopt a plan where students are the focus while promoting individualized plans that help each and every student specifically.  The plan also has a section devoted to teaching and the incorporation of online classes.  Although technology is a great addition to education I believe it should be used as a supplement to schooling and not as a substitute.  There is a huge part of learning that take place in face to face instruction.  There is no way for a teacher to learn and cater to their students if they are virtually unknown to the educator.  How can we as teachers encourage a democratic classroom and fairness to our students without properly learning their needs and strengths?  Many people with power but disconnected from education are not aware of the essential communication that occurs in a classroom.  The idea of productivity and business like manner overwhelms the true ideas that have created the educational institution.  As teachers we should not require our students to memorize information or sit quietly and listen to lecture.  We should be learning our students, helping them achieve with the necessary help they need personally.  We should teach democratic beliefs, morals, and humanity.  Wthout face to face instruction and relationship, we would be failing our youth.  Clearly, online classes are not the answer.

With the momentum of technology, we need to reteach those in power how to control and properly use technology.  The purpose of technology is not to replace but to aid in the process.  We cannot completely delete the institution of schooling and expect to produce democratic citizens.  Content is a percentage of what is taught in schools.  I believe that many people have lost sight of the personal growth that occurs within schools.  We need to remind those who make the decisions that childhood education's purpose is not only to teach literature, history, science, art, but to teach students how to properly function in society and interact with others.

(3) Media Literacy

Media Literacy

A major concern I have as a future teacher is the inclusion of technology in the classroom.  I have always believed that it was such a wonderful thing to be able to have computers, projectors, online grade books, and other advances start to trickle into the forgotten land of education.  However, I was shocked to that the embrace of technology is often times absent from classrooms. Caitlin Barry’s article entitled, “Defining Media Literacy” illustrates what I have encountered in many classrooms, which do have the luxury of technology.  Barry says that most teachers who have the technology resources are hesitant to use them to progress learning and instead use them as a vehicle to view a power point on.  From my many experiences in observation, fieldwork, and subbing, I have found that often times the smart boards in classrooms are not even touched!  The idea of technology is described as a wonderful advancement for education but it fails us when the practice is not implemented.  I have always excused these behaviors by the assumption that teachers are not educated on how to use these items and therefore are unable to embrace their beauty.  Barry brings into question another point of view suggesting that teachers don’t know what media literacy is. 

So I’m forced to ask myself (since she’s probably right), if I know what media literacy is?  Looking back on a prior class entitled Media Literacy and quick Google searches I have put together that media literacy is evaluating forms of media to reveal the hidden intentions, the message, and encourage consumers to ask questions.   Considering this definition and the incorporation of technology, I am confident as a teacher that I will be able to encourage my students to ask questions in order to discover answers beneath the surface of “media”.  Children need to begin to question what they are fed through movies, radio, television, and the Internet in order to educate themselves. For example, integrating news video clips into a lesson allows students to visualize the classroom discussion.  Further, they are then able to question the point of view of the station, what message was sent, how do we know if it is reliable or not.  We as teachers can begin teaching the aspect of life that was either ignored or reserved for experience only. 

In the past we have blamed the lack of technology on low funding, inexperience, or no relation to a subject area.   Barry’s article reveals an alternate view which may be more realistic in the educational world.  This is another example where teachers must take their learning and teaching into their own hands and gain their own knowledge. The benefits of technology outweigh the hassle of learning how to use the technology because it paves a clear path to relating with the students.  It allows connects from outside the classroom to be made and more importantly, begin to bridge the gap from learning from experiences educated versus uneducated. 

(2) Interactivity #2

 The published word within the English discipline has allowed literature to become a vehicle for teaching comprehension, analysis, and interpretation as a way for students to create their values and their understanding of society.   


  
http://www.colourbox.com/image/boys-reading-books-in-classroom-image-538373

(1) Interactivity #1

My Three Techonlogies:


1) cell phone
2) email
3) iPad


The integration of technology in my life has radically changed the way I now learn information.  With the use of my three technologies, I’ve seen that the biggest and most important change is within the idea of accessibility.  I am constantly connected.  To only name a few, I am always with a dictionary, thesaurus, encyclopedia, and maps.  Whenever I encounter an idea, concept, word, or name that I am not familiar with I am able to immediately research to find the answer.  My phone allows me to integrate the unknown into the learned aspect of my brain quickly and easily.  Not only does my attachment to technology allow me to seek out answers to the unknown but it has also taught me skills.  I recently bought a new computer and made the drastic switch from a PC to a Mac.  As anyone knows, this kind of drastic change comes along with a whole new set of keyboard shortcuts, new programs, new layouts which I had never had experience with.  By having access to the Internet, I was able to connect to question boards, YouTube videos, blogs, and have access to explanations from people who all were learning like me and also from experts who were able to “dummy down” the explanations.  

Learning becomes much more accessible and allows people to take the process of learning in their own hands.  This process not only allots for more knowledge to be exchanged but also encourages learners to feel a connection with their knowledge.  While the benefits of this capability are obvious, there are still downfalls to the ease of the Internet and technology.  Laziness can be symptomatic of the Internet’s availability.  Because the information is so readily available, many people become passive in readings or classes because they know that worst case, the information is only a short Google search away.  With a little research, the answer will be able to give them a shortened and simplified definition that may not withhold the same value that a teacher would. 

Olivia displayed an ability to be extremely resourceful with her need and want to be around technology.  Even without having a computer, she was able to teach herself where to get access, how to use it, and developed advanced skills in an aspect of the internet that meant a lot to her; MySpace.  I find those same characteristics within myself.  If need comes around for me to find access or need to teach myself something that truly interests me, I find a way.  The Internet allows us to rely on ourselves for our education like displayed by the students in the second video.   The one student explained how by trial and error he is teaching himself the different music programs available on the computer.  I had the same type of experience but with the Photoshop program.  By looking up tutorials and of course trial and error, I have begun to develop a basic understanding of a rather difficult program.  Another student talked about using her phone as way to photograph, email, and post photos for projects with school.  Again, like her I have been able to sync my life to my technological devices and avoid the separation of having documents at home, school, and my flash drive.  Now, everything is accessible no matter where I am. 

I can almost call my relationship with technology an addiction because it has revolutionized the way that I operate as a student and future teacher.  I am able to explore options of learning and teaching that were never possible.  Further, technology has become a universal language that all people use to learn.  It’s a commonplace that all types of learners can benefit from.  It allows students like Olivia and myself to reach beyond the constraints of the classroom and learn a different skill or interest while promoting the concept of motivated learning. 

My name is Katie Morrone and I'm a future English teacher.  I hope to be able to one day share my passion for reading with my students.  Even more importantly, I am so excited to be able to use the same enthusiasm that my past teachers had which ultimately encouraged me to become a teacher myself.  I'm looking forward to learning more about integrating technology in the classroom as a way to inspire my students to WANT to learn!