Course Reflection

This class has given me the opportunity to learn about many new tools that I can use in my classroom. The tools that I have learned to use will help enhance my instruction by allowing students to collaborate and bringing lessons alive with audio and video. I also learned how to use technology tools to better communicate and provide information to both students and parents through a class website. I am excited to share these new tools with my students and their parents in the upcoming school year.

The first assignment we had was to create a blog, which I had never done before. I really enjoyed learning how to use this tool. I teach fifth grade, and I think a blog is a great way to keep parents informed about what is going on in my classroom and at school. It also provides a platform for them to ask questions in the comments section of the blog posts. Additionally, I can share files or links to other websites that may be useful to the viewers.

The second assignment consisted of ten hands-on projects using tools that will be very useful in the classroom. The first group of assignments due included creating a listserv, creating a survey, and creating a document, presentation, and spreadsheet using Google Drive. Each one of these tools provides a different type of communication and/or information.

I currently email a newsletter to my parents each week. I have a group in my address book for the parents of my students. I email the newsletter to myself and then send a blind carbon copy to the group. Setting up a listserv would be an easier way to send a newsletter to my parents each week.

I can see using the survey to assess student needs or parents’ opinions about a particular topic. Using Google Drive to create and share documents and presentations enables students to use these tools without the high cost of purchasing other software such as Microsoft Office. Students can also work together by collaborating within this format. Another use I can think of for documents in Google Drive is collaboration between teachers. My grade level team works together to create assessments for our students. By using Google Drive, we could eliminate the need to continually save a document and email it to everyone multiple times. It gets confusing trying to keep up with which document was the last one updated. Google Drive would eliminate that problem. I found the tools in the spreadsheet program very useful to review student and class data.

The second group of hands on projects consisted of creating a test and rubric and creating online supplementary materials for students. Rubistar was a very user friendly rubric building tool, and Easy Test Maker made making tests very simple. Both of these are easier to use than what I currently use to create tests, and I will definitely use them in the upcoming school year. I like how easy it was to choose different types of questions in Easy Test Maker. Using Thinglink, TrackStar, and Scoop.It proved to be very easy. The limits of what an educator can do with these tools is endless. They provide students with information that they can use outside of the classroom. The information students gain from the links will encourage them to extend their learning beyond the classroom.

The next project was a class website. This has the potential to be a very powerful tool for educators. As an elementary teacher as well as a parent, I know that information given to children at school does not always make it home to the parent. Having a class website would potentially eliminate the breakdown in communication. Like in a blog, teachers could use a class website to keep parents up to date about assignments and upcoming events as well as provide files or useful links.

Finally, the last of the projects to be turned in included a podcast and a movie made using Windows Movie Maker. I like the idea of using the podcast for students that are absent, for my lower level students that have trouble processing verbal language, and my ELL students. The class podcast would be an excellent resource for the students to listen again to better understand what was discussed in class. The movie provides audio and video to accompany a lesson. This helps to accommodate students that have different learning styles.

The podcast clips and video clips that accompanied the course material each week were very helpful. I enjoyed learning the information covered in the chapters in another way than just reading the text. It was useful to see some of the topics covered integrated into an actual classroom setting or seeing and/or hearing educators discuss a topic.

I found the tutorials from Pearson especially helpful. For some of the programs discussed, such as Word and Power Point, I did not need to view the tutorial more than once or revisit any of the topics. For the programs that I was less familiar with, such as Excel and Audacity, it was very helpful to view the tutorial and have the opportunity to revisit particular point in the tutorial. The vertical menu on the left side made finding the topic that I needed to review very easy to locate.

I am fond of using a blog as an electronic portfolio. It is a great way to show creativity while showcasing the projects that have been created. It also provides the user the opportunity to use text to explain or reflect on the projects. Other users can comment or ask for clarification. Links for files can be included directly in the blog for easy viewing. There is no need for those viewing the blog to have to download and save items in order to view them.

My strong points in the hands on projects were the document, presentation, and web site. These are tools that I have used in the past, so I felt very comfortable in my ability to complete the assigned task using those tools. My weak points were the spreadsheet and the audio recordings. (I viewed the Pearson tutorial for these multiple times.) These are tools that were not very familiar to me. I had used spreadsheets before, but had not used them to manipulate and view data as we did in the assignment. I will definitely use that feature in my grade book in the upcoming year. The audio recordings were difficult for me not only because they were unfamiliar, but also because I dislike recording my voice. It is something that I need to practice in order to become more comfortable.

Most of the technologies I learned about in this course will be integrated into my classroom. I enjoyed learning about and working with each one of them. The only one that I will not use is the website, but only because it is a district policy that teachers cannot have web sites. I am hoping that this rule will be reconsidered because it is such a valuable resource.

My future learning goals include learning more about the technologies that can be used in the classroom and integrated into the curriculum. We live in an exciting time for educational technologies. It seems as if there is some new tool available every day. While the growth of new technology is exciting for some, it can also be daunting for others. In addition to learning about the new technologies for my own use, my goal is to help my colleagues learn about and use them as well. By helping my colleagues that may be reluctant to use new technology, I feel that I am helping them to pass the new information along to their students.

 

View my Learning Portfolio.

 

 

Week 8

Chapter Twelve

What is distance education? What types of support are critical to the success of distance education? Why?

Originally developed to provide instruction to students in rural or remote locations, distance education is education where the student is separated from the teacher by either time, location, or both. The distance in time and/or location is bridged by technology. Teaching and learning involve the transfer of information. Information is transferred through either synchronous or asynchronous communication.

The support  needed for distance education includes technical support and instructional support. Technical support is needed to ensure that the technology needed to deliver instruction is up to date and functional. It is inevitable that there will be problems or updates needed. There should be technicians available to correct problems or a backup system in place for when those problems arise. If the technology does not work, instruction and learning cannot take place.

Instructional support is available in the traditional classroom in the form of a teacher that is present to answer questions or offer clarification for anything students may not fully understand. In addition to the teacher, peers and media or support materials are available in classrooms. This same instructional support is needed in distance education as well.  Students in distance education can receive instructional support through the use of asynchronous communication such as email. They can also receive support through synchronous communication such as instant messaging, video chat, or video conferencing. Support can come from the instructor or from other classmates.

 Chapter Thirteen

What four questions related to the fair use guidelines should teachers ask before using copyrighted materials?

There are four questions related to the fair use guidelines that teachers should ask before using copyrighted materials. The questions pertain to the instructional intent of the material to be used and the potential impact on the owner of the material. By considering these questions before using copyrighted material, educators can avoid breaking the law by copyright infringement. Educators have a responsibility to themselves and their students to be aware of and abide by ever changing copyright laws. The four questions that should be asked before using copyrighted material are listed below:

1.What is the intended use?

• Is  the use for educational purposes?
• Is the use for noncommercial purposes?

2. What type of work is it?

• Is the work mainly factual?
• Is there little creativity or imagination involved?

3. How much of the work is intended to be used?

• Some material may be copied in part, but not all.

4. What impact does this kind of use have on the market for the work?

• Would using the material cause others to not purchase the original?
• Would the use have a negative effect on the market of the original?

If the intended classroom use falls within the guidelines of fair use, the educator should abide by certain guidelines. First, the material should only be used for face-to-face instruction. If the material is to be used in distance education, teachers should follow the guidelines of the TEACH act. Second, copyrighted materials that are copied should be limited to small amounts and unnecessary copies should be avoided. There should be a copyright notice included and the original work should be cited. Finally, If the work is to be used for more than one class or one year, permission should be obtained from the owner.

Chapter Fourteen

What is computing mobility? Describe the convergence it has begun. How will it change education?

Computing mobility is the ability to connect to the Internet through portable devices virtually anywhere. The convergence that has taken place is the combining of many different technologies into a single, hand-held device such as a smartphone. Through the use of such a mobile device, users can carry or have access to large amounts of information. For example, one device can store many books, movies, photographs, documents, and audio files. There are other applications that can be utilized such as a GPS, compass, calculator, and camera to name a few. All of these capabilities come from a single device that can fit into the user’s pocket.

This convergence of accessing and transferring information has had an effect on education as we know it. Having information available at our fingertips has had a significant impact on both teachers and students. Learning is no longer limited to the confines of classroom walls. Students can participate in the educational process from virtually anywhere. The teacher can literally be on the other side of the planet. This has caused both students and educators to become more computer literate. It is now commonplace to find multiple Internet capable devices in the home. It also means that the role of the instructor will change. The teacher will still have the central role in education design, but they will have a more challenging role. Teachers will now have the ability to facilitate learning in locations across town, across the country, or around the world. Instruction will become more learner-centered and less teacher-centered. Students have unlimited resources at their fingertips to help them construct their knowledge with the guidance of the teacher.

Week 7

Reflect on the project 9-10 you completed this week. How will you use these technologies in your own classroom? Make sure to use Chapter 11 as your reference.

 Chapter 11 discusses audiovisual technologies and their uses in teaching and learning. We know that much of a teacher’s instruction is audio. Audio alone can be difficult for some students. I have teach fifth grade, but I have students that are below fifth grade level in my classroom. Sometimes these students have difficulty with listening skills. Having the opportunity to record class discussions or instructions could be a great benefit to these students. Chapter 11 tells us that listening is a two part activity that involves the physiological process of hearing and the cognitive process of comprehending what is heard. It tells us that for some students, this two part process takes practice. Having the opportunity to use audio technology such as a podcast of what was discussed in class can help learners focus on the audio and practice developing listening skills. This is one way that a podcast could be used. Another use could be for students that are absent. They would have the opportunity to hear first-hand what happened during their absence instead of having to rely on someone else’s interpretation of the class session.

Audio alone is not a very effective teaching tool. Visuals offer a valuable supplement to classroom instruction. In order for visuals to be effective, they must have a good design. Visuals with a poor design may confuse students instead of relaying important instruction. Chapter 11 tells us that visuals must follow the following principles in order to be effective:

• Relevance: Be sure all components contribute and enhance the message.
• Consistency: Be sure elements are in harmony visually to send a clear single message.
• Proportion: Be sure the relative size of all elements is consistent with their importance to the message.
• Unity: Be sure all elements work together to communicate the message and focus attention.

Like we learned about audio, we also learned from the chapter that using good design will encourage visual literacy, which means the students can correctly interpret visual images. Teaching visual design concepts will help them create their own visuals to communicate concepts they have learned. This was interesting to me. I created a story using Windows Movie Maker for my movie project. I think it would be a great tool for students to use to create their own audio and visual stories. My school has a reading fair every year, and students present their reading fair projects to the class. I think having the students use Windows Movie Maker or a similar program would be a great way for students to present their reading fair projects. Some students have great difficulty speaking in front of the class. Letting them present their project in this way would convey the same information, but it could help alleviate the pressure of speaking before the entire class.

Click here for a sample Podcast created for this class.

Click here for a sample movie created with Microsoft Movie Maker created for this class.

Week 6

Reflect on the project 8 you completed this week. How will you use these technologies into your own classroom? Make sure to use Chapters 9-10 as your reference. 

As an elementary teacher, the primary use of a class website as created for this week’s assignment is a resource for both parents and students. I have used a classroom website in the past, until my district unfortunately decided that teachers were no longer allowed to have personal class websites. I used the website to post weekly news about what was going on in my classroom, reminders about important upcoming dates, assignments, and useful links for students. 

As Chapter 10 tells us, “a website can be a valuable tool for learning as well as communication.”  I believe that communication with parents is such a valuable tool. A large part of student success is the student meeting class expectations and being prepared. With a class website, students and parents had no questions about what was expected. Assignments were posted as well as dates for upcoming assignments and events.

 Another section of Chapter 10 discusses linking students to the world. This past school year, my students adopted a soldier deployed to Afghanistan. The students wrote letters to him and sent care packages each month. He responded to the students’ letters through email to me. His location was so remote, that the mail was air dropped (our packages took about 3 weeks to reach him), and outgoing mail was rare. When he returned to the United States, he surprised the students with a visit to school. Without electronic communication, this connection with someone on the other side of the world may not have happened. This experience was one that the students will likely remember for many years to come, and it taught them a valuable lesson about how a small gesture (writing letters and sending care packages) can have a profound effect on the lives of others. 

There is discussion of building bridges to parents and the community. At the time that my website was active, one of my student’s parents was away from home for an extended time.  Upon his return, he said that he was thankful for the website because he could check it each week and know what was going on in his daughter’s life at school. As parents, we know that the answer we get most often when we ask what our children did at school is, “Nothing.” When there is a class web site, parents have a front row seat to all of the “nothing” their children do at school each day.

Project 8 Google Sites Assignment – American History, Fifth Grade Social Studies

Previous Classroom Website

News Article about soldier’s visit

 

                

Week 5

Reflect on the project 6-7 you completed this week. How will you use these technologies into your own classroom? Make sure to use Chapter 7-9 as your reference.

 I am so excited about the technologies I learned about in projects six and seven! The only one of these I have heard of or used before is Trackstar. I used this tool in a previous class, and I have found it to be a great resource to use in the classroom. Instead of sending students on a “wild goose chase” on the Internet, it gives them specific sites to use to conduct research or other assignments. As Chapter 9 tells us, “the Internet is made up of millions of individual machines and networks that have agreed to connect, provide resources to each other, and share data” (p.233). While this is a wonderful thing, not all material is suitable for young students, and not all information is accurate. Trackstar is a valuable tool that allows teachers to choose the sites that are suitable for his or her students’ needs. My students complete a project about the fifty states in which they have to research and record specific information about each state. I made a Fifty States track for them to use to find their information.

 Thinglink is a new technology to me. I cannot wait to use it with my students. After choosing an image you would like to use, you have the opportunity to add life to that image in the form of music, text, video, or other images. The possibilities are endless. I chose a timeline that began with Christopher Columbus landing in North America and progressed through the American Revolution.The title of my Thinglink is Our Country’s Beginning.  I was able to add various links for students to explore to each event. My students will be so much more excited about using this tool than they would be about reading their social studies textbook. It gives teachers the opportunity to bring history to life.  

Scoop.it lets the user create an online magazines. After you enter key words for the subject matter that you want to include, it does the work for you! It searches the Internet and you can choose which “articles” you would like to include in your magazine. This format would be particularly appealing to visual students. I created American History and “scooped” items that related to the United States history theme of my other projects.

Using Easy Test Maker provides teachers with the opportunity to create tests and answer keys that can be saved for future use. It was very easy to create the test, and there are options for different types of questions. I would like to use rubrics more for grading projects in my class, but I do not like creating them. RubiStar makes creating rubrics so easy. There are predetermined categories that you can use to create the rubric, or you can add your own. I will definitely use both of these evaluation tools in the future.

Chapter Eight of the text discusses different subject areas and how technology can be incorporated in each of them. To many students, history is boring. These technologies provide excitement to social studies. They allow students to not only read about what happened in the past. They have the opportunity to take virtual field trips to Plymouth Plantation or to see an actual picture of primary documents such as the Declaration of Independence. These technologies definitely aid in the learning process.

Fifty States TrackStar

Our Country’s Beginning Thinglink

American History Scoop.it

Rubistar Rubric

Easy Test Maker Test

Easy Test Maker Answer Key

Week 4

Reflect on the project 1-5 you completed this week. How will you use these technologies into your own classroom? Make sure to use Chapter 7 as your reference.

The first project, creating a course listserv with Google Group and adding discussion questions, is something I can see using in my classroom. I currently email a newsletter to parents every week, and using a listserv would be much easier than adding all of the email addresses from my address book each week. The discussion questions could be used as an introduction, as we have all done in many of our online classes, or for parents to post questions about information needed or possibly homework help.

The second project, creating a live form to inventory student technology use is something I would use in my classroom for exactly that purpose. There are so many resources that students can use at home, or even complete as homework that are online. It would be very useful to know what technology they have access to, and if they are able to complete the tasks.  The text says, “Identify, evaluate, and apply computer software to the direct and indirect tasks associated with teaching and learning.” This survey helps identify  what the students have access to and what they know how to use so that they can be used to complete assignments.

Chapter Seven in the text said that software can be divided into two major categories: academic and administrative. Using Google Drive to create a Google Document for word processing has both administrative and academic possibilities. I can see using Google Documents to collaborate with other teachers to create lesson plans or tests. I currently have students proofread each others’ writing in class to offer suggestions for revisions. Google Documents would be an excellent tool for this use.

Using presentation software has unlimited possibilities for classroom use. Teachers can create presentations for classroom instruction or to present information or ideas to colleagues. There are so many different elements that can be included in the presentation. The text lists multimedia elements such as graphics and audio/video elements, templates, hyperlinks, and animations. Presentations can also be printed in different forms so that the audience can take notes or keep it for future reference.

The last project for this assignment was to create a spreadsheet for a grade book. I cannot wait to use this tool in my classroom. I knew before how to enter the information in the spread sheet, but now I know how to have it automatically average the grades. My favorite feature however, is the ability to create a chart to show an individual student’s progress or to see how the entire class did on a particular assignment.

Group Email Address:  tmaddoxit645@gmail.com

Click here for Group Discussion

Click here for Story

Click here for Presentation

Click here for Gradebook 

Click here for Survey

Week Three

Chapter 4

What are five different types of diversity? Why is it important that teachers understand the diversity of their students?

The five different types of diversity are culture, ethnicity, socioeconomic level, learning style, and multiple intelligences. It is important that teachers understand the diversity of their students so that the instruction can be designed in a way that all students’ needs can be met.  As educators, we have taken on the task of reaching not just some of the students in our classrooms, but all of them. Each of the five different types of diversity influences who our students are as individuals. Each individual is unique in the way he or she learns. Some students’ differences may be visible, while others are not.  We must learn about each of them and make sure our classrooms offer a comfortable, secure environment where all students are comfortable. Differences should be something that are appreciated and valued. They should not be used to separate students from other members of the class. Lessons should be created and taught in a way that all students are able to learn.

There are many different types of technology available to help educators effectively meet the needs of diverse learners. Some technologies help students with language barriers communicate with others. Others can be used to incorporate multiple perspectives. Struggling readers can use technology to help them read and understand text that they would not otherwise be able to, and teachers can differentiate instruction to accommodate different learning styles and ability levels.

Chapter 5

What is a network? How are typical classrooms wired? What impact does this have on the learning environment?

A network is a collection of computers a peripherals connected together. Networked workstations can connect to a
server with wires, or they may connect wirelessly. A server is a more powerful computer that is configured to facilitate communications and for the sharing of hardware or software resources. Each individual computer connected to the network is called a workstation. The server, workstations, and peripherals (such as printers) make up a network. This sharing of resources is very cost effective for schools.

Each workstation is connected to the server in some way. The connection is established through a switch, which gives a series of centralized connections. In a school, workstations and a server are usually wired together with a single network cable for each computer in the room. The network cables are usually routed from the workstation through the ceiling to a server.  With this type of connection, the workstations in the classroom have to be arranged so that they are near the network connection.

An alternative to the wired connection is wireless networking. A wireless network requires transmitter hubs to be placed throughout the campus in order for workstations to transmit and receive information. The advantage to using the wireless technology is more flexible locations of workstations. They no longer have to be located near a wired network connection. The disadvantage is the cost and security issues common to wireless networks.

Schools and classrooms are typically set up on a local area network (LAN).  Multiple schools or classrooms are then connected to a larger, district network, or wide area network (WAN).  Each workstation on the network has the potential to share hardware, software, data, and peripheral devices.

Chapter 6

What is a virtual environment? What potential does it hold for education?

A virtual environment is a three-dimensional representation of real or imagined environments. The environments can be found in video games an online. They can represent real or imagined environments.  The possibilities of what virtual environments can contribute to education are limitless. This technology can actually bring a lesson to life. Instead of simply reading about and seeing pictures of the Pilgrims at Plymouth, students could participate in a virtual field trip of Plymouth Colony. They could experience this location as an avatar on the screen. Schools that are not within driving distance of this location would probably not have the opportunity to visit. Students could have the opportunity to visit museums around the world. Aside from overcoming distance and funding limitations, virtual environments also give students with disabilities the opportunity to visit and experience places and things that their physical limitations would not allow.

Many students are familiar with virtual environments through their use of video games such as Wii and Xbox Kinect. These games allow students to participate in games in virtual environments where they are an avatar. The same technology that children enjoy in game play could serve as an exciting, valuable tool in the education setting.

Week 2

Chapter 1 – What is educational technology? How is it different when perceived by educators versus technologists?

The definition of educational technology varies by the role of the person providing the definition. As an educator, educational technology to me is a broad term that includes the software and the hardware needed to successfully incorporate different types of media into my lessons. To be considered educational technology, there must be some form of information transmitted to the student. This definition is in line with the definition provided by the textbook which states that educational technology “is any technology used by educators in support of the teaching and learning process.  Additionally, the Association or Educational Communications and Technology (AECT) defines educational technology as “the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological process and resources (p.5).

Technologists have the task of keeping the hardware related to educational technology working properly. Because of this different perspective, their definition of educational technology differs from that of the classroom teacher. They are more concerned with the “mechanics” of keeping the hardware working properly than they are with the incorporation of the hardware or the programs in instruction. For example, one of the online programs I use in my classroom requires Java to work. My computer that is connected to my Promethean board was having issues with Java and needed to be addressed by one of our tech guys. The result of the problem for me was that my instruction was interrupted, and I had to switch to “Plan B” instead of what I originally had planned. It was very important to me to have the issue resolved as soon as possible. To the technologist, my work order submitted for addressing the Java problem on my computer seemed like a minor problem of Java on my computer not working properly, which doesn’t seem very urgent. In reality, it interrupted my instructional time, which is very important.

In the next chapter of the book, discusses the need to understand instructional technology, one must understand the teaching and learning process, the learners, and learning theories. While I am not at all trying to diminish the role of the technologists (I depend on them greatly), I do believe that their perspective of educational technology is very different than that of the educators with which I work.

Chapter 2 – My understanding on educational technology and its relationship with teaching.

Educational technology by definition is any technology that supports teaching and learning.  It is important for educators to understand teaching and learning in order to determine how technology will benefit instruction. Technology should be a part of teaching and learning and should work together with effective instruction. The instructor should decide which technology to include in the instructional process after careful planning.

The idea of what is considered technology has changed over the years. Technology has progressed from movies, slides, and recordings to overhead projectors and computers in the classroom to interactive whiteboards in every classroom. Some schools have a personal digital technology device for every student to use. Students today are used to meaningful technology incorporation in the curriculum as opposed to technology use that is an add on or something that is just in addition to instruction.

The fact that a classroom is rich in technology does not ensure that it is rich in instruction. Educators today are faced with limitless options of how to incorporate technology into their instruction. There are many factors to consider, such as learning styles of the students, limitations of the learning environment, and the different types of technology available. Technology should not be included just for the sake of including technology, but instead should ensure that the choices made provide effective support for teaching and learning.

Teachers should ensure that they are proficient with the technology before attempting to use it in instruction. If he or she is not comfortable with the technology chosen, the instruction that goes with it is likely to suffer. Often times becoming proficient with the technology requires training and practice.  Most students today are very familiar with many different technologies. The second video for Chapter Two says that the educator’s “challenge is to catch up” with the technology that exists today and to spend time doing research about what is available.

Chapter 3 – What is the difference between formative feedback and summative feedback?

In order for effective instruction to take place, there must be effective feedback.  Students need information from their teachers to reinforce the things they are doing correctly, or to redirect them if they are doing something incorrectly. Feedback is not only a useful tool to the student to know how he or she is doing, it is also a valuable tool to let the teacher know how he or she is doing. The teacher can use the results of the feedback to adjust instruction. Feedback will help determine if more instruction is needed, or if students are ready to move on to the next lesson.

There are two different types of feedback available for teachers to use. The first is formative feedback. Formative feedback is ongoing and occurs throughout the lesson. We saw formative feedback occurring in the first Chapter 3 video when the teacher was guiding the students throughout their hands on activity. As a result of the teacher’s ongoing feedback, students have the opportunity to adjust their activity so that they have the opportunity to be successful.

While formative feedback is ongoing and occurs throughout instruction, summative feedback occurs once a process, or lesson, is complete. Summative feedback is a way to measure what the students have learned from the lesson and to check for mastery. Teachers can use summative assessment to evaluate the success of instruction. If a large number of students did not do well on the summative assessment, it may be an indicator that instruction needs to be revised and skills need to be retaught.

Introduction

Hello! My name is Tiffany, and I live in Waveland, MS. I am married and have two children. My son will be 14 on June 13, and he will start high school in August. My daughter is 19 and will begin her junior year at William Carey University at that time. I am a fifth grade reading, language, and social studies teacher in Bay St. Louis, MS. The upcoming school year will be my third year teaching fifth grade. I taught third grade for six years before moving to fifth.

Although the importance of education was instilled in me by my father at a very young age, I never thought I would be a teacher. I began my college career pursing a degree in occupational therapy. Along the way, I got married and started a family. I took a class at a time while working in a doctor’s office. After the birth of my son and after much prayer and consideration, I changed the course of my educational career. I decided to enter the world of education. I finally graduated with my bachelor of science in education from USM in the fall of 2005, the year of Katrina. I was supposed to begin my student teaching experience the Monday after Katrina hit. The school that I was assigned to no longer existed after Katrina. Our whole town was devastated. My children and I relocated temporarily while my husband stayed home to begin the process of rebuilding our home. To make a long story short, I was finally able to return home six weeks later when I began my student teaching experience in a tent on a baseball field. We didn’t have electricity, but we did have an RV that was converted to a mobile computer lab for students to use. I never want to relive that experience, but I wouldn’t trade it.

Nine years later, I am fortunate enough to teach in a new, beautiful building and enjoy integrating the technology that we have available to use. I wanted to continue my education and earn a master’s degree.  Because I love learning about and using new technology, the MSIT seemed like a good fit for me. This summer I am taking my fifth, sixth, and seventh classes. I am planning to graduate in Spring 2015.

I frequently use Microsoft Word and Power Point. I have used Publisher and Excel, but not very much. I use Promethean ActivInspire daily at work, and have often helped other teachers learn to use it. I have created a website for another class using DreamWeaver. I have also created websites using Google Sites.

I frequently use electronic communication tools. I am very familiar with email, discussion boards, and chat. I have not used listserv. Electronic communication is beneficial to me because as a teacher, I cannot take phone calls during the day. It is sometimes difficult to take care of professional or personal business when a phone call is required, but electronic communication helps. An email is a much more efficient way to answer a question from a parent or to send a message to an entire group of parents than it would be to call each one individually. I am not familiar with using many new technologies. Before this class I have not had any experience with blogs, podcasts, or Wikis.

My teaching philosophy is posted on the door of my classroom. It states, “If you are not willing to learn, no one can help you. If you are determined to learn, no one can stop you.” I believe that learning is a life-long process. It is my goal to see my students learn to love learning and be determined to learn.