Final Course Reflection

Areas of Growth:
When learning, it is very important to build on strengths. I really appreciate the design of the 812 course, which builds on projects we created in 810 and 811. For example, the podcast project extended our techquest project and allowed us to add a new element to our blogs. One highlight of this course was the Valenza article and the forum discussion about the valuable information packed into this article. I plan to devote more time to learning how to search more effectively and teach students the higher-order skills required to access, evaluate and synthesize information they find on their searches.
In my techquest project on Promethean Boards, I was able to connect research findings with my own goals for using this technology tool. I used the ISTE NETS for teachers to develop a technology plan for my future classroom. Both of these projects helped me to advance my understanding of how to meet ISTE NETS standards with the effective use of the technology tools in our local classrooms.
The most important outcome of this class was my increased comfort level in selecting, using and problem-solving with a variety of software and internet resources. My "coolness factor" has been raised, since I can now navigate new tools (such as my new touch screen phone) and new programs (such as garage band.) I am better able to share ideas with my sons (aged 10 and 14) about our favorite tools, apps and programs. See the end of this post for a summary of my positive experiences at my first technology conference.

Questions and Challenges:
The clock is ticking....My challenges are the same as those faced by other busy teachers. As a full-time teacher and mother of teenagers, my main question is how to incorporate technology in the classroom and develop my confidence with new technology tools without spending too much time at a computer screen. My goal is to mentor fellow teachers on the effective uses of educational technology resources such as WebQuests, podcasts, ActivInspire flipcharts, etc. How can I convince them that it is worth investing their valuable time to learn and apply these resources to their classrooms? I need to learn more about time management strategies, ways to work more efficiently on the internet (without getting lost in a labyrinth of interesting images and bits of info) and how to make the best use of my time with students. Along these same lines, I am working with my sons to reflect on the amount of time that they spend on the computer and which activities are "displaced" by this time in front of a screen. I know that many parents are struggling with this same challenge in their homes.

Future Plans:
I plan to continue in the MAET program until I complete my master's degree. I am convinced that these classes will provide well-selected materials and projects that will advance my understanding of how to integrate technology in my classroom. Also, I plan to take advantage of all of the training opportunities that I can find along the way, including training offered by my 2 sons. It is very empowering for our "digital natives" to teach the eager-to-learn immigrants such as myself.

This screen shot is from the Alaska Society for Technology in Education, www.aste.org
The first three MAET courses (810, 811, and 812) gave me to gain the skills and confidence I needed to attend my first ASTE conference. This was such a worthwhile 3 days of training!
I learned and practiced new skills at the two classes I took at the pre-conference and the two sessions I attended at the regular conference. I walked away with a new comfort level in 2 programs (ActivInspire and garage band) and techniques for creating multi-media projects using web 2.0 tools.
Even though it is stressful at times, I am very thankful all of the training and support I have received so far on this learning journey. I know that I need to "go slow in order to go fast." Now, I just need to figure out how to work more efficiently and effectively.

Promethean Project Evaluation

The goals of this project were to increase kindergarten students' skill level and engagement with creative writing and to introduce these students to the Promethean Board using a flipchart that featured their writing, artwork and photos.
This multi-layered project using the ActivInspire software from Promethean in a kindergarten classroom included the following steps:

• I began by telling animal riddles with 3 clues during group time in the kindergarten. I encouraged students to create and tell their own animal riddles.
• Using my laptop, I worked one-on-one with students to create their own animal riddle with 3 clues.
• I printed this riddle and worked with students to put these riddles in a bound book with flaps that lifted to reveal clues and their illustration of the animal.
• I read this book with the students at group time to talk about creative writing skills (such as which clues were more challenging and which order was best for the 3 clues)
• I created a Promethean flipchart with the student's riddle on a page along with a photo of this student showing his/her illustration in the book. (the cover page of this flipchart is shown in the screen shot above with one of the riddle pages shown on the left side. The blank box on the riddle page is the location of the student's photo and artwork. For this screen shot, I removed the photo.)
• I plan to show this flipchart to the students and have each student use the revealer tool to read his or her riddle one clue at a time (the rest of the screen will be black until the students use the revealer tool to show all of the clues and their illustration and photo at the bottom)
• I will show the students how they can use the "pen device" to move the text around and change the order of the clues on their riddles.
  
• I will pre-load the animal sounds for their riddles in the media library and show the students how to add their animal sound to the page.

Challenges to implementing this project:

• The main challenge was the lack of cords for the Promethean Boards, which meant that this project is still on the back burner until we can use our Board with the software.
• This is the first flipchart I have ever created and used with students. The kindergarten students and their teacher are new to Promethean Boards as well. The challenge will be to show the students some of the interesting features of the ActivInspire software (i.e. using the revealer tool, moving text around while editing and inserting sound clips) without trying to teach too much in their first experience with this tool. We will break this lesson up over a series of days so that it is more manageable.
  
• I have only received 1 day of training in this software and have not had additional opportunities to work with my fellow teachers on creating and using flipcharts effectively. The school administrator and tech coordinator plan to offer a series of training sessions on this tool in April and May.

Lessons Learned:

• Since I have not been able to implement this project, I don't have any ideas about modifications yet. I will post this information on my blog after I implement this project.
• One lesson I will keep in mind is that it is always important to connect every project to the NETS for students. This is harder to do with younger students, but may be easier to do when I am working with older students in the future.
  

Modifications for future projects:

• I hope that I will be teaching older students next year since I am applying for a classroom position in 4th-6th grade. With older students, I would use this format for a fun research project about an animal. I would have a partnership of 2 students select an animal from the continent we are currently studying, then they would do research (using 2-3 websites I selected ahead of time) to write an animal riddle and create an informational report on this animal. This ActivInpsire flipchart format would be used for the animal riddle. Students would have the option of choosing to use ActivInspire, VoiceThread or a podcast format for their informational report. We would repeat this process for all of the continents.