Leslie+McMillian

media type="custom" key="9997381" align="center"

**Teacher Technology Standards**

media type="custom" key="10040705"

**Virtual Field Trips**

Taking a virtual field trip was an enjoyable and educational experience. I spent more time reading and looking at artifacts than I would have at a real museum. The virtual field trip allows you to wear comfortable clothing and go at your own pace. There are no time constraints, so you can view the whole exhibit at once or in parts. In the classroom, you can take the field trip over a period of several days, if needed. The organization of the materials on the website allows the teacher to focus on specific aspects of the exhibit that relate to a lesson. There are many primary sources online to support class projects. A virtual field trip would be a good assignment to give for a winter or spring break.

Virtual field trips are also good way for a class to "preview" the exhibits before a real field trip. I would definitely use the virtual tour of the Smithsonian Museum of Natural History with my classes before taking them there. The science curriculum for the primary grades begins with a unit on living things, so this virtual tour would fit in with many lessons. The controls on the site are easy to use, even for young children. The exhibits are eye-catching, and the children would enjoy exploring this museum online.


 * Our Family Picnic **
 * by Kenn Nesbitt **

media type="file" key="our family picnic.mp3" width="240" height="20"

**Reflection on Prensky Articles ** After reading the 2 Prensky articles posted to Blackboard, consider and answer the following questions. You should endeavor to answer these questions in full, complete sentences and paragraphs. // 1. In his first article, “Digital Immigrants/Digital Natives” Prensky discusses several characteristics of the younger generation of students that set them apart from their parents/teachers/elders. Pick 2 of the characteristics and describe how they “define” the younger generation. Then, from your observations of your students/colleagues and the world around you, discuss what you’ve noticed about the younger generation’s (this means persons from birth –mid-twenties) use of technology. //  According to Prensky, two characteristics that define the digital native generation are a preference for games over "serious" work, and a preference for graphics over text. I have definitely observed these preferences with my students. As a Media Specialist, I often used the computer lab at school for whole class instruction. Sometimes I would present technology lessons, and sometimes I would let the children explore educational websites. If they had a choice between "gaming" websites, and content websites, they preferred the websites with interactive games. Fortunately, there are a number of good websites that build skills through games (Starfall, Coolmath, Study Island, etc.) When I was a classroom teacher, I noticed that children always look at the graphics on a textbook page before they start reading the text. Many textbooks today have 50% graphics on the page and 50% text. This is a sharp contrast to the style of textbooks I grew up with in the 1960-70's. Graphic text features are an important tool to grab and maintain a student's attention.

// 2. Prensky’s second article discusses how an individual’s use and interaction with technology is actually changing the way the brain responds and processes new information. Pick one of the processes mentioned by Prensky and discuss your reaction to that here. What do these changes mean in terms of the way teachers/instructors/trainers should be constructing and presenting information to this new generation of learners? //

 Prensky mentions that exposure to video games has increased children's ability to do inductive discovery. The process of making observations, formulating hypotheses, and figuring out the rules governing behavior is enhanced by playing video games. These are high-level thinking skills that we, as teachers, should be developing through our lessons. In the olden days, teachers lectured, and students wrote down notes. Our digital natives need a more interactive and challenging method of gaining knowledge, and they are prepared to use inductive discovery. Teachers will find it challenging to create lessons where the children have to "figure out" a concept by discovery. This is a different instructional approach from the "I do, we do, you do" lesson structure that we were taught. However, I believe that using "discovery-style" lessons will not only teach our children the content, but it will teach them how to think for themselves.

// 3. Think about your own educational experience and the tools you used in your learning. Think about the processes that you encountered in learning (reading, writing, computing). What skills did you develop that may not be important for the younger generation of learners? Thinking about Prensky’s points, what do you believe teachers/employers need to be thinking about and learning to do to become effective instructors of the younger generation and to prepare them for life in this 21st Century? //  One skill that I learned in school was cursive handwriting. We spent a lot of time learning how to write neatly, and if we turned in papers that were not neat, we had to rewrite them. Today, cursive handwriting is an afterthought...teachers fit it in when they can. Because it is not part of standardized testing, it is not emphasized. It is also becoming obsolete because our students communicate electronically more than with paper and pencil. They will be using e-mail and interactive chat sessions more than letters and phone calls. Keyboarding has replaced cursive handwriting as the communications method for the future. Teachers need to make sure students have the opportunity to use computers in the classroom and learn keyboarding skills. Students also need to know how to use the internet as a communications tool, and how to use it safely.

// 4. What benefits do you see coming from the use of technology tools in student learning? //

 Technology tools can incorporate audio and video which allow for more interesting educational experiences for the student. Using the Internet gives teachers access to a wealth of resources that allow a lesson to come alive. The Smithsonian Museum, the Library of Congress, and the U.S. Census Bureau are just a few of the organizations that have multimedia presentations that can be used in the classroom. There is no reason for teachers to use only the textbook as a resource. Technology allows teachers to easily differentiate practice sessions for their students. Educational software programs such as Study Island are designed to allow the student to build skills at their individual pace. As the student masters a skill, they move on to the next skill. If they need more time, they are presented with more questions covering the current skill. The teacher can monitor student progress online, and the students can access the website from home. Technology also allows courses to be delivered anytime and anywhere. There has been an explosion in online courses in the past 10 years, and this has made it possible for more students to expand their knowledge. Online courses are convenient for the student, and economical for the school to deliver.

// 5. What observations have you made about the new generation of learners that may be of concern to you? Do you think the younger generation’s use of technology has hindered their development in any way? //

 I am concerned about the need for instant gratification and frequent rewards that Prensky mentions in his article. We need to make sure our children know that there are times when you have to do things step-by-step and be patient. I have definitely noticed the difference between the way my husband and I approach a new purchase, and the way my children approach it. They take things out of the box, and immediately start pushing buttons. My husband and I read the instructions before we push any buttons. (Maybe that's because we paid for it.) <span style="font-family: 'Cambria','serif';">The need for quick gratification and rewards is reinforced by video games and by commercials. Our children spend a lot of time seeing both of these. As a Media Specialist, I sometimes feel like I'm fighting an uphill battle to get children to read a novel. Some novels, especially the "classics", just don't move fast enough for today's kids. I have noticed that contemporary novelists "hook" the kids on the first page to get them to keep reading. I hope that as teachers and parents we can help children slow down and look at the long-term perspective.

**CAST Website Review**

//1.// //In completing the learning styles survey, did you learn anything new about your personal learning style, or did the information confirm what you have already determined about how you learn best? Were there any suggestions offered for improving your study skills that you had not considered before?//

I thought I was always a single learning type – Logical/Mathematical. What the survey showed me was that I was a blend of learning styles, and it made me realize that I really learn in multiple ways. This is probably why I had an easy time in school. I was able to understand the content whether it was text, audio, visual, or kinesthetic.

//2.// //What was your overall impression of the CAST website?//

The site was very informative and easy to navigate. I like the way each chapter had an overview page that included a concept map, links, and key ideas for the chapter.

//3. Did you find any interesting information in the electronic version of **Teaching Every Student in the Digital Age**? Describe how you might incorporate that information in your teaching.//

In chapter 3, the author points out that other fields, such as advertising and communications, have already made the shift from print to multimedia. Education is lagging behind. Using multimedia allows teachers to create high-impact lessons which will reach more students.

//4//. //Differentiation of instruction is a topic that is stressed in public schools today. Did any of the resources provided at the CAST website give you some new tools in helping you plan lessons for all learners?//

I think the UDL Solutions Finder Tool would be useful in evaluating curriculum units to see where UDL can be applied. The analysis can be done by an individual or shared among several people in a collaborative team.

//5. What was your reaction to the 2 activities in which you participated? Did you gain any new insight into your strengths and talents through these exercises?//

I think it was valuable to review a previously used lesson plan to see where UDL principles could be applied. Most teachers use a lesson more than once, so it is important to make improvements each time. Since I have a technology background, it is easy for me to use a broad range of digital tools, and I will definitely take a broader approach when I plan lessons, and look beyond the text.

6. //Many of my graduate students who are teachers have expressed concern that they don’t feel equipped to sufficiently plan differentiated lessons for their students, but they have responded quite positively to the materials at CAST. Is this a resource that you may put to use in your teaching or share with colleagues at your school?// I would definitely share the CAST website with colleagues because it gives teachers valuable information on how to make their lessons more effective for all students. We all struggle with differentiation, and the more resources we have on this topic, the better.

7. //What would you like to know/explore more at CAST?// I would like for this website to be updated with new information as brain research continues, and we learn more about how the brain works.