Digital Blog Post C

One of the important concepts that I found in Chap. 3 was "Instructional Methods to Engage Students" (Maloy, et al, 2013, p. 52). There are four different ways to get the student involved and are used by many teachers: one-on-one tutoring, Learning groups, Inquiry learning, and Metacognitive thinking. One-on-one tutoring is a special way to engage the student because once the student and teacher are sitting together, the teacher adapts to the students' learning style and explains things more deeply rather than teaching to the majority. It also give students the chance to ask questions that they would be scared to ask out loud because of their peers. Learning groups gets students involved by having them work in groups. Students tend to like this method for a couple of reasons; 1) They get to talk to others for the assignment, 2) they can use their creativity to express their meaning, and 3) they feel comfortable around their peers. Inquiry learning gets students out and about to learn more than what the teacher taught which could sometimes be wrong, boring, or incomplete. Metacognitive thinking gets students to think about how they learn best to help them understand why they learn the best that way.

Another concept that is very important in Chap. 3 is "The Role of Feedback" (Maloy, et al, 2013, p. 54). Feedback is extremely important for the fact that it tells the student(s) what they did right, what they did wrong, and what they can do for next time. As students love rewards, feedback is the next best thing so they know how to improve their score next time and know what they are doing correctly. At first, when students get feedback it seems like a slap in the face. Then, thinking comes in and the student checks over his/her work. At that moment, the student realizes "Oh, I didn't do that" or "how did I not notice that". I had an experience once when my class received our papers and it had feedback on it. I was use to seeing feedback, but my classmate was excited because the class she had before never received feedback from her teacher and she absolutely hated it. The only "feedback" they received was "Good Job" even if they failed. Here is a little video outlining how to give effective feedback.

The third concept I found intriguing was in chapter 8 about "Electronic Communication between Teachers and Students" (Maloy, et al, 2013, p. 187). When it comes down to the wire, there are more ways to communicate with the teacher other than email or text. Email and texting is a way, but there is also Teacher/Classroom websites, blogs or microblogs, online discussions, and wikis. Email and texting are more personal ways to communicate between the two people for it is directly to private inboxes. This way is quicker than most, but only helps the individual and the teacher. Teacher/classroom websites are more open, but mainly accessible to those who were told about it. Blogs and microblogs are written by individuals to be publicly seen. Blogs have no number of characters that can be used, but microblogs do (i.e. twitter). Online discussions are composed on blogs and other websites to talk about the topic freely and give feedback. Wikis are created by the teacher and students, and can only be edited by those in the group. Wikis are a much slower way to communicate but will be visible and editable until it is shut down. Here is a little slideshow to explain the different options to choose from.


From what I read in these couple of chapters, it is important and mainly revolved on the teacher head to help close the gap between their student-teacher relationship.

Resources:

 GPiOnline. (2011, November 30). How can managers give effective feedback? Retrieved May 28, 2016, from https://www.youtube.com/watch?v=kHyelDJvsCI

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.


 Roberson, M. (2016, May 28). Electronic Communication between Teachers and Students. Retrieved May 28, 2016, from https://prezi.com/1tx4hgwrceic/electronic-communication-between-teachers-and-students/

Digital blog post B

One of the concepts that interested me in Chapter 2 was "identifying groups of technology users". When I thought about groups before, there was the technologically advanced (the people who can grab any technology and understand it quickly), the average Joe (the ones that take a little longer to understand technology), and the caveman (the people who struggles with or refuses to use technology). In this section, the book breaks the groups down into many names including: digital collaborators (people who use online and mobile technology to make and share information with peers), desktop veteran (people who uses the desktop technology for work and communication but is less likely to use mobile devices like cell phones), Information encumbered (people who uses mostly old media, telephones, and print materials for information and doesn't use the web or mobile devices), and the technology indifferent people (those who use online and mobile devices on rare occasions but prefer not to use modern technology.) I want to say that I believe I would be in the lower Roving node since school requires me to use modern technology or the upper desktop veteran since I use my phone more for listening to music rather than staying connected to peers. I found this video to show the difference between the old generation and the new generation with technology.




Another thing that stuck out to me this chapter was the "Teaching Philosophies" (Maloy, et al, 2013, p. 26-27). I remembered talking about this in my Intro to Teaching Profession class and finding out that I lean more towards the student-centered philosophy when it comes to teaching. Though I do believe that teacher-centered is effective, that philosophy is better in a high school/college level where creativity isn't necessary as for the elementary/middle school it is., in my opinion. when it comes down to which philosophy is best, there is no winner, one is more preferred over the other in each individual. This slideshow gives a little explanation to what each philosophy is.

Student-Centered - Created with Haiku Deck, presentation software that inspires
The third concept that caught my eye was about teaching students to "Recognize URL's" in chapter 5 (Maloy, et al, 2013, p. 116). when I saw the list, the ones that I vaguely knew were .com, .net, .gov, .edu, and .org. Once I saw .biz, .mil, and .info I had a nice little eye opener since I have never heard of them before let alone seen them. I also haven't heard of .k12 or .sch so my mind was everywhere. Just this past Spring semester, I learned about .ca and .uk because of my research topics and those sites were primary sources. .nz I do not know what to think about, but to wait until the day I see it.

So after reading the two chapters, I learned something new from both of them and want to know where other people believe they are at on the technology identity scale.




Resources: 
 Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

 McCarthy, J. (2015, September 09). Student-Centered Learning: It Starts With the Teacher. Retrieved May 19, 2016, from http://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy

 Olaño, M. (2014, August 12). Preferences of Technology Generation. Retrieved May 19, 2016, from https://youtu.be/BNvNbja37jI 

 Roberson, M. (2016, May 19). Teaching Philosophies. Retrieved May 19, 2016, from https://www.haikudeck.com/presentations/LilMarc

 Which is Best: Teacher-Centered or Student-Centered Education? (2012, December 31). Retrieved May 19, 2016, from http://education.cu-portland.edu/blog/classroom-resources/which-is-best-teacher-centered-or-student-centered-education/

Updated January 6, 2016 

Chapter 1 blog

The three concepts to reflect on in chapter 1

1) According to Figure 1.1 (Maloy, et al, 2013, p. 4), the age groups are divided in kids(8-10), tweens(11-14), and teens(15-17) and it is interesting seeing how the tweens appear to have the most time used on some type of entertainment media than any other group EACH DAY! This poll was taken back in 2010 which sat me in the teens category and I remember how much and how long I was on Facebook and Myspace playing games, listening to music, or talking to my friends.

2) This chapter goes on to talk about Technology-Based Textbooks. Back in my days of middle school, the upper-middle and upper class students had a phone. the most popular phones used were the Motorola Razor and then the iPhone which was only used for socializing. During that time eBooks were not a thing so it was the original four to eight textbooks a day for classes with a three minute break to your locker and to class before you were late. Now technology has boosted tremendously and paperback textbooks are going extinct. Almost every household has at least one cell phone, tablet/laptop, and internet connectivity which allows for buying eBooks from amazon, schools, bookstores, etc. Soon technology will be the new textbooks and the textbook would never been heard of. Here is a little clip about textbooks vs tablets: 




3) After reading about how to build my digital identity as a teacher (Maloy, et al, 2013, p. 15), it became clear to me that I really need to up my game with the technological game. Because I didn't have a phone or many games in my elementary days i started to lean over to the "caveman days" near the end of my junior year and throughout now. As I am behind on touchscreen anything and not app savvy I would be stuck teaching the 20th century way to 21st century learners and they would be completely lost on that. But when I start doing more with online blogs and looking for teaching tools that'll help not only me, but also my students I will start having my character look more like this 

and less like this

All in all, technology can be good and bad depending on the use, but it will only upgrade from here on out so we have to adapt to the changes as quickly as possible as teachers and future teachers.






Resources: 
 Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

 Penguinlover AJ - Google. (n.d.). Retrieved May 12, 2016, from https://plus.google.com/115122600995767713000/posts 

 Re: B.C. newspaper tycoon | Clipart Panda - Free Clipart Images. (n.d.). Retrieved May 12, 2016, from http://www.clipartpanda.com/clipart_images/re-b-c-newspaper-tycoon-26678839

Teen Titans Go! Pictures  . (n.d.). Retrieved May 12, 2016, from http://www.cartoonnetwork.com/shows/teen-titans-go/pictures/cyborg-2/index.html

 M. (2013, May 16). Textbooks or Electronic Devices in School? Retrieved May 12, 2016, from https://www.youtube.com/watch?v=etmn8LuAjD4 

 T. (2014, June 26). Ttg-gifs. Retrieved May 12, 2016, from http://ttg-gifs.tumblr.com/post/90019932989/meatball-party-for-cookak