Last EDU 7267 Class Blog:
This class has taught me a lot about technology and has challenged me to push myself and my abilities with technology.I really liked the idea of having the students make their own videos or interviews. I hope that the next school I work in has the technological ability and funding for this, it would be great to see my high school students interact this way. I really plan to start to incorporate more technology in my classroom and expand my "techie" ways more. : )
Thursday, May 2, 2013
Thursday, April 25, 2013
Assisted Learning & Group Videos:
Last weeks class focused on assisted learning technologies. I never thought of the work assisted technology as being anything. I always thought of it as being just computer based. I learned that it is anything that helps a person to learn or function better. It can be a wheel chair, or a cane, or a hearing aid, etc. I found this a little mind opening because I never thought of technology like this before.
This week my group presented and we got a lot of GREAT feedback. It was very nice to hear all the enthusiasm from the class on our topic and on our video. We worked hard on the video and really got the feedback we wanted. One group presented on texting while driving and the other spoke about obesity. It was great to see how the other groups put their video's together and spoke about their topics.
Tuesday, April 16, 2013
Chapter 10: Promoting Success for All Students Through Technology
1. The chapter starts off by saying something very powerful that teachers deal with on a daily basis, there is not enough time in a day or in a school year to help every single individual student. Many classrooms are filled with students who need individual help, but one teacher a lone cannot provide this for them. The text states, "teacher must make difficult choices about which students to help and for how long before moving onto the next student or the next topic" (pg 276). This is something I go through everyday as a high school teacher, because I alone have 140 students that I see every single day in all of my 6 classes. I cannot possibly help them all. That's where technology comes in. There are so many programs out there that individualize themselves to meet the needs of each students. In my old school where I taught we used READ 140. It was a program that helped students become better reader. The program began with giving the students a reading test that was followed by questions, as they moved on through the test it became easier or harder based on their abilities. The students would go to the computer lab and work on the program during their free time, their lunch, or after school, some even worked on it at home. As they became stronger readers, the levels moved up. I would try and take them to the computer lab once a week to work on the program. Overall, technology can be helpful in many cases when one teacher cannot help all students. Do you believe it is a good idea to use technology alone to help some students learn skills they need? What programs does your school implement?
2. The chapter gave some very shocking statistics, that when I stopped and thought about it were evident in all classroom, especially in urban schools like the one I work in. Spanish is the language most frequently spoken in the USA, even when you call a 1800 number they tell you to press ONE for Spanish and TWO for English. I always get confused when I hear this. Since 1979-2004, the number of children speaking English with difficulty increased 114%. The sad part is that many of these students are born in the USA but grow up with parents who do not speak English properly (or at all) and in neighborhoods where they communicate in their L1. How can schools help all of these ESL students? Is there some sort of technology that can be implemented? What are some ways your school is helping the ESL students?
3. I found the debate on calculators interesting in the chapter. I always actually had this debate with myself, are calculators more harmful or helpful to students? Calculators are great to solve problems that cannot be physically solved by hand, but, they can also cause a person to be lazy. Yesterday, in my college class, the teacher put up a math problem that included multiplying fractions. Everyone reached for their calculators, and it was sad because the problem was not even difficult (nor did he say to solve it, he asked which one do we think is larger). It made me think, is all this technology helping students in some cases or harming them and preventing them from using their own intelligence?
1. The chapter starts off by saying something very powerful that teachers deal with on a daily basis, there is not enough time in a day or in a school year to help every single individual student. Many classrooms are filled with students who need individual help, but one teacher a lone cannot provide this for them. The text states, "teacher must make difficult choices about which students to help and for how long before moving onto the next student or the next topic" (pg 276). This is something I go through everyday as a high school teacher, because I alone have 140 students that I see every single day in all of my 6 classes. I cannot possibly help them all. That's where technology comes in. There are so many programs out there that individualize themselves to meet the needs of each students. In my old school where I taught we used READ 140. It was a program that helped students become better reader. The program began with giving the students a reading test that was followed by questions, as they moved on through the test it became easier or harder based on their abilities. The students would go to the computer lab and work on the program during their free time, their lunch, or after school, some even worked on it at home. As they became stronger readers, the levels moved up. I would try and take them to the computer lab once a week to work on the program. Overall, technology can be helpful in many cases when one teacher cannot help all students. Do you believe it is a good idea to use technology alone to help some students learn skills they need? What programs does your school implement?
2. The chapter gave some very shocking statistics, that when I stopped and thought about it were evident in all classroom, especially in urban schools like the one I work in. Spanish is the language most frequently spoken in the USA, even when you call a 1800 number they tell you to press ONE for Spanish and TWO for English. I always get confused when I hear this. Since 1979-2004, the number of children speaking English with difficulty increased 114%. The sad part is that many of these students are born in the USA but grow up with parents who do not speak English properly (or at all) and in neighborhoods where they communicate in their L1. How can schools help all of these ESL students? Is there some sort of technology that can be implemented? What are some ways your school is helping the ESL students?
3. I found the debate on calculators interesting in the chapter. I always actually had this debate with myself, are calculators more harmful or helpful to students? Calculators are great to solve problems that cannot be physically solved by hand, but, they can also cause a person to be lazy. Yesterday, in my college class, the teacher put up a math problem that included multiplying fractions. Everyone reached for their calculators, and it was sad because the problem was not even difficult (nor did he say to solve it, he asked which one do we think is larger). It made me think, is all this technology helping students in some cases or harming them and preventing them from using their own intelligence?
Thursday, April 4, 2013
4.04.13
Today's class was interesting because the class found out I was Facebook famous. (haha). It was a fun topic to talk about in class, the use of the internet and social media, and how students do not know how to use it correctly. Also, students do not understand that what they are doing outside of school can get them in trouble in school.
Today's class was interesting because the class found out I was Facebook famous. (haha). It was a fun topic to talk about in class, the use of the internet and social media, and how students do not know how to use it correctly. Also, students do not understand that what they are doing outside of school can get them in trouble in school.
Monday, March 25, 2013
Chapter 8: Communicating and Networking with Websites, blogs, Wikis and More
1) The chapter gives a few different ways to communicate with your students, for example blogs, email, teacher websites, online discussions and Wikis. (Wiki comes from the Hawaiian work "quick", I found that a fun fact the textbook stated). The textbook also gives a chart explaining when it is best to use each of these computer-mediated communication forms. I recently gave my students my email address (my school where I work gave me this email to use), though my school does not have my password I found it safer to use the school email and would never use a private one. I work in a high school and the problem with privately communicating with students of this age group is that sometimes they use this private communication for other means. Some of my students even said is this email only to hand in the project? The text states on page 210 that many schools worry about student and teacher communication through online social networks. I learned about the website Ning.com and how you can use it to make your own social network to only invite certain people into it. I went to the website The site was great, however it was $49 for a regular site, and $100 for a business one, etc. As a teacher it is hard to have communication with your students outside of the classroom, in a safe and proper way. How would you implement communication with your students outside of the class, which websites do you believe are safe to use, which communication methods would you use?
2) The text stated that 36% more student success was achieved when parents had internet based communication with teachers and the school. The problem however was that this occurred in areas with higher income, education and parent involvement. Overall, parent involvement was better when the information was found online. I work in the South Bronx, and my students are able to access their grades through a site called Powerschool. They always come in to class saying that they saw their grades, and are either happy or not. I believe that when parents and students have this access, they are more likely to be involved and stay on top of their grades more. How do you implement parent involvement? Do you use the internet?
3) Page 214 of the text really hit home with me. The text states that 4 out of 10 students in high school never write a paper of more than 3 pages and that by the end of high school many students are writing unsophisticated work or immature. In my classroom I assigned my honors class a 3 page, 5 paragraph comparison essay to write over the spring break. All of the students flipped out saying that it was too much writing (double spaced mind you). I found this appaulling because I though the assignment was easy. The text stated that 60% of teens use text, online blogs, Facebook, etc to write daily but do not see that as "real" writing. I tend to agree with this fact because, though they are writing they are not writing properly, therefore this is not helping them. How can you as a teacher improve this problem with students writing? The text stated that many social studies/history teachers never have their students write, how can you as another subject matter teacher beside ELA promote writing in your classroom?
Thursday, March 21, 2013
Sunday, March 17, 2013
CHAPTER 7: Problem Solving & Inquiry Learning With Software & Web Tools
Chapter 7 unfortunately was very boring to read and not very helpful! The chapter spoke mostly about different programs for the teacher and students to use along with some guidelines. One interesting program that I read about was "Inspiration" for high school students. The program is used to help students create something original by using graphs, voice, drawing, writing, etc. Its like a little easel on the computer that can add text and voice. The program lets students talk, draw or write anything that comes to mind when they are given a project. It allows them to avoid writers block because it let's them free think before making their final version. How much creativity do you allow your students in the classroom? Is this a program you would use?
Chapter 7 page 179, the text states that there are are three ways for teachers to decide if the program is a poor soft ware. They are the following: if the program, not the child, controls the activity, if the game promotes violence, stereotyping or competition, if the software favors quick reaction and not long term thinking. I agreed with these three outlines because, it is important for the student to control what is happening and not have the program control what they are doing. Also, the software needs to promote long term thinking instead of having the student just complete the task and forget it. Do you agree with the three guidelines? Are there any you would add to follow?
The chapter gave a whole list of education games for students to play on page 195. I read through the list and thought how every parent should allow their students to play educational games as opposed to stupid shooting games or killing. Some of the game sounded very fun. Personally I have only played Sims game. Do you think parents should limit the type of games students play? Would that effect a students learning in school?
Thursday, March 14, 2013
Take Away 3/14/2013
Today's class discussion was interesting. The rubric you provided us was helpful in thinking about how to choose websites for our WebQuest and for our students in general. If a teacher follows those few guidelines on the rubric then they will most likely always choose appropriate websites. The virtual field trips were proven to be not as useful as an actual field trip, but it is worth using in order to at least show your students something visual so they can make a connection to the topic.
Monday, March 11, 2013
1. Chapter 4 states that there are two ways that teachers use technology as a necessary means of integration. One way is through the teacher's mindset and the other is through multiple pathways. Personally if I am not into the technology I am using, or if I am not 100% sure how to use the technology I will not feel that comfortable or prepare or organized to teach my students by using it. Many schools encourage using new technology, however then the school should teach the teachers how to use this new technology. Do you believe that a teacher needs to have the correct mindset to use technology in the class efficiently, or can the teacher be forced to used technology and still use it successfully?
2. Chapter 4 said a very important fact on page 85: " technology integration does not mean computer technologies replace non-electronic resources in every teaching situation." I personally do not use much technology in my English class. I teach 10th grade ELA and the only time I really use technology is when I want to show the students a picture, or a scene from the book we are reading so they can visualize the text. Do you use more technology in your classroom, or more non-electronic resources and why?
3. On page 145 in Chapter 6, the text states that the internet can be used as a starting point to then learn what books to get from the library or where to search for more in depth information. Unfortunately, I think the internet is used for the complete opposite. The internet is used more for the starting and ending point. Students and teachers, even people in general go right to the internet to learn all they need to about a topic. Do you use the Internet as a "starting point" or do you use the internet as a whole? Do you have your students only use the internet, or use the internet and other sources? Explain.
In Chapter 6 I actually learned something new about the internet, I never knew that social bookmarking existed, nor did I know what it was. I found out that people not only individually bookmark their favorite sites, or information, but that information can be shared publicly and can be accessed by many people. This makes it easier to find information because you can look in bookmarks that people have already found based on things you have in common.
2. Chapter 4 said a very important fact on page 85: " technology integration does not mean computer technologies replace non-electronic resources in every teaching situation." I personally do not use much technology in my English class. I teach 10th grade ELA and the only time I really use technology is when I want to show the students a picture, or a scene from the book we are reading so they can visualize the text. Do you use more technology in your classroom, or more non-electronic resources and why?
3. On page 145 in Chapter 6, the text states that the internet can be used as a starting point to then learn what books to get from the library or where to search for more in depth information. Unfortunately, I think the internet is used for the complete opposite. The internet is used more for the starting and ending point. Students and teachers, even people in general go right to the internet to learn all they need to about a topic. Do you use the Internet as a "starting point" or do you use the internet as a whole? Do you have your students only use the internet, or use the internet and other sources? Explain.
In Chapter 6 I actually learned something new about the internet, I never knew that social bookmarking existed, nor did I know what it was. I found out that people not only individually bookmark their favorite sites, or information, but that information can be shared publicly and can be accessed by many people. This makes it easier to find information because you can look in bookmarks that people have already found based on things you have in common.
Thursday, March 7, 2013
March 7,2013 Class
WebQuest: Educational journey online
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build the gateway
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interactive/ can be self-contained
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quest= questions
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web based exploration
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challenge
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assessment
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plans, activities, and resources
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should be steps to the webquest to follow
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Web: engagement, search engine, links,
highlights, setting, connection to worldcreating a gateway for students to use
internet sources that are educational
This WebQuest webpage on dinosaurs was AMAZING! I really
wish to one day be able to use a WebQuest in my classroom and teach my students
based on one. It would be such a fun and interactive way for them to learn. Not
only can they do the WebQuest alone but can also work with partners. I will
definitely try one day in the future to make a WebQuest and have my students
use it. I think that the WebQuest also is more monitored then letting the
students go out on their own to research the topics, they have all the links in
front of them. The students probably will wonder off but it does decrease the
chances. After seeing the demonstration
in class today of how to make the Web Quest, I am excited to start mine and will
make it based on what I am currently teaching my students in their 10th
grade Honors class so that I can hopefully use it during my teaching!
Thursday, February 21, 2013
2.22.13 Class: Is Wiki Bad?
After this long, detailed class discussion I realized that Wiki is not as bad as others make it to be. It also opens a door for students to see information and do more research to see if the information is factual or no. It is not only a good site for their research that they need to get done but also makes them do further information.
I did not know that the .com, .org, or .net had specific meaning. I thought people just added which one they thought sounded good with their website, I never gave it much thought. This was a fun little fact to learn in class.
The 5 W's of the website evaluation was very helpful. I copied down this simple checklist for students to follow when they are evaluating a website, or even when I am evaluating a website for them students to use or for myself.
After this long, detailed class discussion I realized that Wiki is not as bad as others make it to be. It also opens a door for students to see information and do more research to see if the information is factual or no. It is not only a good site for their research that they need to get done but also makes them do further information.
I did not know that the .com, .org, or .net had specific meaning. I thought people just added which one they thought sounded good with their website, I never gave it much thought. This was a fun little fact to learn in class.
The 5 W's of the website evaluation was very helpful. I copied down this simple checklist for students to follow when they are evaluating a website, or even when I am evaluating a website for them students to use or for myself.
Sunday, February 17, 2013
CHAPTER 5: Research and Evaluating Internet Information
1. Chapter five states "Almost all teenagers (94 percent) use the Internet at least some of the time to do research for school" (pg 114). This is an extremely large percent of students that are using the Internet for academic based research. I always wondered how I would in my own classroom teach my students how to properly use internet research, what sites to use, how to use them, how to tell what information is necessary or true, etc. My first thought was to have a list of scholarly websites that they are allowed to use for the task at hand, and if they found other websites they would need to in advance give me the link so I could evaluate it. How will you, or how do you in your classrooms have your students use internet research? How will you teach them to use it properly? Lastly, will you only have your students use the Internet for academic research?
2. I found one part of the chapter extremely interesting and worth debating a little. On page 117 the text states, "Is time spent online reading really reading?internet critics say no, contending that reading printed books is the time-honored, proven path to intellectual and personal growth." When I read this quote I really stopped and thought about what the text was saying, and personally I had to agree with it. Reading off of the Internet or on an Ipad, or Nook, etc., is not really reading because you are taken by the technology part of it and not just focused on the reading aspect. Some things, like reading from a book should be kept traditional and not changed. Do you believe that reading from the Internet is not really reading? Will you have your students read more from books or online?
3. The text states that to be IT fluent a teacher must be able to use the application of computers and other technologies in the classroom in all subject areas. This made me think what exactly does it mean to be able to use technology and the computer in the classroom, does that mean a simple slideshow, a projector, a film, etc. or is it more. To me being IT fluent is the ability to navigate the computer, use search engines, online grading, slideshows, a smartboard, video, and some educational websites. What does it mean to you to be IT fluent? Do you believe you are IT fluent?
1. Chapter five states "Almost all teenagers (94 percent) use the Internet at least some of the time to do research for school" (pg 114). This is an extremely large percent of students that are using the Internet for academic based research. I always wondered how I would in my own classroom teach my students how to properly use internet research, what sites to use, how to use them, how to tell what information is necessary or true, etc. My first thought was to have a list of scholarly websites that they are allowed to use for the task at hand, and if they found other websites they would need to in advance give me the link so I could evaluate it. How will you, or how do you in your classrooms have your students use internet research? How will you teach them to use it properly? Lastly, will you only have your students use the Internet for academic research?
2. I found one part of the chapter extremely interesting and worth debating a little. On page 117 the text states, "Is time spent online reading really reading?internet critics say no, contending that reading printed books is the time-honored, proven path to intellectual and personal growth." When I read this quote I really stopped and thought about what the text was saying, and personally I had to agree with it. Reading off of the Internet or on an Ipad, or Nook, etc., is not really reading because you are taken by the technology part of it and not just focused on the reading aspect. Some things, like reading from a book should be kept traditional and not changed. Do you believe that reading from the Internet is not really reading? Will you have your students read more from books or online?
3. The text states that to be IT fluent a teacher must be able to use the application of computers and other technologies in the classroom in all subject areas. This made me think what exactly does it mean to be able to use technology and the computer in the classroom, does that mean a simple slideshow, a projector, a film, etc. or is it more. To me being IT fluent is the ability to navigate the computer, use search engines, online grading, slideshows, a smartboard, video, and some educational websites. What does it mean to you to be IT fluent? Do you believe you are IT fluent?
Thursday, February 14, 2013
Week 3 Class Reflection:
Today in class I learned what constructivism is. It is the theory that students should learn by doing hands on activities and discovering the topics they are learning. I thought this to be a great idea and also thought why more high school sin America are not structured like this. The high schools that are called "trade schools" function in this way but they are looked down upon by society. In Europe students choose a path in their careers and then go to the high school that will set them forth on this path. I think this is a great idea and should become more implemented in the USA.
Topic for Video and WebQuest: ELA- Essay Writing and thesis statements
Wednesday, February 13, 2013
Chapter 3: Developing Lessons With Technology
1. Understanding by design (UBD) was a concept I learned about while reading the text, and after I read it I realized I had been using this method for many of my lesson plans. UBD is the "backward planning" of a lesson. You begin with the main idea, the desired results/assessment, and lastly fill in the step by step instruction, objectives and methods. I use this form of lesson planning because I feel that it keeps me concentrated on my goal of what to teach the students. When I just write the methods/steps first and then the main idea and assessment last I feel that it keeps me away from wanting to make sure the students learned from the lesson and I feel as if I am just throwing in an assessment. Do you write your lessons using the UBD or do you write them by completing the objective and methods/steps first? Which do you believe is a better method and why?
2. Norm-reference tests v. criterion references tests
Norm-reference tests compare students to one another on a ranking scale; while criterion references tests compare students' performance to specific objectives and standards, and not to other students. I believe that students should be compared to one another and should be compared to standards and objectives as well. There is nothing wrong with having a little competition among students so that they know where they stand among peers. For me personally I am extremely competitive and the want to be the best for myself and among others is what keeps me going and achieving. This can have a negative effect as well on students and bring down their self esteem to see themselves not ranked well on a scale. But, is it truly better to keep them blinded by this fact, is that really helping them? I personally think it is more harmful than helpful. If students are not being ranked against one another, they are being ranked on a scale against objectives and standards, which in reality is still ranking them. Is it wrong to have students compared to one another and ranked on a scale? Should students only be held accountable to objectives or standards alone?
3. I believe that paper based or "traditional" means of assessment are not a bad thing, though they should not be the only means of assessment. Students need to also be assessed based on their every day actions, their participation and achievements in class from a day to day basis. This however puts a lot of power on the teacher to assess students. The teacher can pick favorites, or grade at a lower scale to have more of their students achieve, etc. Also, every teacher has a different idea of what students should be taught and how. This is why there are the standardizes tests, even though many teachers hate them. How could a teacher assess a student other than by a paper test? How do you believe the education system can implement the standardized tests and also show a students progress from day to day? Would technology help in any way?
Thursday, February 7, 2013
Is a teacher a designer?
Who are you designing for?
A teacher is a designer for themselves and for their students. For themselves because they design their day, their lesson, their classroom set up, their mood, their attitude for the day, etc. In the same idea, the teacher is a designer for the students because the teacher needs to target the students with lessons, ideas, thoughts, classwork etc. A teacher is also designing for the whole population. One class at a time changes the world. Lastly, for other teachers because we all need to help each other to make every day and every grade easier.
What are you designing?
A teacher not only designs the obvious factors in the classroom for example, lesson, tests, classroom layout etc. but, also designs for the future. A teacher has a teaching philosophy that they want to fulfill and every day they work towards that goal to make the students not only learn in an educational aspect but in life.
Final product?
A better future for education, students and teachers.
*Collective comunity
*Fulfillment for students and teachers
Take away note:
I took away from the class that idea that technology should not be an "add" on but rather an implementation. I can agree to disagree with this point, technology should be used in the class as long as it is not the focus and the students focus more on the lesson not the use of the technology. I also never called myself a "designer" per say even though now that I think more on it I guess that I am. Teachers design curriculum, lessons, classroom set up, students plans for the day, the educational system etc. The word teacher took up a whole entire dry erase board to explain, and I guess that's the beauty of the field we are in, teachers are a little bit of everything.
Who are you designing for?
A teacher is a designer for themselves and for their students. For themselves because they design their day, their lesson, their classroom set up, their mood, their attitude for the day, etc. In the same idea, the teacher is a designer for the students because the teacher needs to target the students with lessons, ideas, thoughts, classwork etc. A teacher is also designing for the whole population. One class at a time changes the world. Lastly, for other teachers because we all need to help each other to make every day and every grade easier.
What are you designing?
A teacher not only designs the obvious factors in the classroom for example, lesson, tests, classroom layout etc. but, also designs for the future. A teacher has a teaching philosophy that they want to fulfill and every day they work towards that goal to make the students not only learn in an educational aspect but in life.
Final product?
A better future for education, students and teachers.
*Collective comunity
*Fulfillment for students and teachers
Take away note:
I took away from the class that idea that technology should not be an "add" on but rather an implementation. I can agree to disagree with this point, technology should be used in the class as long as it is not the focus and the students focus more on the lesson not the use of the technology. I also never called myself a "designer" per say even though now that I think more on it I guess that I am. Teachers design curriculum, lessons, classroom set up, students plans for the day, the educational system etc. The word teacher took up a whole entire dry erase board to explain, and I guess that's the beauty of the field we are in, teachers are a little bit of everything.
Sunday, February 3, 2013
WEEKS 2: THREE QUESTIONS FOR CHAPTERS 1&2
1. The text talks about why people will use technology in the classroom and how. I personally will use technology in the classroom as a mere enhancer and not as the core part of the lesson learning method. Some technology that I would use would be the SmartBoard, videos, music, powerpoints, and online educational websites. How will you use technology in your classroom, and what specific technology will you use?
2. Chapter 1 states: "after age 11 nearly all children use the internet" and "daily internet use grows drastically from childhood to adolescent to teenage years." Do you believe that the use and amount of use of technology in the classroom depends on the age of the students? Is it better to use more technology with younger students, or older, or does it not matter?
3. The text states that: "In homes, 54 percent of white students use the computer, the figures fro African American students is (27 percent) and Hispanic students is (26 percent). These numbers show a huge difference in technological skill and use. How can you as a teacher, if you use technology, ensure that your students are using the technology at a fair advantage to everyone? How can the educator use technology to ensure everyone is able to understand it?
1. The text talks about why people will use technology in the classroom and how. I personally will use technology in the classroom as a mere enhancer and not as the core part of the lesson learning method. Some technology that I would use would be the SmartBoard, videos, music, powerpoints, and online educational websites. How will you use technology in your classroom, and what specific technology will you use?
2. Chapter 1 states: "after age 11 nearly all children use the internet" and "daily internet use grows drastically from childhood to adolescent to teenage years." Do you believe that the use and amount of use of technology in the classroom depends on the age of the students? Is it better to use more technology with younger students, or older, or does it not matter?
3. The text states that: "In homes, 54 percent of white students use the computer, the figures fro African American students is (27 percent) and Hispanic students is (26 percent). These numbers show a huge difference in technological skill and use. How can you as a teacher, if you use technology, ensure that your students are using the technology at a fair advantage to everyone? How can the educator use technology to ensure everyone is able to understand it?
Sunday, January 27, 2013
Assignment Week 2- Personal Ideas
My personal thoughts related to this class:
I am a firm believer that technology emphasis is being too widely used in the classrooms. Students no longer know how to sit, behave and learn. They need to be stimulated 24/7 by pictures, videos, and the teacher. I do not believe that this is good because in life and in the real work and in the working world you will not be stimulated like this. I do believe that technology is important and students do need to know how to use it and teachers can use it in the classroom but, I do not believe that it should be the main form of teaching or learning.
My learning goal:
My goal is to learn how to use more technology that will assist me in the classroom. I also hope to maybe see the point of using so much technology in the classroom through this course.
I am a firm believer that technology emphasis is being too widely used in the classrooms. Students no longer know how to sit, behave and learn. They need to be stimulated 24/7 by pictures, videos, and the teacher. I do not believe that this is good because in life and in the real work and in the working world you will not be stimulated like this. I do believe that technology is important and students do need to know how to use it and teachers can use it in the classroom but, I do not believe that it should be the main form of teaching or learning.
My learning goal:
My goal is to learn how to use more technology that will assist me in the classroom. I also hope to maybe see the point of using so much technology in the classroom through this course.
The problem with too much technology: 
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