Article Review # 3

Togonon, E. (2013, June 19)   Edmodo: A modern Teacher's Tool.  Retrieved from  https://thewallflowerconfessions.wordpress.com/2013/06/19/edmodo-a-modern-teachers-tool/


Summary

Elsed Togonon begins his post on the use of Edmodo detailing a teacher carrying a stack of materials into a lecture hall or classroom.  He then describes the process of setting up for the class by posting materials on the board and then placing visual aids up for the students to see.  He talks about the “old strategy” of setting up a classroom in a day in which all teachers are supposed to use modern methods of teaching to make lessons convenient and relevant. 

Togonon then discusses the flaws with using modern technology; lack of computers, sharing media technology, and the lack of other tools necessary to carry out the expectations of the daily lesson.  When a teacher cannot use the modern technology, they are left to use the outdated methods, which carries with it stacks of papers to read through and grade.  The demands on a teacher become increasingly taxing as work must be graded and put in a grade book at the end of the grading period.

Togonon goes on to say that there is relief and an escape to these problems, and that is Edmodo.  He says that Edmodo is Facebook for education.  It provides a place for students and teachers to communicate electronically.  He talks about the current uses, which include posting assignments, posting a quiz, or any other assignments as well.  Edmodo provides a location for students to turn in work, which then takes away the need for the stacks of papers a teacher collects on their desk. 

He explain that Edmodo is a safe and secure site that students can use.  Each classroom page has a code that is given to the students.  Only the students in that class will be able to see the work that is submitted through the site.  The password can also be given to the parents to allow them the opportunity to see what is happening in the class as well.

The benefits of this site allows the students to get immediate feedback on the work turned in.  The teacher can post a grade immediately, so the students can see their scores.  Online discussions can also be had by the students and monitored by the teacher.  Students will have the opportunity to communicate with each other and reply to each others posts.  Visual aides can be placed on the site for the students to look at as well.

Reflection

I see the story that Togonon describes as a reflection of my own teaching.  In many cases I have hurried into a room and put materials on the board, or search for images on the internet and place them on the overhead projector one by one.  I have started using Edmodo this year, and have found it to be very helpful in preparing for class.  I have been able to post assignments online, and have had them turned in that way as well.  The work that I use to start the class can be placed on Edmodo and given a time limit for the students to complete.  I have found that this site has made preparation for class, and the flow of the lesson so much better.

Article revew #2

Garland, S. (2014, May 14).  What students really think about technology in the classroom.  Retrieved from http://hechingerreport.org/students-really-think-technology-classroom/

Summary

Sarah Garland takes on the challenge of interviewing students about using technology in the classroom.  She found that students have different opinions of online classes vs. a traditional classroom setting. 

Garland began interviewing students in a small town outside of Philadelphia.  Her interviews came to the conclusion that students may not like to use technology as much as the experts in educational fields believe. 

One of the drawbacks that students mentioned about online classes is the challenge of distractions.  Students thought that the classes would be easy to get through, and that they would be done rather quickly.  However, what they found was that they were falling behind or not doing as much work as they thought they would.  Students had trouble with the self-paced classroom. 

However, some students liked the concept of the open or cyber classroom.  Students said that in a lecture, it was difficult to get a professor to go back and repeat what was missed.  However, on a video series, it was simple for the students to stop a video, rewind, and understand the material in that manner.  Another student liked the “open world” of an online class compared to a textbook based classroom.

Garland concluded her interview with a mini debate that two students had about the topic.  One student argued that cyber courses were not as rigorous as a class that meets on a regular basis.  The student said that tests can be taken with the use of notes and that there was really no need to study.  This argument was countered with the idea that in the real world, nobody is watching over your shoulder to make sure you get the job done.  That it is up to you to make sure you know the information.  They also argued the social aspect of classes.  A concern is that students may not get the social interaction necessary if not meeting with a group of their peers.  The counter was that the students will get the necessary interaction on scheduled meeting days with the teacher.  A comment was also made that much of the social interaction in a regular classroom is negative and does not improve the student.

Reflection

I found this article to be an eye opener in terms of student thought on technology.  Since I began teaching, the concept of incorporating technology into the classroom has always been stressed.  Because of that push, I have always assumed that this is something the students would always enjoy.  However, some of the comments in this article led me to believe that this is not always something that the students want, or is it something that is always positive in education.  I do not like the idea of an online classroom for high school students.  I think that the students can get too distracted to fully appreciate the class that they are taking.  I feel that without the structure of a normal classroom, the student will rush to get through the work and not get all of the benefits the class can offer.  I also believe that the social interaction in a classroom is a necessity for the development of a high school and college student.  One must be able to listen to the ideas of their fellow students and to also have the opportunity to have their classmates give opinions on their beliefs as well.  So much of education is not just the topic being covered, but the ability to learn to deal with their peers as well.

Article Review #1: Dobo N. ( 2014, October 15) After 20 years, a teacher reinvents her classroom using technology Retrieved from http://hechingerreport.org/20-years-teacher-reinvents-classroom-using-technology/

Summary

In the article, After 20 years, a teacher reinvents her classroom using technology, Dobo(2014) examines the ways in which a veteran teacher begins to incorporate technology in her classroom. 

     Valyncia O. Hawkens has taught for 20 years and constantly has to deal with classrooms that have learners at different academic abilities.  The main questions that she has to deal with yearly is how to create a classroom environment that adheres to each of the students needs.  After twenty years in the profession, she had yet come up with a solution to this problem.  She decided to take a fellowship and began studying other classrooms and the methods that were used.  While viewing other classrooms, she began to see how technology was used in each of the classrooms.
     Hawkens took the information that she was presented and began her own method of instruction.  She created a blended classroom that utilized technology.  The classroom that she created didn't require her to stand in front of the class and direct instruction the entire period.  Many of the classes began with a quick lesson for the students to complete.  When students were done, they were allowed to get laptops and pick an activity that they could work on.  The students who were struggling with the opening activity, would stay at the front of the room and receive direct instruction.  This allowed her to create a classroom in which students were able to move at their own pace, and those that struggled would not be left behind.
  Hawkens created a classroom of blended instruction.  The instruction combined online activities with in-person instruction.  Hawkens was able to monitor the students activities and go from group to group to assist them individually.  Hawkens also said that with this type of instruction, behavioral problems decreased in her classroom.  The reason for this was the freedom that the students were given to work on their projects.  The students could choose to work alone or in groups, and also had the ability to wear headphones or not while working.  Because the more advanced students did not have to wait for other individuals to complete their work, the downtime and boredom of the classroom began to diminish.



Reflection

I found this article to be extremely informative and relevant to my own teaching experiences.  Although the classroom in the article is a fifth grade classroom, the difficulties that are faced in dealing with mixed ability classrooms is relevant throughout the educational system.  I found the structure of her classroom to be one that has met the needs of all different learners.  While reading this article, I constantly thought of my classroom and what how I would incorporate her methods to my lesson.