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Personal Profile
Sometimes the answer is right there; you just need to have the right perspective. I took this picture in 2009 and and, have since, lost my perspective. Where IS that seahorse?
I started teaching fifteen years ago, at a mere twenty-three years old. My perspective has changed quite a bit. Our students' academic needs, in some areas, are quite different than they have been. As educators, it's imperative that we don't lose our perspective and maintain our views of students and what will serve them best.
Integrating skills related to technological acuity is my current goal.
I started teaching fifteen years ago, at a mere twenty-three years old. My perspective has changed quite a bit. Our students' academic needs, in some areas, are quite different than they have been. As educators, it's imperative that we don't lose our perspective and maintain our views of students and what will serve them best.
Integrating skills related to technological acuity is my current goal.
In the above website you'll find my experiences, growth, frustrations and questions. Additionally, I've included some of the tech tools I've practiced with. And, check out the cool Youtube videos of different uses of technology for the Language Arts classroom.
Reflections on the Project
This journey, like most, has been filled with frustrations, questions, insights, renewed insights and more questions. It's ironic that I'm back in the perspective of: student. I've been forced to finally practice what I preach, "It's okay to make mistakes. Keep going. You're learning every step of the way!" I wanted so desperately to "get" everything the first time...and well. I have been humbled and confused. But, I've remained curious and attempted to be patient.
I joined the program to learn new resources and ways to reenergize my teaching and heighten engagement. My action research project has shown me how a simple tweak or addition of something as minute as a blog reflection in class, can offer students a new perspective.
I remember the dueling teachers inside me. The fifteen-year veteran laughed at the five-minute Youtube video on how to utilize the advance search tool on Google I showed the students. She rolled her eyes and thought, "They'll never pay attention for THAT length of time!" The curious teacher tentatively responded, "Well, let's just see." Pin-drop silence. Eyes glued to the screen. Some even took pen and paper out and started notes without my prompting. I heard the message loud and clear. It's imperative that I alter my program to fit the needs of my students and to meet the demands that will be placed upon them as they move through the world.
I understand now, the phases of this learning process for myself. One needs to first learn HOW to utilize these resources...HOW to shape them (even initially and simply) within the classroom. Next, imagine where each could be placed within the curriculum to enhance learning and bring it to a new level. I'm imagining Bloom's. The stage is set. This is both the frustrating and overwhelming step, but the most invigorating, too. I've almost made peace with the fact that this isn't a math problem where there's a lock step for each process. But, a language arts response; provide enough evidence to support your idea and there are many right answers.
I joined the program to learn new resources and ways to reenergize my teaching and heighten engagement. My action research project has shown me how a simple tweak or addition of something as minute as a blog reflection in class, can offer students a new perspective.
I remember the dueling teachers inside me. The fifteen-year veteran laughed at the five-minute Youtube video on how to utilize the advance search tool on Google I showed the students. She rolled her eyes and thought, "They'll never pay attention for THAT length of time!" The curious teacher tentatively responded, "Well, let's just see." Pin-drop silence. Eyes glued to the screen. Some even took pen and paper out and started notes without my prompting. I heard the message loud and clear. It's imperative that I alter my program to fit the needs of my students and to meet the demands that will be placed upon them as they move through the world.
I understand now, the phases of this learning process for myself. One needs to first learn HOW to utilize these resources...HOW to shape them (even initially and simply) within the classroom. Next, imagine where each could be placed within the curriculum to enhance learning and bring it to a new level. I'm imagining Bloom's. The stage is set. This is both the frustrating and overwhelming step, but the most invigorating, too. I've almost made peace with the fact that this isn't a math problem where there's a lock step for each process. But, a language arts response; provide enough evidence to support your idea and there are many right answers.
Lasting Learnings from the Program
1. Don't freak out...you'll get it eventually.
2. Remain uncomfortable; that's where the innovation occurs.
3. Utilizing technology taps the lifestyle of most students.
4. Find a group to collaborate with.
5. Just try. Fail. Correct. Try again. Fix it. Change it. Ask your students for help and their perspective.
6. And, when in doubt, go on Youtube because there'll be a video that shows you how, anyway!
2. Remain uncomfortable; that's where the innovation occurs.
3. Utilizing technology taps the lifestyle of most students.
4. Find a group to collaborate with.
5. Just try. Fail. Correct. Try again. Fix it. Change it. Ask your students for help and their perspective.
6. And, when in doubt, go on Youtube because there'll be a video that shows you how, anyway!