Learning Journal 1
My name's Aylin Chairez. I enjoy reading, dancing, singing, and watching anime. I want to teach 5th grade when I graduate. I'm pursuing this degree to influence the next generation. My duty as a future educator is to help people discover their talents and interests. I want to teach my students the significance of education.​
Through this course, I hope to learn how to integrate technology into the curriculum to boost student learning.I'll also learn about collaboration tools, publishing artifacts, mind mapping, and technology in the classroom. I will complete assignments on time, use resources, and seek for help to enhance my learning in this course.
Technology in education, in my opinion, provides an excellent learning environment. Students can use technology to improve their skills as well as use programs and applications to help them create projects, assignments, and publish original work. I believe that technology is a great tool for keeping things organized as well as for easy collaboration and communication among students and teachers.​
Technology has helped me immensely. I can take notes faster, find instructive videos online, and create and distribute work. As a student, it's helped me organize. I can keep documents, have all my textbooks on my laptop, search for a term or phrase, and submit homework effortlessly. I've benefited greatly from technology in school.​
An example of utilizing technology in my classroom can be during language arts. Students can create a scrapbook based on a novel, or I can use read-aloud so students can follow along in a text. Students can be able to submit essays through word documents or use PowerPoint to present ideas or science experiments. Educational games and videos can also be used in the classroom when teaching a lesson. The classroom can also have their own classroom website as a way to communicate and publish work for everyone to see.
Journal #2
Technology can be used in numerous ways in the classroom. Canva can make a digital poster on a class novel's favorite character. Students can choose their color scheme and layout. This helps kids engage and display character understanding. Google Slides is great for presentations and group projects. To get to know each other, students might write a story about themselves at the start of the year. This can help students bond and get to know each other.
ISTE Educator Standard 2.3 is connected to the lessons. This standard encourages ethical digital citizenship through online learning and curiosity. Also, it creates opportunities for kids to contribute meaningfully and build community online. Presenting is another requirement that helps students understand others and cultures. Many students have lived in China, Africa, or Mexico because the US is diverse. Next, the teacher can show videos, read foreign stories, or perform music/dances from the students' culture. As they get acquainted, students can place post-it notes on a primary page. Commenting and giving feedback teaches digital citizenship, respect, and classroom connections.
Students must communicate to use Google Slides. Student presentations should use visual material. For a meaningful presentation, the student must engage the audience. Another skill is creativity. Canvas and Google Slides let students make presentations and posters. Students can develop their own products and publish original work. Students' art also reflects their personalities and interests. Finally, using these tools requires culture. These technologies help kids appreciate different cultures. Students can research other civilizations. Students can share culturally meaningful photos and videos. Future classrooms can use virtual field excursions. Students can view Germany, South Korea, or Australia online and learn about its culture and lifestyle.
Programs are hampered by resource constraints. Many of these programs require laptops or iPads, which many students only have at school. Many students can only do their homework at school or in a place with free Wi-Fi, like McDonald's. Distractions are another issue. Many students prefer gaming over homework. Misbehaving students use technology for fun rather than learning. These programs may take time. Finding the right photos, artwork, and designs for a presentation or program takes effort. To finish projects, students must edit their work thoroughly.
Incorporating technology into the classroom has other benefits. Technology requires many resources. Google Slides lets students research and add images and videos to presentation slides. Students can share fires and cooperate. This aids teamwork, relationship-building, rapid feedback, and communication. These techniques also engage students. Full-screen learning lets students make their own products. Technology literacy helps students’ program, create, publish, and research. Students learn about technology literacy skills and improve their programming, creating, publishing, and researching abilities.
Journal #3
Creating a newsletter in the classroom with AdobeSpark, Word, or Crello is a great way to involve students. Students can create newsletters on what they are doing in class, such as activities, projects, assignments, what they are reading, etc., as a way to include it into the classroom. This is a type of information that can be emailed to parents or posted on a classroom website. Students in the third grade could also make a newsletter to share their good news, a wonderful day, or something else with the class. This will allow students to exercise their imagination and develop their writing abilities. Fifth-grade kids might also create a newsletter to advocate for a cause, such as recycling or charity giving, and persuade others to follow or comprehend their message. This will enable pupils to utilize technology so they may share what they support and even share it with the globe. This can be a positive message to the world and an effective application of technology.1
1.7.d is one of the standards that would be addressed. Students investigate local and global issues and use collaborative technologies to collaborate with others to find solutions. Students conduct research on a cause, which could be a global issue such as water contamination, poverty, or health issues, and compile information to present in the form of a newsletter. This will allow students to use technology to visualize their problem. The newsletter teaches students how to summarize, highlight crucial points, and be visually appealing. Students also study global issues and build support techniques."
Communicate Clearly" is one of the skills required to complete the newsletter. Students must communicate in detail their knowledge of a global issue in a pleasing manner while including important information so that readers can understand the author's point of view. Also, when creating a personal newsletter with stories, use "Develop Creativity." Students are using design and technology tools to express themselves and share their ideas with others.
One disadvantage of using these programs is that many of them require technology and reliable Wi-Fi connectivity. Many schools may have limited laptops for each student, and many students do not have access to the internet at home. As a result, they are only able to work on it at home. Another disadvantage is that Crello and AdobeSpark require premium access to be able to use different tools, which students may not have.One benefit is that students can create newsletters in three different programs and save, edit, and publish their work. Because these newsletters use technology, students can work on them whenever they want and share them with their parents, school, or even the entire world.
Journal #4
To optimize student learning, I can incorporate Bubbl, Mindomo, and Mindmeister mind mapping technologies into my teaching. These resources can be utilized in the classroom to help students learn any subject, including math, science, and social studies. For example, students can use mind maps to develop a mind map about a certain United States event and add details. Another example is that when utilized in writing, students can write the major concept of the story and then use a mind map to generate ideas connected to that theme. Mind mapping can be utilized for collaboration as well as for solitary use. For example, when working on a scientific project, students can choose multiple subtopics to explore and write three facts about. When working with photosynthesis, for example, one student can concentrate on oxygen and carbon dioxide, another on stomata, another on the plant's life cycle, and so on.
The ISTE Standards for student, Innovate Desinger 1.4a is connected to the lesson activity. The standard states that “Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.” Students are employing technology to develop thoughts on their major topic in this scenario. Students are creating a strategy for gathering information, organizing it, and connecting it to the theme. Mind mapping, when combined with technology, allows students to create their own designs while also collaborating with others and sharing information.
Communication is the ability required for a mind map exercise. Students will build an outline that will allow them to communicate effectively when presenting their work by creating a mind map. The mind map has visual fluency and enables students to employ concepts fluently. Students can use the mind map as a clear design tool to enhance their learning and assignments.
Students will be more organized and able to use clear visuals to enhance their learning if they use mind mapping and these online tools. Furthermore, because it is online, students may share it with others and work on it whenever they choose. It also increases productivity.One negative is that it can get messy. The mind map can get chaotic after many branches and information, and too much information may not fit on a single page.
Journal 5
Tiki Toki, Sutori, and Time Toast can be used in the classroom to build a timeline during a social studies session. For example, my fourth-grade class will develop a timeline depicting a historical period that was significant to the United States or the world in general. For instance, consider a timeline of World War I or Early America. Students can also create timelines of certain people, such as George Washington's life, including major events that occurred in his life.
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Designer 2.5b "Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning" is the standard for instructors tied to the timeline incorporated. When it comes to history and developing timelines, the students will use digital resources to optimize their learning. Students will be able to study and understand topic events in sequence, as well as use technology to present that sequence. Kids will have an excellent visual representation of history that will boost their learning. Furthermore, the instructor connects with the standard by utilizing technology and linking it to the social studies standard.
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Develop Creativity is one of the requirements. When creating a timeline, students must think creatively about how to make it visually appealing and not too congested. Students can also modify the timeline by changing the fonts, colors, and other elements to make it their own.
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One advantage of adopting these technologies is that students may provide more accurate and attractive material in digital format, as well as present it in the classroom. One disadvantage of using these tools is that it might take time to reorganize and construct the timeline, and it can be difficult for students who do not have access to the internet at home to work on it.
Journal #6
I can utilize visuals to depict a lesson or process in Piktochart, Smore, or Canva in my classroom. For example, I used Canvas to make a poster describing the Writing Process. This poster can be hung on the wall and used by students to track the writing process throughout any writing session. Not only that, but these digital tools can be utilized for various purposes, such as a 3rd grade science class studying the life cycle of plants. Another example is fourth-grade kids generating tale sequences or identifying story elements.
The Facilitator standard is associated with these digital tools. "Manage the use of technology and student learning practices on digital platforms, virtual settings, hands-on makerspaces, or in the field," according to 2.6b. The main goal of developing a digital poster or multimedia with images is to aid and promote student learning. Students will be able to produce posters and use graphics to assist them recall a procedure or simply to reinforce what they have learnt. For instance, there may be a poster showing how to make a peanut butter sandwich. Children will comprehend sequence and process, as well as how to follow directions and make their own sandwich. The poster will provide visuals for kids to follow and engage in.
Communication abilities are essential for the multimedia poster. Students develop efficient graphic representations of their core topic while also developing digital proficiency. Developing imagination is another necessary ability. Students will be able to develop and design their own poster, as well as identify strategies to make it visually appealing for presentation. The teacher will also uncover methods to integrate these digitals by designing a beautiful poster to aid student learning.
One advantage of employing these tools is that they are simple to use and can combine low-cost components. Students can design posters or visualizations using any color, typeface, photograph, or other media without having to do it physically. Students will also be able to publish, share, and preserve their visual representations with others.One problem of using these tools is that some of them require a premium account, and some of the settings are only available with the premium account. This can be an issue for certain pupils because they are limited to what they can access rather than their using their entire capability.
Journal 7
In the classroom, I would use WordClouds, WordArt ABCya, and WordItOur in a variety of ways. For example, I believe it may be utilized in a second grade class to define or describe a primary character from a book the class has read. Another method it can be utilized in the classroom is to create a word cloud to express how a student is feeling for the day. This can help you comprehend the student's emotional wellness and learn more about him or her.
These tools are compatible with the Analyst standard. "Offer alternate means for pupils to demonstrate competency and reflect on their learning using technology," states 2.7a. Students can use a word cloud to demonstrate what they have learnt. For example, in the above task, students will demonstrate that they grasped the character's point of view in the story and what it meant to them. Additional exercises, such as employing words describing World War I or forming President Barack Obama, can demonstrate student understanding.
Critical thinking skills are essential. Students will learn how to handle information and organize it into a word cloud that relates to a specific topic. Students must choose which words best describe the main idea, and this is an original work.
The benefits of employing these technologies include the ability to do tasks rapidly. Because it is an online software, students may simply modify the colors, make it seem how they like, and instantly add or delete words.
One disadvantage of using these tools is that pupils will lack originality because they will not have to physically build their word cloud. Youths can still make their own word cloud, but it's mostly about applying filters and selecting colors, rather than writing it out and adding glitter and switching words as they like.
Journal #8
I can include Story Jumper, Little Bird Tales/My Story Book, and Digital Storybook into my lesson in a variety of ways to optimize learning. For example, during writing time, my third-grade kids can build a book to talk about one of their experiences and express it in the style of a book. Students will learn how to compose a narrative, the elements of a story, and the basics of art. Another method to use these digital tools during a social studies lecture is to write and create a short biography of a famous figure.
There is a link between the ISTE Standards for Students and these digital tools, specifically the 1.6 Creative Communicator. "Students develop original works or ethically repurpose or remix digital materials into new creations," reads standard 1.6b. When students create original artwork through tale books, this standard is addressed in the assignments. Children produce stories responsibly using these digital tools, and what was once written on paper and pencil is now a digital source. A brand-new creation.
The expertise and ability required to execute the project using these digital tools is developing creativity. Students' creativity is required for this type of task to be successful. To be able to explain the assignment, students must be able to develop a tale, be presentable, and use proper grammar/wording. Also, students must be extremely creative in their portrayal of the story through the use of images, photos, and color.
One benefit of adopting these digital tools is that kids will have the freedom and capacity to construct their own stories in any way they desire, which is exciting. Students may easily add photographs, alter colors, and fonts, and it can be published both online and offline.One disadvantage of these tools is that they may not be appropriate for visually impaired students. Several of these screens might be harmful to kids' eyes, and they only provide them a limited amount of time to work on their assignments. Also, some students may be unable to work on this project because they are unable to see at all, necessitating the usage of an alternative task.
Journal #9
My thematic unit is based on dinosaurs. The unit is designed for third graders. I was able to blend topics from English Language Arts, Science, and Social Studies into this unit. The teacher begins the class by reading "Dinosaurs ABC" by SmartKids. The books use graphics and visuals to describe several dinosaurs and their features. Students will thereafter be required to complete three tasks for each content area. Students will use a mind map to brainstorm and investigate the dinosaur they chose and its attributes for English Language Arts. The kids will next create a PowerPoint presentation to showcase their dinosaur.Students will identify the dinosaurs' environment, what they eat, and how they survive for the science topic. Students will acquire knowledge and then build a digital storybook combining what they have learned.Finally, for the social studies section, students will recognize the physical environment of the dinosaur through geography. Landscapes, physical processes, and locations will be identified by students. The pupils will then use good grammar to present 20 terms that characterize the dinosaurs' environment.
Thematic units, in my opinion, are extremely valuable to students. Students will be taught three content requirements in one major topic. This is an excellent method because it allows students to focus on one subject while learning about numerous content areas that surround that theme. Also, the teacher designing the thematic unit will understand how to accommodate students and choose a general topic that he or she understands would be beneficial to the learners. This will allow students to participate.
The use of a theme unit has the advantage of allowing the instructor to teach numerous content areas within a single general topic. This can help with time management because the teacher won't have to do as many activities and lesson plans for different subjects. Thematic units can help you save time. One negative is that students may lack motivation or interest because there is only one theme, and they may not like that theme. Another drawback is that if a student is absent, they will miss the entire lecture as well as the major connection of the lesson.
Journal #10
Incorporating WebQuests into my lesson plans can be extremely beneficial. Having a WebQuest is comparable to possessing a thematic unit. I believe it is a great method to broaden students' knowledge because they will learn about a topic from multiple subject perspectives. In addition, students will have the opportunity to develop skills in technology, communication, collaboration, and other areas. In addition, students will be able to learn the lesson in a variety of interactive and hands-on formats. In addition, the courses are aligned with the TEKS and ISTE standards.​
The WebQuest category for educators that can be addressed in the classroom is the Designer standard. The standard 2.5a states, "Design authentic learning activities that align with content area standards and make use of digital tools and resources to maximize active, deep learning." This standard is addressed when WebQuest is integrated into the classroom because the teacher discovers ways to enhance learning using various digital tools that allow students to practice their skills while still learning the lesson. In addition, the educator locates engaging activities that align with the standards.​The use of
WebQuests in the classroom necessitates a variety of skills, including straightforward communication, creativity, and connectivity. Students must be able to effectively communicate orally and in writing in order to utilize WebQuest. In addition, students must develop their creativity when making designs, posters, and presentations. Students must understand how visuals can aid audiences and have the freedom to design their own work. Finally, WebQuest courses require students to utilize technology and connectivity. Students have the opportunity to utilize technology and improve their abilities, as well as utilize various formats that can assist them with their final product.​
WebQuest is a wonderful way to engage students, which is one of the benefits of using it in the classroom. In addition, it involves aligning diverse activities with different subjects so that students can gain a deeper understanding of the topics. In addition, it assists students in improving their abilities and learning about various resources.The disadvantages of using a WebQuest in the classroom are that the majority of resources used are online, and many of the online resources may contain flawed links. Creating a WebQuest for the first time can also be time-consuming, as everything must be created from the beginning.
Reflective Journal
Throughout the semester, I learned a great deal about integrating technology into classrooms. I also learned how some technological activities align with Texas standards. I am grateful to have been exposed to a number of the websites and applications that were introduced to me in this course. As a future educator, I plan to improve my technological skills and become familiar with new educational websites and tools so that I can incorporate them into my lessons. I believe students will be highly engaged, and much of the work can be completed outside of class. As the semester draws to a close, I would like to say that I really did learn something new every week, and that it has enlightened me to new assignment alternatives for the classroom. Overall, I enjoyed the activities in this class and believe I have gained a great deal of knowledge.