Showing posts from March, 2011

Students - the (Often) Silent Majority

What resources do you use while planning lessons?  Do you consult your Twitter feed?  Ask members of your digital or face-to-face PLN what works and what doesn't work?  What about your students?  How often do you ask them for input on instruction?  If your answer is "not often" or "not at all" I recommend that you start asking them now.  Student voice and choice is the missing piece of the academic puzzle.  Our students are starving to give us feedback on our lessons and how those lessons can better suit their needs.  All we have to do is give them a time and place to share those thoughts. I recently finished my freshmen research project.  For the first time, I decided to include a technology element to the project.  I had the students create a Glogster instead of a poster or PowerPoint presentation to share their findings.  Throughout the project I was constantly reflecting and thinking about how I will be able to improve the experience for both my students a

A Reflection: My First Glogster Project

Trying a new lesson, new teaching method, or integrating a new piece of technology can be stressful. Thanks to my Twitter feed , I discovered GlogsterEDU earlier this year.    A Glog is an online multimedia poster.  This post is going to reflect on my first experience using Glogster.  There were a lot of positive aspects of this project for both my students and for me, but there were also a few road bumps that made caused a little frustration. Planning the Project If you are unfamiliar with my blog, I am relatively new to the world of educational technology.  Up until this school year, I was hesitant to incorporate much technology into my lesson plans.  After discovering the power of Twitter over the summer, I began incorporating technology whenever I could justify it.  One place I was sure I wanted to incorporate some sort of technology was my research unit.  Typically, I have students use the internet, library books, and online databases to conduct research over a historical fig

Why Educators Won't Dip Their Toes into the Tech Pool...and How to get them to Jump in

After talking with a colleague recently at lunch and looking through my Twitter feed for the last six months or so, I started to wonder why more teachers don't supplement their daily lessons with technology.  I have found and implemented a number of new resources to help my students, and I'm surprised that more teachers haven't joined me yet.  Throughout our conversation and during my 45 minutes on the treadmill that afternoon I came up with a few reasons why teachers stray away from the integration of technology and possible solutions to get our colleagues on board with technology.  1.  Teacher Apathy I despise the thought that this is a viable reason for avoiding technology, but let's face it, some educators have been in the profession for that magic number of years that makes them believe that they have found the perfect way of educating each student.  Their perfect way happens to be lecturing for 40 minutes each day, but that's neither here nor there.  These

A Metamorphosis of Educational Proportions

Before this school year started, a colleague I respect asked me to attend a training session with him for a new grade book program our district was going to roll out.  Little did I know that my quick response was going to trigger a metamorphosis in me. Before I go any further, let me provide you with a little background:  I have been a professional educator for the last seven years.  For the last six years I have taught freshmen and sophomore language arts.  I have always thought of myself as an educator who was able to get the job done with students, but I was light years behind most of my more experienced colleagues. Fast forward to the grade book training:  After two days of training provided by the school district, we were on our own to answer teacher, student, parent and administration questions about this new program.  While I never considered myself a building leader of any kind, I was quickly thrust into a leadership position in regards to the new grade book.