TEC 538_Blog Post #4

Reflect on the idea that tests are the only objective assessments of student learning.


When people think of objective tests, this is what tends to come to mind...at least for me.





Objective--if the meaning of objectivity is to not have a person's feelings or opinions factor into something, I wonder if we can truly ever achieve REAL objectivity when assessing students. Obviously, being an English teacher, everything I grade is objective, and usually has an accompanying rubric.  My first reaction was "Well, sure, tests are objective; essays are not."  But, the more I think about it, aren't the questions a teacher puts on the assessment subjective in some manner?  I know when I make my multiple choice/true-false/matching tests, there has to be some degree of subjectivity simply because I'm making them, and I'm human.  Everything I do is subjective.  I constantly tell my students that if they can defend their answers, and it makes sense, then fine, I'll give them credit.  I want them to think outside of the box!  I know a lot of teachers who use objective assessments--and I'm one of them, at times--simply because they're easier to grade.  However, I know full good and well they aren't the best of truly assessing a students' knowledge, not by a long shot. 

Anyhow, the questions asks me whether tests are the only objective assessments.  I say, no.  There are many ways of assessing students, objectively.  But, then again, once I sit and ponder this question a little deeper, as I think about other ways of objectively assessing students, the question just says "tests" and so therefore, isn't everything, essentially a test?  Whether it be formative or summative, everything in my room from discussions to clickers is some means of assessment whereby I can gauge my students' understanding of concepts.  Therefore, if by "tests" the question means a pencil/paper multiple choice "test" then I disagree.  However, because the meaning of "test" can encompass so much more, if by "tests" the question means instructional methods and everything I do in my room to assess my students with a "one-right-or-wrong answer" then yes, I agree.  

TEC538_Blog Post #3_Week 6

Reflect on the idea of what a technology-infused classroom looks like. How do you plan to have a technology-infused classroom?
 I found this picture and considering our district's tech plan (or lack thereof), I found it quite fitting!  Our students cannot have cell phones in school.  We have one computer lab for 206 students to share.  The most current pieces of technology in our classrooms consist of Promethean boards that most teachers use as a glorified projector.  Frustrating?  YES.

I think the focus word here is "infused."  This seemingly harmless word means to fill, pervade, or soak.  It doesn't mean dabble, dash, or sprinkle.  With budget constraints or not, every single teacher in every classroom should be utilizing the technology avaliable to enhance students' learning.  Does it take time?  Yes.  Can it be frustrating to learn and integrate?  Absolutely.  BUT, does technology motivate students, help them learn, and increase problem-solving and critical-thinking skills?  Exponentially.  So, therefore, what is the true cost?  Nothing.  And everything.  It's priceless.

I wish more educators--those reluctant to use or even learn about the myriad of technological applications avaliable would realize that...



In my view, a technology-infused classroom, no matter how "souped up", is always a classroom where the teacher uses what s/he has to successfully integrate resources into the curriculum.  In my room, I may not have much to work with--and I'm constantly fighting to use things teachers have been integrating for the past decade--but this coming year, the thing I want to integrate the most is...

Blogging.  I want a classroom blog, and I want students to blog.  As teachers, we are constantly being told to reflect on our teaching practices.  If we truly want our students to learn to reflect on their learning, engage in meaningful conversations with their classmates and the world, and to practice their writing skills, blogging is the perfect medium!

Week 4_Blog Post

How can visual literacy and the use of the Internet impact the teaching and learning process in the classroom? What are some visual-thinking strategies you would like to use in your classroom? What role do you want the Internet play in your classroom?

When a person first hears the terms "Visual" and "Literacy" in the same sentence, confusion may be the result.  How can a person be literature in pictures?  Well...

Visual literacy has the power to transform learning for students and take it to a realm students enjoy and learn from. In my dream world, there would be one-to-one technology.  My mind beings to take a trip to a dream technology-classroom when I think of such a world.  However, that isn't in my future, not this decade.  So, I will have to settle with using what technology aspects we do have and trying to get our tech policies a little less stringent so we can have students use Google Docs for collaborative projects and writings; cell phones can be used for immediate research or for discussion using PollEverywhere software; or, students can use email addresses and blog posts for writing.  Those are my current battles.  The Internet can be a powerful (albeit, scary) realm for educators and most of us are willing to take the time to learn best practices.  However, we all have uphill battles outside of our control that affects whether or not technology and the Internet can permeate our classrooms.  I guess the best thing to do is keep fighting, for the kids' learning and for my sanity.

I chose to share the following video with you because she presents the modes and usage of digital literacy.  I like how she integrates concept mapping (one visual literacy teaching technique) as a component of her presentation.

Module 2_Reflective Blog_Prompt #1

Technology.  Education.  There once was a world where these two entities would never cross paths.  Today, the are one in the same.  Many teachers have merged the two to work synchronous with one another.  Substitute "Education" with the synonym of "Learning" and a whole new world opens.  

Just as each student is different on the outside, so are they on the inside.  Therefore, a variety of instructional strategies is the supporting foundation to a well-rounded educational experience for all children.  It's an accepted fact that all students learn differently; now, teachers need to teach differently, integrating a myriad of ways to reach and teach all students.  Technology assists in this role because it appeals to the 21st Century Learners. 

Concerning my own teaching, I integrate technology as much as possible.  However, the biggest obstacle I face is the lack of funding and technological resources.  That then forces me to research free software to use that requires minimal external downloads and is compatible with Windows.  Time constraints are an obstacle as well because we do not have one-to-one technological devices and one lab serves our 206 students.  I use the technology I have in my room (one computer, Promethean board, and ActivInspire "clickers") as much as possible. 

I do like the challenge that technology poses, however.  It makes me a better teacher, truly.  This is the main reason I'm pursuing my master's degree in technology, as opposed to PLC or Administration.  Technology isn't going away, and I need to prepare myself to be the best teacher I can be for my students. 

Summer Readin', Summer Lovin'!

Today, I've been compiling my summer reading list, among other "summer to-do's" like sitting outside, playing with my kiddos at the park, going camping, and starting a garden.  You know, all of those warm-weather wish list things we long for during cold monotony of winter. 

 

What a blessing it is that we live one block from the library and EVERYONE in our household loves to read!  Here's to many summer reading days!

Why I do what I do...