Journal 9

Fasimpaur, K. (n.d.). Massive and Open. (2013). Learning and Leading With Technology, 40(6), 12-16. Retrieved from http://www.iste.org/learn/publications/learning-leading/digitaledition/digital-edition-march-april-2013

Summary:
A brief summary of this article includes some old terminology used in a new way. The Massive Open Online Courses originate in the college setting and are held online. Massive and open are the two terms that the authors states are debatable; open because of some MOOC's using firewalls to block access or that all are offered with no charge and massive because it does not state what number is considered massive. The courses obviously vary on content and format. This is catching the attention of the K-12 setting and many are wondering how to integrate this into  that level of education. The online world is definitely becoming a large part of education and how people attain that education as well. MOOC's are being used as a gathering place for k-12 teachers to learn about ways to expand their PLN's (Personal Learning Networks) and gain new information on how to integrate technology into their classrooms for students. 

Question One: A Massive Open Online Course is fantastic for synthesis and analysis of information, but is it a good place to nurture student's education?
Answer One:
I find MOOCs to be on the cutting-edge for students, I don't feel that it is developed enough for student use for the K-5 but perhaps it could be modified for use for 6-12 depending on the teachers preference. I think it would need highly motivated students and engaged students in order to work. Teachers would have to do a lot of prep in order to introduce this into their classrooms and have it be effective. Perhaps one day this will work but for now I feel it is best left to higher education and teaching seminars. 

Question Two: How would I use this in my classroom?
Answer Two: 
If  I were to bring this into my classroom, I would first want information as to how to protect my classroom from the dangers of cyberspace such as cyber predators and other issues pertaining to cyber safety. The first thing I would want is passwords so that this environment was secured. Perhaps I would use this to connect my classroom to a classroom elsewhere in the world to learn about their culture and customs and vice-versa. This would create a dialog and be incredibly engaging to be able to talk to a person their age in say, South Korea. I would first begin using it myself at length so that I would be able to deal with any problems that arose and make sure I developed a contact in the teacher I partnered with overseas. This MOOC has potential but I am not sure I am ready for something on this scale as far as technology is concerned perhaps I would start with a program like Greenleaf offers first and then branch out into this using some of their ideas and implementing my own.

NETS 4: Journal 8- Adaptive Technology

Communication
ASHA or American Speech-Language Hearing Association terms Augmentative and Alternative Communication as anything other than actual speech to assist with communication. Examples of these can be electronic devices, pictures, or even sign-language. 
For a low-tech tool to assist a student with disabilities, I choose the Speech Buddy which is a series of tongue depressor looking devices that are shaped to aid the tongue in pronunciation of difficult to pronounce letters and sounds such as; "R", "L", "S", "CH", and "SH". Each of them are appropriately named and fun for kids. For example, the "CH" sound is called the Cheetah Speech Buddy and the "L" is the Lion. According to Speech Buddies these are an easy way to help those with slight speech impediments, lisps, and inability to pronounce the aforementioned sounds.
The high-tech tool to assist a student with vocal disabilities, I chose the DynaVox Maestro. This tool is amazing in its capabilities, it is designed for those who are still learning how to read and write and master social skills. This would fit into a classroom very well, since the design of its speakers are loud enough to hear in a crowded room which is great for teachers to be able to hear over pairing discussion if need be. It is small and compact for a device of its nature and it resembles an ipad or similar device which can help ease feelings of uncomfortableness around peers. 
Accessibility
An input device is anything that can be used to enter data into the computer, many of these devices make it easier for a student with disabilities to access the computer.

This is a screenshot of what the software looks like.

The software I chose for accessibility was Mindjet this software for Macs, web, and mobile is a software that allows the student to map out content ideas. I love this tool because it can be used by all of the students and enrich everyone's digital experience. However, this tool is great for students with learning disabilities because it encompasses mapping and forces organization of content in an easy way to understand. There are other free versions out there I suppose a teacher would need to use trial and error to find the one that best fit their students. 
 
 For a hardware device I have chosen a key guard keyboard. This stops the user from pressing too many keys down at once and allows for bigger keys as well. The keys are separated by steel and are easy to clean as well. This keyboard allows people who shake, or otherwise cannot control precise hand movements to use a computer just as well if not better than the rest of the population. For a student with disabilities this would be a great tool for essay writing or college note-taking. 
 
  

NETS- 5:Journal 7: My Personal Learning Network.

In the interest of maintaining the goal of life-long learning a Personal Learning Network is a great way to keep informed about teaching that combines social networks like Twitter, with web based tools like Diigo, forums such as Classroom 2.0 and those are just the ones I chose to work with there are plenty more out there to be discovered. A personal learning network has always been around however in recent years it has been able to expand into a global market with these tools and especially the internet. I feel that a PLN will help me to keep my lessons interesting and engaging through the use of shared ideas within my learning It network. Through Diigo I can save my research project ideas and the sites that sparked those ideas as well as lesson plans for my students.

My use of Twitter has been a surprisingly rewarding experience. I have been able to connect with two very useful chats to gain content for my classroom and those are #sschat and #wrldchat. I have collected various other people as well many of whom are established history teachers who have amazing ideas. I also have education chat and new teacher chat and am working on collecting people out of those chat groups as well. I have posted different sources pertaining to my history field as well as attained a huge amount of support and help from those people in the chats.

In terms of Diigo, as a networking tool I do not feel that it is as strong as Twitter. However, I have collected some students who are in various stages of their education, mostly those that are in their masters programs or those in the doctoral program. I wanted to add these people because I am interested in their experiences and the resources they will come up with in doing these higher studies can be beneficial. Since I am just beginning to find tools that will help me build my PLN those are the things I tagged in my account, sites that talk about how to build a successful PLN using different tools to broaden your horizons. I feel that these will come in handy in the future to reference as resources.




Visit Classroom 2.0
I have joined Classroom 2.0, which is a discussion forum online for teachers. They have different forums based on content which was very interesting to me. It also have some great information pertaining to technology in the classroom. For example one thread was about classroom tools and I learned about a lot more I didn't know, Quizlet for example is a tool that allows students to make flashcards of vocabulary and then creates games pertaining to those flashcards. I rushed over to the site and bookmarked in in Diigo to use a a homework resource.

Journal 6

Spencer, J. (2011, 09 19). [Web log message]. Retrieved from http://www.educationrethink.com/2011/09/ten-reasons-to-get-rid-of-homework-and.html

Summary:

The author implores his readers through ten arguments to get rid of homework in their classrooms. The two I disagree most with is that students of all ages are busy. However as a child, I had a significant amount of homework and still managed to maintain my extra-curricular activities and learned how to manage my time effectively. Spencer sites unequal help ratios between parents who are educated and those who have very little education. Homework creates adversarial roles, is bad, confines work to busy work and is not effective, and finally  homework demotivates.  Spencer simply gives us a list to ponder these reasons and no solution just his feelings on homework and why he does not give it.

Question One: How can homework demotivate a child and how can we incorporate motivating work into the home?
Answer One:
The key in this is that homework, having done a huge portion of it myself truly does demotivate a child. Most children that I have come in contact with rush through it and try not to let it interfere with their home lives and I am not just talking about K-12 this happens in higher education as well. If homework is necessary, it should be a project done at home with a research component not a mindless packet full of things that the student may or may not fully grasp the concept of. Or another method can be found to keep kids practicing and engaged in the current theme of study. For example research projects in my opinion cannot be contained to the classroom or the school library, there is simply not enough time in the school day for those things. Therefore a portion of the home time has to be leaked into in order to accomplish goals or else we are short changing high school students out of learning valuable resources for college level work. 

Question Two: If equity is a problem in homework, can't a teacher offer to stay an hour after school to help students who need or want the help?
Answer Two:
Yes, I understand that most teachers do not want to interfere with their own personal lives and yes I agree that they are important too. However, I feel that if equity is an issue then reach out to struggling students and offer them your time and help. This does not have to be everyday, but perhaps on an early release day when teachers stay on campus anyway to catch up on grading and lesson plans. Even if it simply turns into a quiet room for students to study and occasionally ask a question about that days lesson, the teacher has gone above the call of duty and the student feels more comfortable asking for help. This availability may not be taken advantage of every time but most teachers stay after the final bell rings anyway so why not offer the time to your students.