I really like the movie and have learned a lot. I mean during the procedure of making the video I learned a lot already, and tonight through others' work, I feel I could take advantage from that. I knew others' ideas about their video and I found some of them did good edition, some of them made good designing, and some of them showed really great creativity. Actually, I have to say I love my video best. :)

Chapter 8 & 9

Chapter 8       

Chapter 8 concentrates on the various ways that teachers and students can use computers and other technologies to share ideas and information in classroom and online learning environments. In fact, we are using communication technologies so frequently, for example, email is most common way for students and teachers to communicate out of class. In the class EDU 7266, we have used online discussion and built our own blogs. Through using communication technologies, we can get informed of different ideas from our classmates immediately, instead of waiting to next class. In addition, some of our works are published publicly, such as WebQuest and the group video project. Our works can be seen by more people than just teachers and classmates. It encourages us to create and make our works better.

To use communication technologies out of class helps students to do better preparation before class. We write blogs almost every week to make reflections of each chapter. We can also read the reflections from our classmates and make comments. It helps the following in-class study more effective. It is even somewhat better than face to face communication, since it allows us to have enough time to think.

Questions:

1) How can teachers help those students who do not know how to use communication technologies?

2) How can teachers balance out-class online study time and traditional study time for students?

3) How can teachers make sure that students have really done online assignments and communication since it is lack of monitor.

Chapter 9

            Chapter 9 focuses on creating and sharing information with multimedia technologies, such as Power Point presentation software, videos and DVDs, digital cameras, movie-making software, and podcasts/vodcasts. The tools mentioned in this chapter are used in almost everyone’s daily life. However, they are not used so frequently in education. What we use most in education is Power Point presentation. It is really useful and can help the teaching content more organized. Besides that, other tools are also very helpful. Like Video, in my special education class this semester, the professor show video to us almost every video. Through videos, different kind of mental disabilities and behaviors disorders can be presented directly. It is more effective for students to learn than simple teaching with textbook.

            In fact, through this class, we have already used movie maker and we are going to make videos. I find it is not so difficult as I thought before. After simple self-training (you can find a lot of introductory information online), teachers can use them very well. It is also a good teaching strategy to ask students to use such tools. Teachers can make group activities for students and help them to learn themselves. As I experienced, it is really a great chance for learning.

            Questions:

1)      How to combine the education content and technology learning?

2)      How to find the appropriate video resources for teaching?

3)      How to evaluate students performance if considering different levels of familiarity of technologies.

 

Chapter 7

Chapter 7 focuses on how teachers can promote inquiry learning and problem solving using educational software.

There are so many software and applications today. They are designed to be more and more easier for users to use. Like the image editing application, when I was in high school, Photoshop was the most popular software. However it was not so easy to use. My college roommate bought a book and decided to learn it during a summer break. My university even launched a course for undergraduate students to learn to use Photoshop. Today, image editing applications are so easy to use. You do not need to buy one, there are a lot of free applications that you download them. Most smart phones allow people to edit photos right after taking them. If you want to post photos online, most related websites also can help you edit them with very simple steps.

The educational software is also becoming more easier. Since there are so many applications and they are so easy to use, it is a problem for teachers to decide which one is appropriate to use. Teachers should learn how to evaluate educational software. They must identify what kind of software is high-quality and encourage high order thinking by students.

Questions:

1. How to design a class using educational software?

2. Since some students are more familiar with using software, how can teachers evaluate students while using software?

3. How can teachers avoid the negative affects from violent video games?

Chapter 4 & 6

Chapter 4

Chapter 4 discusses that how can teachers integrate technology into their classes, how can they take advantages of technology to promote successful learning, and how to involve students in the educational change.

At the beginning of this chapter, it indicates two elements that are necessary for technology and instruction to create successful learning: teacher mindset and multiple pathways. These two elements dispel my doubts about using technology in education. From "Teacher mindset", it says, "content must come before technology". It reminds teachers that they should think about their teaching goals first, then to consider how to use technology to promote these goals. Technology and traditional teaching skills are not isolated in education, they should be integrated. In fact, both of them are working for a same teaching goal. From "Multiple pathways", it mentions that research shows that engaging and exciting instructional activities can occur using only one or two computers. "Technology integration is more about how technology is used by teachers than about the amount of technology a teacher has to use". However, just like the Web Quest video we saw last class, the method of using computers can be multiple. Teachers can separate students into groups, and to make each student in their group act as a different role. To ensure the group work works well, each role should function effectively. In that case, they can share computers. Teachers are controllers; how to use technology depends on different course designs.

Questions:

1)      When technology is used into class, how should teacher do evaluation? It should depend on how well students learn the knowledge or also includes how they use the technology?

2)      The technology skills used in class should be taught to students in a specific class, or teachers who use it should teach students themselves?

3)      How to do the out-class technology based assignments if some students are not equipped with that?

Chapter 6

            Chapter 6 introduces a lot of useful information about information management and some useful resources, such as WebQuests and educational websites.

            Last week, we have learned what WebQuest is. Actually, it is a totally new thing to me. I’ve never heard about it before the class. It is interesting and attractive for students, especially to learn some boring knowledge. It is amazing. Not only can it be used to elementary school students, but also students with further education. After doing the video program and learning WebQuest, I feel like using technology into education is not that impropriate as I thought before. To be honest, education gets benefits from technology. Using technology can make the class more attractive to students, and students will be easier to concentrate on the knowledge. There is no doubt that there are more resources offered online that is convenient for both teachers and students to learn about their subjects. Using technology is also another kind of learning. When I tried to create the video, although professor taught us briefly in class, there were still a lot of difficulties. Overcoming these difficulties and learning how to use it by myself are very important learning experience for me.

            The listed techniques from Chapter 6 are really a good knowledge base for teachers. It is very important for teachers to know how to manage information. Also, it is teachers ability to guide students to involving in learning with technology.

            Questions:

1)      How to make students who don’t know technology very well to engage in a technology based classroom?

2)      How can teachers who are used to using the traditional teaching style, especially teachers using it for a long history to adapt to the new technology?

3)      Since technology is updated very frequently, is it necessary for teachers to be trained about using technology regularly?

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               

Today I learned what is Web Quest and a little bit about how to use dedication. I think Web Quest is quite interesting and help for students. It can stimulate their desire for learning. Teachers should try to design it and make it valuable for students.

Chapter 5

Chapter 5 explores how teachers and students can critically research and evaluate the Internet as a teaching and learning environment. It emphasizes that information literacy should be a significant learning goal for students. To Millennials, most of us have kind of Information literacy, but haven’t been trained academically. We learn how to browse, and how to use communication tools by ourselves. Media have a powerful attraction to adolescents or even adults that they desire to learn how to use them. But such kind of learning is one-sided. Just like the research mentioned on page 116 that students, even college students still lack of media literacy skills. I think to educate students to use media is an urgent topic for teachers. Students need not only media skills but also a proper attitude to media. Most of us use media for entertainment, but lack of necessary techniques for learning. When I was a child, the first thing I learned from computer was computer game. Although in elementary and middle school, I was taught basic academic computer skills which were very simple, what I was taught was not proper designed and was out of date. If as the book says “developing information and media literacy skills begins in the grades and continues through college”, schools ought to make a more effective curriculum plan.

I believe that “to share” is the spirit of Internet. During Internet age, information is not controlled by elites, it is shared and posted online. Ideas have been interchanged. But the freedom of sharing information also provide a chance for spreading misinformation. It seems so difficult to identify the “correct” information. Even though so called “experts” will make mistakes due to the tricks. Recently, a very authoritative television channel made a huge mistake in a documentary program that it used some information from a website which functioned like Wikipedia but was totally incorrect. It remains me that when facing up to so much information, the ability to evaluate, analyze and identify should be trained.

Questions:

1)    Ch 5 encourages students to take electronic notes. Of course it is useful, but compared to the traditional one, students are easier to lose attention. For example, when networks are available, how to avoid students from checking emails, or responding to other Internet users through social apps?

2)    If computers or other technologies are widely used in schools, will it cause a heavy burden for the low-income families? Since electronic products update so frequently, will students feel uncomfortable when compared to others using latest ones?

3)    Is it necessary to build specific standards to examine whether students have reached the requirements of information literacy?

Today I learned that we should focus on what has not been changed in education rather that what has already been changed, and to integrate these two parts. Don't always pay attention on the negtive part of technology. Technology does not stand on an opposite side to the traditonal teaching. What we should do is to think about how to integrate it into the traditional one and to take advantage of it.

Chapter 2 & 3

Chapter 2

Chapter 2 makes me to think about will technology literally promote the quality of education, and dose technology become essential for education. Although I am defined as so called Generation Y, I used to be educated in an old-fashioned way. According to my experience of being educated, some old teaching methods should be definitely changed. As mentioned in chapter 2, student-centered, constructivist teaching must be the mainstream of education in the future. It also lists “five kinds of unique, powerful, and transformative learning experiences – visual learning, assessing and assessing information, student engagement and collaboration, feedback, and creativity” and declares that “technology accomplishes what other non-electronic materials cannot do”. If technology can be proper used as chapter 2 says, and teachers are well-prepared for how to use it, I’m looking forward to the influential effects it will make on education. But I cannot stop wondering that is technology the unique way to support student-centered and constructivist teaching? Will traditional teaching be totally replaced eventually? I am sure that technology will be used into education, and actually it has been, but I cannot deny that traditional teaching has its own advantages – it is more humanistic. Is it possible to make changes of traditional education to make it more appropriate for student-centered and constructivist teaching, instead of totally being replaced by technology?

Since technology education has not already been realized worldwide(as I know, at least in China, traditional education still plays a leading role), and both teachers and students are not well-prepared for it, we still can not conclude that technology education is the best way of learning and teaching. I would rather to consider technology as an instrument, but not an essential part of education. Teachers should learn to use technology, but they should also have the right to decide whether to use it or not. The best teaching style for students is to teach them in a way that is appropriate to them and to teach them what they need.

Questions:

1. Does technology education focuses on changing students’ learning behavior, like to make them learn more actively, or focuses on knowledge itself – to make the learning content different from traditional one?

2. From which grade can students accept technological teaching?

3. Is there any actual examples of technology education that can support this idea, and can detailed explain how it works well compared to the traditional one?

Chapter 3

Chapter 3 is about lesson development. It remains me what I learned from last class – teachers are designers. To be a good designer should consider 1) what to teach, 2) how to teach, and 3) how to know what students have learned. To be good designer can make learning more effectively.

I want to talk about syllabus first, it is something not exist in most classes in China. From syllabus, students can get the information about learning content of each lesson, the requirements and assignments of the class, and the standards of assessment. According to it, students can prepare their learning schedule correspondingly. I think it can be considered as a part of student-centered teaching, since what to learn and learning process is not just in teachers mind but is shared with students.

When to design a lesson, technology seems really helpful. There are a lot of useful information that can be searched online to support teaching content. Some useful software and websites can make teaching more interesting and functional. The two examples from chapter 3 – Ecological Footprints and Rainscapes are really perfect designed with technology. I’m sure it is more effective for children to understand the learning target than simply reading relative articles. I used to tutoring a 6-grade girl. She always had some interesting homework, like to download images of animals living in the North Pole, and to create a living circle for them by handmade arts. I noticed when she was asked to that kind of assignments, she always appeared so excited and could not wait to do that. It motivates me that when designing a lesson, teachers should try to find a way that is more effective for students to learn, not just follow the old rule. It is not only meaningful to a 6-grade student, but while facing up to high-school students or even undergraduate or graduate students, teachers should also think about is the way students are taught really appropriate and effective.

Questions:

1. If relies on online research, will it weaken teacher’s originality in designing teaching content?

2. If using test assignment, what kind of knowledge will be best assessed?

3. When assessments depending on technology, will it be fair for everyone, since someone might know how to use digital devices better than others.

I am quite interested about the topic that we discussed at the beginning of this class - technology has changed teaching styles. Since the use of technology, students have to participate into classroom more than the "chalks and blackboard" period. It changes the classroom type more or less from teacher centered to student centered. This idea is what I have not thought before.

Chapter One

     In general, Chapter one tells us how influential technology is in the lives of the children and adolescents, six key issues for technology-using teachers, and a brief introduction of using new technologies to create a highly interactive, inquiry-based learning environment in K-12 classrooms.

     It says that technology plays an enormously influential role in the lives of the children and adolescents who will be your students. The data in this part indicates that computer has become a major component of students’ media experience. Since the use of computers and other information technologies becomes more common, it seems hardly to notice their technology power or the changes they bring to the way we conduct our daily lives. Actually, computer and new technologies are everywhere in our life. In that case, our knowledge-based society demands that teachers and students should possess new and expanded technology “life skill”.

     For technology-using teachers they should think about six important questions, and each question addresses important issues with regard to educational technology in K-12 schools:

1)     What is your readiness to integrate technology into teaching and learning in schools?

2)     What are your reasons for wanting to use technology in your teaching?

3)     What are your views of the barriers that block teachers from using technology in their classes?

4)     What are your plans for the types of technologies you will use in your classroom?

5)     What are your goals for the kinds of teaching methods you plan to use in your classroom?

6)     What is your knowledge of the technologies your students are using both inside and outside of school?

The six questions are very important for both technology-using teachers and nontechnology-using teachers. When considering that, teachers can make it clear that why choosing to use technology, does it match your teaching philosophy, and is it truly helpful, etc. To think about these question can help teachers to make a full preparation before using technology into classes. Technology-using teachers should also ask themselves these questions periodically while teaching in order to evaluate how it works in practice and if your ideas has changed over time.

At the end of this chapter, it emphasizes that in today’s high-technology information society, students must become creative, innovative, flexible thinkers. To create a highly interactive, inquiry-based learning environment in classrooms can help students to gain skills as our highly technological, information-based society requires.

Questions:

1)     What is the role that technology acts in teaching? How to arrange a proper teaching process when using technology? Should technology be a main component of teaching, or just a useful tool?

2)     Is it necessary for technology-using teachers to receive extra training, since the teaching skills must be more or less different from ordinary teaching methods. I mean not only the technological skills but also something like teaching styles.

3)     When it is put into practice, is technology really helpful to students or just make classes more attractive?

  

Personal Learning Goals

When I was a child in primary school, teaching was quite normal – just chalks and blackboards. When I was an undergraduate student, Power Point was used by most professors. Now I am a graduate student in St. John’s, although just have been here for almost half a year, I feel like what technology has been used most here is still Power Point. Actually, technology is everywhere in our life - we use google maps to find ways, read e-books, and keep blogs instead of ordinary dairies, but it has not been used so much in class so far as I have already experienced. To be honest, the technology I know how to use in class is very basic. I even do not know how to edit a video(maybe to download some useful applications…), what I think is a necessary skill for the requirements of this course. I realize that if technology is proper used, classes can be more attractive to students, especially whom in grade Pre K-5. In that case I want to learn how to use  new technologies into teaching, except for regular ways, and how to use it properly to fulfill teaching goals.