This course was very informative and enjoyable for me. I learned how to create a stykz animation, and I learned how to place C.R.A.P. in every presentation. Before taking this course, C.R.A.P. was just a dirty four letter word. Now, I find myself noticing C.R.A.P. from billboards to restaurant menus. The stykz animation was the most challenging assignment during the course. I was reluctant to begin the task, but as I planned, created, planned, and recreated, I became engrossed in the project. The time required to create a decent animation is a huge negative aspect for use in the classroom, but the activity is packed with opportunities for problem solving. This activity taught me that I should explore the digital tools and software that I’m not particularly interested in. I ask my students to try new things, so I should too.
My approaches and strategies for completing the assignments are to plan ahead, to read the rubrics and the discussion board questions, and to make a ‘to do’ list. I become very frustrated when I’m attending a web conference and attendees want to be told what to do on the week’s assignment. I want to scream, READ! I plan ahead in order to complete the assignments on time. The ‘to do’ list keeps me focused and gives me the incentive to press on as I check off completed items. The rubric is my guide to assessing my work. Collaborating with colleagues on group projects has been a great experience. Each person brings their own expertise and ideas to the production. I like sharing the responsibility as we complete tasks for the assignment.
information delivery, and schools will need to create
a ‘culture of inquiry’ (“What is 21st Century Education,” 2008).
I’ve learned that project-based learning is a process of problem solving, develop these skills. The goal is not tool manipulation.
The goal is better collaborators and problem solvers using inquiry to
acquire knowledge. Collaborating with colleagues helps me appreciate
diverse learning styles in teachers and students. Embracing the differences
creates memorable learning experiences that explore content thoroughly
and more deeply.
The issue that challenges me is implementing web tools to teach my
curriculum. Web tools do not come with curriculum guides. It takes
time to search and bookmark sites that will fulfill learning standards for
content areas. I have enhanced instruction in my classroom by incorporating
sites such as BrainPop.com, virtual field trips of historical locations,
geography games, Google Earth, Wordle.net, and Discovery Ed
resources. 21st Century students need the opportunity to collaborate, reflect, organize, and create. My goal is to implement web tools such as Edmodo, Google Sites, book marking sites, blogs, and wikis to address their diverse needs and to equip them for job opportunities in their future.
References
Peter Pappas. (2010, January 10). A taxonomy of reflection: critical thinking for students, teachers, and principals [Web log post]. Retrieved from http://www.peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html
Schrum, L. & Solomon, G. (2007). Web 2.0 new tools, new schools. Washington, DC. International Society for Technology in Education.
What is 21st century education? (2008). 21st Century Schools. Retrieved from http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm
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