EDUC 6713 Reflection

       Self-directed learning is “any increase in knowledge, skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforts using any method in any circumstance at any time” (Cennamo, Ross, and Etrmer, 2009).  Essentially, self-directed learners are motivated to learn and to improve.  Self-directed learners are independent, and this ability to be a self-directed learner is a lifelong skill that students need in order to be successful learners.  Cennamo, Ross, and Ertmer (2009) developed a recommendation for self-directed learning called the “GAME” plan.  The GAME plan suggests that self-directed learners should set goals, take action, monitor progress, and evaluate whether or not the goals were achieved (Cennamo, Ross, and Ertmer, 2009).  As a high school teacher, I believe teaching responsibility and independence is very important. Students are going to be entering the “real world” in a few short years.  Developing a  GAME plan is something that will be beneficial for them.  At this point in their lives, it is necessary that they begin to set goals for themselves.  With the GAME plan, not only do you set a GOAL, you develop an action plan to help carry out your goal.  Perhaps most importantly, you continue to monitor your goal to determine where you are in meeting it.  I can use this on a smaller scale in my math class by having students set goals about their grades, study habits, etc.  Hopefully this skill is something that will carry over into their lives, as it is a valuable skill to have in the real world.  

During this course, I developed my own GAME plan for integrating technology into my classroom using the ISTE standards (ISTE, 2012).  The first indicator that I set a goal to improve upon was NETS 1b, “engage students in exploring real-world issues and solving authentic problems using digital tools and resources” (ISTE, 2012).  One question I hear all the time from high school math students is “when will I ever use this?” It truly is important that students see how what they are learning is relevant.  This course has really helped me to at least work towards achieving this goal.  For the last few weeks, we have been developing lesson plans integrating different technologies.  The lesson that stands out in my mind where I really made an effort to connect the lesson to the “real world” was the lesson on problem-based learning.  While it was a struggle for me to develop a lesson that is relevant to my students, with the help of my professor and colleagues, I finally turned a trigonometry lesson into a project where students use trigonometry to build a new set of bleachers for our school.  Implementing this project with my students was far different than sitting in the classroom working trig problems.  My students were learning the same skill, but were far more engaged and actually excited to complete the project.  The most exciting part for them was using digital tools such as the flip cam to document their work.  Getting out of the classroom was a nice change, and actually using math on a real issue proved to them that what we are learning is relevant in the “real world.”  To revise my plan, I want to change my goal to continue to develop lessons such as these for each unit.  Because of time, it isn’t realistic for me to do something like this for every lesson; however, I’ve learned that it is important for students to see how what they are learning is relevant.  Also, I’ve learned that the students learning was more authentic because they were putting it into action.  Therefore, I would like to use a “real-world” lesson, or problem-based lesson, for each unit. 

The next indicator I decided to strengthen was NETS 2a, “design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity” (ISTE, 2012).  Luckily, during this course I learned many new useful technologies that I can incorporate into my lessons that will indeed promote both learning and especially creativity.  First, we learned how social networking could be used in the classroom.  Vickie Davis suggests, and I agree, that one of the most important benefits of using social networking is the “authentic audience” (Laureate Education, Inc., 2010a).  For my trigonometry lesson, students collaborated with peers via social networking.  Not only was this an effective means of collaboration, I believe students tried harder knowing that someone besides me was looking at their work.  The same goes for the digital storytelling.  Arnie Abrams describes digital storytelling as “sharing stories through words, pictures, music, narration, or video” (Laureate Education, Inc., n.d.).  I had students record themselves discussing each step of their problem.  Not only were students engaged, they were trying harder than ever before and very proud of their own work.  I really believe the use of technology made them more engaged, which in turn promoted learning and creativity.  

Overall, this course has really challenged my thinking in developing lessons for my students.  I want to continue working on my GAME plans and incorporating more “real world” authentic learning and technology.  

References:

Cennamo, K., Ross, J. D., & Ertmer, P. A. (2009). Technology integration for

meaningful classroom use: a standards-based approach. Belmont, Calif.:

Wadsworth.

ISTE, I.S. (2012). Nets for Teachers. Retrieved October 20, 2012 from:

http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2

Laureate Education, Inc. (Executive Producer).  (n.d.) Spotlight on technology: digital storytelling, part 1 [Webcast]. Integrating technology across the content areas. Baltimore, MD: Author. 

Laureate Education, Inc. (Executive Producer). (2010a). Spotlight on technology: social networking and online collaboration, part 1 [Webcast]. Integrating technology across the content areas. Baltimore, MD: Author.

Preparing for the GAME

The first indicator that I said I would like to strengthen is NETS 1b,  "Engage students in exploring real-world issues and solving authentic problems using digital tools and resources"(ISTE, 2012).  My goal to obtain that indicator is:

Goals:  To engage my students by covering my standards using real-world issues and technology

One resource that I have used to help obtain my goal is the use of Promethean Planet.  They have flip charts and interactive lessons that I can download and use on my Activeboard.  I have also collaborated with colleagues in my county as well as in my Walden class.  

The next indicator I want to strengthen is NETS 2a, "Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity"(ISTE, 2012).  My goal for this indicator is:

Goals:  To further my knowledge of technology and resources to help design lessons with more digital

            tools to help promote student learning and creativity.

Again, my peers have been a big help in trying to obtain this goal.  I have been given websites and resources that have helped further my knowledge in the use of technology in the classroom.  Another good resource has been our our book, Technology Integration of the Meaningful Classroom Use: A Standards based approach by Cennamo, Ross, and Ertmer.  Their suggestions on the use of technology for the four types of assessment (forced-choice, open-ended, performance-based, and project-based) was very informative (Cennamo, Ross, & Ertmer, 2009). 

I do not feel that I need to alter my GAME plan.  I feel that by strengthening by ability in the above indicators will help my students excel.  I have not learned as much as I thought I would.  The difference has been to just do why I have heard.  Collaborate and investigate resources has been the key. So far I feel that I am on track to accomplish my goal.  I am aware that I have a long way to go but I am making progress one step at a time.  Again, my peers at work and my colleagues here at Walden have been a huge help in obtaining my goals.  Please do not hesitate to offer more guidance and resources. 

References:

Cennamo, K., Ross, J.D., & Ertmer P. A. (2010). Technology integration for meaningful

classroom use: a standards-based approach. Belmont, California: Wadsworth.

ISTE, I.S. (2012). Nets for Teachers. Retrieved September 15, 2012 from:

       http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2

Continuing the GAME

This week, I am focusing on how to carry out my GAME plan.  The first goal I chose to work on was to engage my students.  This goal comes from standard 1b of the International Society of Technology Education (ISTE, 2012), which states that teachers should “engage students in exploring real world issues and solving authentic problems using digital tools and resources.”  To carry out this goal, I know that I need to create more “real-world” applicable lessons.  Luckily, with technology, this goal should be easier to reach.  I can use the Internet to collaborate with other professionals.  I am interested to hear what technologies you use that engage your students.  I can also find engaging lessons that use digital tools and resources using sites such as studyisland.com.  I believe students are more engaged when they use such technologies. 

The other indicator I am working to improve upon is 2a, “designing or adapting relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity” (ISTE, 2012).  While this is very similar to my first indicator, this one is a little more difficult for me. This requires me to “design” lessons that incorporate technology.  I have a hard time doing this in math.  This is simple during our geometry units but our algebra units seem to be more of a problem for me.  Some steps I can take would be to design lessons using ActivInspire that allow my students to use the interactive white board or classroom response systems.  Again, I feel that collaboration and talking to other professionals would also be advantageous.  What other technologies can math teachers incorporate into our lessons? I would love to hear your suggestions.

References:

ISTE, I.S. (2012). Nets for Teachers. Retrieved September 15, 2012 from:

       http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2

Lets Play the GAME

 After reading the National Education Standards for Teaching on the ISTE websites, I realized that there are several areas that I need to try and improve upon.  While I feel that I am a good teacher and my test scores are always very good, incorporating more technology and relating my lessons to real world problems is a weakness of mine.  I have chosen two indicators in which I feel that I need improvement.  To strengthen myself in each of these areas I will develop a GAME plan.  GAME standas for Goals, Action, Monito, and Evaluate (Cennamo, Ross, & Ertmer, 2010).

The first indicator that I would like to strengthen is NETS 1b,  "Engage students in exploring real-world issues and solving authentic problems using digital tools and resources"(ISTE, 2012).  My GAME plan for indicator 1b is:

Goals:  To engage my students by covering my standards using real-world issues and technology

Action:  I will create more real-world lessons.  To accomplish this I will search internet, collaborate,
             and try to communicate with other educators across the world using technology.

Monitor:  To monitor whether this is successful I will have to assess my students progress closely to
                determine if they are learning as they have in the past.  I can monitor my progress in finding
                real-world lessons by reviewing lesson plans and curriculum maps.

Evaluate:  The ultimate evaluation to me are test scores.  How well did my students fully understand the
                 material?  I can use this knowledge with previous scores to evaluate myself and my real-  
                 world lessons.

The next indicator I would like to strengthen is NETS 2a, "Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity"(ISTE, 2012).  My GAME plan for indicator 2a is:


Goals:  To further my knowledge of technology and resources to help design lessons with more digital
            tools to help promote student learning and creativity.

Action:  To accomplish my goal I will dedicate myself to go to workshops discussing integrating
              technology as well as student creativity.  I will also begin researching online as well as texts.

Monitor:  When I go to workshops, read texts, or search the internet, I will determine their success by
                whether or not I can bring something back that I did not know before.

Evaluate:  I will evaluate my actions based on my goals.  Did I reach them?  Have I increased my
                ability to incorporate technology, and more importantly new technology, into my lessons?

Please help me achieve my goals.  My first action is to ask my peers and classmates for any advice.  I teach high school mathematics and welcome any information that would make me a better teacher.  I need the most help in finding real world applications for my Math II standards in Georgia.


Reference


Cennamo, K., Ross, J.D., & Ertmer P. A. (2010). Technology integration for meaningful
classroom use: a standards-based approach. Belmont, California: Wadsworth.

ISTE, I.S. (2012). Nets for Teachers. Retrieved September 15, 2012 from:
       http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2

Reflection

 I began this program so that I could be more knowledgeable in using technology as resources for my classroom.  This course, Bridging Learning Theory, Instruction, and Technology, has been very helpful in helping me acquire my goal.  Actually, it has been the first class to really broaden my understanding of how to incorporate technology in my class.  It has also given me several very useful tools, both technological and instructional, that I know will be very beneficial in the success of my students.
     During our first week, I described my personal learning theory as a mixture of several theories.  Behaviorism would probably have been the best description.  I feel that my views on my learning theory have not changed.  I still feel like a good combination of theories is the best method of teaching.  I am actually more sure of this now then before the class started.  However, after taking this class, I have a deeper understanding of the different learning theories.  This understanding will help me be more effective at incorporating the many strategies and theories that I believe is essential in our 21st century classrooms.
     The most beneficial information I received from this course was the technology tools that we had to incorporate into our lessons for Walden.  I have already began to use SpiderScribe and our math department has began working on a wiki.  I have already had the opportunity to use response systems in my classroom.  Adding SpiderScribe and a wiki for my classes will hopefully engage more students in my lessons.  I feel that SpiderScribe is a great way for students keep their notes and thoughts organized and they enjoy it much more than flipping through their hand written notes which are often not legible and scattered in thought.  The wiki we are creating will give students a place to go and receive additional help, assignments, and communicate with one another outside the classroom.
     In the future I would like to try and create more interactive assignments into my lessons.  My lessons do not usually consist of constructivism and I feel this is an area that would greatly benefit my students.  Another goal that I need to achieve is finding more useful technology to introduce to my students that can be beneficial for their math lessons.  My eyes have been opened during the last five weeks concerning technology and it’s uses.  I never would have known about tools such as Voicethread and Spiderscribe without this class.  The use of these tools, as well as others that I have not discovered, are also very beneficial for remediation, diversity, and most of all differentiation.
Technology is very important in today’s classroom as well as in today’s world.  School is changing as is our method for learning and teaching.  To achieve success we must embrace technology and make it a part of our schools.  I still believe that the most important factor to successful teaching is good classroom management.  I am believe that technology can hinder learning as much as it can be beneficial, so we must be careful as educators to have a method for our madness.

Social Learning Theory

According to Siemens, a learning theory must do the following things:
   1. Explain how learning occurs
   2. Allow us to create future models of learning
   3. Help make sense of the present

Over the last few weeks we have discussed behaviorism, cognitivism, constructivism, and now social learning theory.  I believe that I could argue that each of the four theories just mentioned have the three characteristics that would classify them as good learning theories.  I can also argue that none of the above theories can be successful without the implementation of another.  I will not bore you with that discussion. Instead, I will give you my opinion on the social learning theory.

The social learning theory refers to learning that takes place from a social network.  It basically states that people learn from watching, talking, and questioning others.  This makes common sense.  I watch my three year old watch television or her mother and try to mimic every move.  This is a learning process.  This theory was never so evident than when I was getting my undergrad.  I recall many nights of my classmates and I getting together to study or try to figure out what in the world our professor was talking about during class.  Especially during my higher level math classes.  We used one another for knowledge.  All of us contributed in some form or another.  Ones that did not contribute usually got weeded out of the group.  This social networking, or collaboration, was instrumental in my success.  I gave you that information to show that I really do believe in the social theory and the power that it can have on people that are trying to learn.  I often let my second block class discuss answers and harder math problems with another.  This, however, leads to my issue with the theory.  Students must want to learn and be somewhat motivated for this socialistic approach to work.  Many of our students today do not possess this trait.  Students at a university usually do as do younger children.  Unfortunately, our students are growing up in a society where there are few consequences and failure is not that bad.  With this mentality the social learning theory can actually do more damage than good.  As I stated earlier, I let one of my three blocks use this socialization.  The other two are not as concerned with their learning and it becomes exactly what the name states, social.

In closing, I use a plethora of learning strategies and theories in my classroom.  Some that "experts" would love and others that "experts" would hate.  This mix and match style is what I believe to be effective.  By no means do I believe that my style of teaching is the best or most efficient and I am not naive enough to think that it works for all styles of learners.  This is why I get aggravated at "experts" that tell me how I should be teaching.  Most that have never sat in a public high school with so many different backgrounds and different learning capabilities.

My voicethread was giving a quick review to my students on solving exponential equations:
http://voicethread.com/share/2913220/

Constructionism: Another learning theory

In my professional career, I cannot even start to remember all the "learning theories" that I have heard.  This week we discussed the theory of constructionism/constructivism.  This theory basically says that people learn better when they discover or build something on their own.  Again, is this not common sense? I am a firm believer that none of the theories that I have ever heard work in our classrooms.  However, the combination of these theories along with good classroom management is the key to success.  Over the last few years I have been fortunate to witness an elementary school, middle school, and a high school in action.  What I have noticed will hopefully spark some good discussion.

First I will start with the elementary school.  During my observations I noticed that the first and second grade students were very intuitive. They sat there trying to discover new things and discussed what they were doing with one another.  The fifth grad students were still somewhat curious but their conversations were not on topic.  The middle school offered a different scenario.  The students asked questions during class but did not like the idea of being pushed. They wanted to be shown and their conversations were more social than scholastic.  In high school the students seemed to have no interest in learning.  There were a few but most wanted to do what they needed to get by.  Very few questions were asked during the teaching and most would have rather taken a nap than learn.

My point is this, young kids want to learn.  They love it.  They want to know how to count and how to read and write.  As kids get older, this trait becomes extinct and students have an I don't care attitude.  If you have raised children you know what I am talking about. Therefore, I do not believe what works for younger kids works for older students.  I also know that socioeconomics plays a huge part in the learning process and this is something that most theorists do not take into consideration.  As our state of Georgia found out in its attempt to improve math scores, things look good on paper but unfortunately our classrooms are not all the same and our students are not all the same.  Therefore, no one method can hold true.  Yes I think constructionism is a very successful tool but you must have motivated students for it to be successful.

In closing, I know that constructionism is the best method of learning.  I also think that technology will allow us to become more successful with incorporating this theory into our classrooms.  Hopefully moving forward, we can find the time and resources to allow our students to probe deeper in their learning.

Cognitive Learning Strategies

Cognitive learning is simply the processing of information.  As we all know, this processing comes in a variety of ways depending on each individual learner.  This week's resources gave us many examples of ways to help the cognitive process.  I believe that these examples are practices that all good teachers incorporate into the majority of their lessons without realizing it.  Some of these practices are dual coding, note taking, summarizing, mapping, and organizers.  I have been doing this since the day I stepped into the classroom but I never had all the interesting names.  Of these, I believe that dual coding, note taking, and summarizing are some of the most beneficial.  At least this is the case in my sophomore classroom.  

Dual coding was described as the process of incorporating images to text to help students remember what is being taught.  Its a visual hook.  I try to apply this when applicable but it is often hard with certain abstract math standards.  I try to summarize my lesson everyday.  Actually, I have my students summarize what standard we discussed that day and how to apply that knowledge.  I believe that bringing students back together at the end of the class to summarize what they were suppose to learn is important for recall and to find any misconceptions.  Above all, I believe that note taking is the most beneficial to high school students.  I say that because I think that manipulatives and visuals are important for younger children.  I wish that note taking was a class that all freshman were required to take.  Students with organized notes and good note taking skills are more successful in class.  I am not a huge fan of giving instructional maps or graphic organizers because I believe this hinders students in the long run.  Any student going to college must learn to take notes.  For many jobs, good note taking is also essential.  I am also a firm believer that when someone writes information, they have better recall of that information.  

To summarize, the strategies that are involved in cognitive learning are good skills for teachers that want to get the most out of their lesson.  We must be careful, however, on making life to easy for students.  We must prepare students for the next level.  I believe that education has lost that focus over the last decade.  Giving high school students their notes and not requiring them to do work outside of class is preparing them for failure.

Behaviorism in School

What is our job as a teacher?  Have you ever really thought about that question?  In today's world, most people know that it is to pass tests and achieve the all mighty AYP that our government puts so much emphasis on.  I do not feel that this is what I do as a teacher.  I truly feel that my job is to prepare students for whatever they choose to do outside of high school.  To be successful in our society, most of my students will never need to know the quadratic formula, circle properties, trig functions, or many other topics that I teach.  They will have to know how to think, be respectful, follow directions, and do other basic skills that will allow them to function in a positive work environment without being taken advantage of or losing their jobs.  I believe that if we can succeed at embedding these characteristics in our students, then the scores will follow.  

To do this, however, teachers need discipline in their classrooms.  This is where the behaviorist theory really comes into play in school.  The world outside of high school does not have IEPs nor does it have special education.  You do not get second and third chances at taking tests.  A person does not get a second chance at meeting a deadline.  The world is behavioristic.  It is reward and consequence in its finest fashion.  If you do not meet deadlines at work, you get fired.  If you do not make the grade in college, you get kicked out of the program.  If you excel, then you get promoted or ranked in college.  This is what I try to teach my students.  I use behaviorism in my classroom daily, as do most teachers.  I make students understand that there are rewards for success and consequences for failure.  After all, that is real world application isn't it?  

Two strategies that I strongly believe in are the practice and homework strategy, as well as, the reinforcing effort strategy.  My belief in these strategies may be due to the subject that I teach, mathematics.  For students to be successful in math, they have to practice, practice, and then practice some more.  Other strategies such as discovery learning are great but without the practice students will never master their standards.  Students must get positive reinforcement when they try to be successful.  In football, we say never get on to a player due to genetics but coach their effort.  This is true in the classroom.  Some students do not have the capabilities as others so we must try and be supportive of their effort.  This does not mean give grades for completion.  I have never understood this philosophy.  Grades should reflect knowledge not participation. 

This is where I believe technology is most helpful.  The differentiation that is available through technology is wonderful.  Programs that help reinforce and tutor students combined with work in the classroom, helps students to reach their full potential if they are willing. 

To summarize, behaviorism is essential in today’s classroom because it is in our society.  There has to be rules.  Those rules must be followed.  If they are not, there has to be consequences.  If they are, then good things will happen.  Students must be taught how to act and be respectful.  I do not see how a classroom can function without behaviorism.

Reflections

While reflecting upon my last seven weeks, I realize that my basic knowledge of 21st century students and how to incorporate technology into my classroom has grown to a new level.  I felt coming into this class that I did a relatively good job with the technology that I am fortunate to have in my classroom.  Now I do not have those same thoughts.  I became aware that I am one of many that falls into the category of old wine in a new bottle.  Even though I use technology, I do not use it in a manner that allows today student to be more proactive with their own learning.

I know that my biggest flaw is having my class structured in a very teacher centered way.  Giving up the reigns in my room to allow a more learner centered classroom is going to be struggle but I know that it has to be done.  Unfortunately, I fear this move due to state testing and the emphasize that is put into them.  To help overcome this fear, I am going to start trying to plan my lessons with 21st century skills in mind.  I believe this will help with critical thinking and problem solving that are so crucial for our students.  

My other goal is to use more technology in new and more 21st century ways.  This class has helped me tremendously with coming up with new ideas.  I believe that the use of blogs, wikis, and podcasts are tools that I could incorporate immediately into my teaching.  I am actually working on a blog site similar to the one that we use at Walden University.  I believe that this could give students another resource when needed.  I already use some websites such as Study Island to help reinforce topics that have been taught.  I am also working with our tech person at school to try and get more ideas that I could possibly use for next year.

I still believe that there is a place for good old fashion teaching and making students pay attention and holding them accountable.  I also believe that group work and to much technology can be harmful and limiting to our students.  However, we are in a new world of teaching and that world uses technology.  My job is to figure out how my students learn best and I believe that to do this we must merge the old with the new.

The checklist from week 1 has not changed much.  I feel that I still need to work harder on adding more technology into my plans.  I also feel that I am still unsure about how to do this on a daily basis.  This class has given me some great ideas, however, and more confidence in trying to go above and beyond outside the box.

I hope that by using more technology in my classroom that my students will begin to take that next step in their learning.  Maybe by allowing them to take more part in how they are to learn a standard they will take more pride and responsibility in their work.

Podcast

http://cassell612.podomatic.com/entry/2012-02-05T19_03_11-08_00

Partnership for 21st Century Skills

I must admit, that as I read Partnership for 21st Century Skills, I could not help but think that this is common sense.  I agree with many of the comments that were discussed.  I do believe that public education does not properly prepare students for college or the workplace.  I also feel that the tools mentioned on the website are crucial and should be taught in our schools.  I believe that these tools must also be taught outside of school.  Government and our society holds education to very high standard with very high expectations yet education is always the first thing to lose funding.  This seems contradictory.  To provide our students with 21st century skills, our schools have to be given tools to be successful.  I feel that many of our hands are tied by our state and NCLB.  We as educators have very little freedom to develop lessons with more creativity due to mandated tests, standards, and the fear of a child not succeeding.  These are issues that most of our society, especially the work place, do not understand.  I believe that the most important quality of the 21st century skills was accountability.  Unfortunately, this trait seems to have been forgotten in our public education system.  For example, I gave my sophomore math classes a test that had 100 multiplication problems.  No number was greater than 12.  They had 5 minutes to complete the test.  I had less than 40% pass.  If accountability is left in our schools, how do students become 15 years old and can not multiply.  I also know that if a student is special ed, they pretty much have to shoot someone to get suspended for any length of time.  Zero accountability.  In the state of Georgia, all math teachers have heard term rigor for 4 straight years.  We must become more rigorous.  However, after End of Course Testing, the state decides to give students more options due to the amount of failing scores.  What does this teach students? I constantly hear how we are not educating our students to the level of other countries.  Other countries where education is valued and students have vocational options to learn traits. I do not see how we are comparing apples to apples.  I would love to hear from someone that has been apart of a educational system outside of the U.S.  How does it compare to our public education system?  I taught a girl from India and she said students in India were not disrespectful to teachers and students would face great consequences if they were.  Any thoughts?

Again, I do believe that 21st century skills are important and I believe that we need to do a better job to prepare students for the next level of their life.  I think to do this successfully, our leaders must begin to listen to those of us that actually educate in today's world rather than listening to people that have not been in classrooms for years or simply because someone supports the title Dr.

I would love to hear your thoughts on this topic.  I have thick skin so please speak freely.

How Can Blogs Benefit The Classroom

I believe that blogging can be a very useful tool for teachers, students and parents.  Here are a few ways that I feel I could use blogging for my classroom:

Posting assignments for students and parents to see
Posting class syllabus with rules and regulations
Tutoring times
Test dates
School calendar
Links to websites that students could use for assistance and for extra practice
Letting students discuss the classwork with one another

I would like to hear your thoughts on my post as well as more examples of how to use blogs in our modern day classrooms.

Technology in the high school math classroom

Hello,
My name is Todd Cassell.  I currently teach and coach at Ridgeland High School in the northwest part of Georgia.  I teach high school Mathematics and coach football.

Technology has become a huge part of today's educational society.  I would like to get your views and comments on the benefits and disadvantages of this technology push in our schools today.  I would also love to hear any opinions, ideas, lessons plans, etc. on how to integrate technology into today's mathematics classroom.

Please feel free to post regardless of what you teach or whether you teach at all.  Also, feel free to post about any educational topic that you would like to discuss. It does not have to be math or technology related.  I would love to hear your thoughts.

Looking forward to some great discussions,
Todd Cassell