Should I? Could I? Would I? Thoughts on Podcasting.

I would like to use podcasts in my math class. As I am sure everybody else is blogging, time is a factor. With the budget cuts shortening our year, I already feel behind and we are only two weeks into the school year! In brainstorming ideas on how to get around the time issue, perhaps all teachers on my team could teach about podcasting during advisory. That way we could all use it during our content without investing any time on the "how". I agree with the Pannell and Hutchinson that technology is a powerful tool. I liked how they talked about students using podcasting to present their ideas. I am concerned about using it instead of writing. They wrote, "podcasting can be especially fruitful for those students who struggle with writing." I think it can be a great way to form an understanding that they then write about.

Issues with Technology Management

The main reason I don't use more technology is my lack of knowledge. Every time I learn something I think it is SO COOL, and implement it. We have two computer labs at my school so I don't have to manage the hardware. I just email the url we are working on and the lab tech has it on every computer when we get there. Time is also a huge factor as to why I haven't used it in the past. I don't have enough time to get through the math material and having to take timeout to teach how to use blogs seems irresponsible. More so because of budget cuts and the shortened year. I would love to implement everything we learn in this class but I don't want to be too ambitious and not follow through. When I am just a teacher (finished with the MA program), I will have more time for work needed on my end.

Time out of curriculum
Time to manage site/blog/calendar etc.
Lack of knowledge

Engaging with Google docs/spreadsheets

I could have students enter their height and arm span into a survey. I could then use the spreadsheet to pass out to groups to graph the results. This could be used in a unit involving scatter plots to talk about positive and negative correlation. You could also use it for line of best fit. I use to have to get the measurements one day, take it home and create a spreadsheet, and then continue the lesson the next day. For some strange reason, students love to see their data on a printed paper.

Attention span of Digital Natives as seen by non-natives

I thought this reading was extremely interesting. I agree that students do have a short attention span "for the old way of learning". They live in a fast pace, multi-tasking world, to go inside a classroom and hear a lecture in asking them to move in the opposite direction. My classroom is student-centered and very hands on so I am happy to say my students stay on task. When they are off-task, I don't get frustrated with them, I know we are ready for a transition. They either "get it" and are bored or the task is not meaningful.
The reading made me think about how digital native students are affected in their reflection process. It is such an important part of learning that I share the concern. In the past, I have had students fill out their reflection journal after important concepts. I am now inspired to find ways to update this procedure and do it in digital native language.

Are you a Digital Immigrant or Native?

I am a digital immigrant. Although I use my computer for everything, it is not my initial reaction to reach for my laptop. For example, I like to print out my papers and edit them on the hard copy. I don't know why but I feel like I can "see" it better. Another example is that I like to map certain documents out on paper before I create it in word. I tend to do the same thing when I make a power point. There is no reason it needs to be mapped out on paper first but that is my process. I have never really thought about it before I read this article but there are so many 'side-steps' I make prior to finishing it using technology.

Reflection on Ignite video

There are two parts to this reflection, the format of the video and the content.
I thought the format of "using 20 slides that auto-advance every 15 seconds for a total of just five minutes" made the video feel fresh and exciting. It had a much more electric feel than your average power point and I found myself straining to make sure I caught everything he said. Just the format had me engaged.
The content of the video was about authentic learning. I appreciated how Ben understands learners need for a real purpose, I have a feeling his students never ask, "why are we learning this?" He makes it sound so easy. Create a context, stay connected, become an expert, etc... I found myself thinking I can use all of this in my math class, using technology. Authentic learning transcends content.