Chapter eight of the textbook gives the following options for technology that teachers may choose to use: Email, websites, weblogs, online discussions, or Wikis (Maloy). After looking at Table 8.1 on page 209 of the textbook, I can see several uses for technology as a means of communicating with parents that I had not thought of before. Some of the examples given are pretty common sense such as using an email to send messages to parents or to have a website set up so that parents can see information about you or things that their children are working on, but other examples are a little more modern. I particularly like the idea of having a weekly updated blog (like the one used in this class) so that parents can see what specific things their child will be working on, examples of projects that the students can reference for their own work, uploaded videos narrated by me that give directions or answer questions, and more. I think that because a blog can be updated at any time, it would be convenient for a teacher to use. I would be able to let parents know that they could expect my blog to be updated by a certain day of the week, say Saturday evening, so that the family would have current knowledge of what my class will be working on the upcoming week. I do not think that technological communication should replace face to face meetings, especially when there is a serious matter to discuss, but that these kinds of communication would definitely enhance the parent/teacher relationship due to convenience and consistency. The chapter also mentions that cell phones are a good way to enhance communication and because so many people are using cell phones it might be a win or lose idea to decide to go that route. As long as only generic information is given over a phone message like "I am requesting a conference with you about your student" then it would be alright to use the phone. I would never feel comfortable giving out detailed information or grades by cell phone.
A Gliffy Flow Chart to Demonstrate Can Be Found Here
created with Gliffy software by Tina Emmett
Page 277: Differentiated Instruction
Chapter 10 of the textbook talks about Differentiated instruction, or DI. Because of the various kinds of learning styles and multiple intelligences that I will encounter as a teacher I think that this is an important section of the book to blog about. The text basically says that incorporating all the different kinds of learning styles into that same lesson plan is the best way to keep students engaged and actively learning. I really couldn't agree more. For me, writing is a chore. I will do anything to avoid writing an essay. I know that some other students must feel the same way. Like me, there are students who would much rather work up an elaborate artistic project than write an essay. This approach allows for this kind of student to be accommodated but still get the same education as their more literary classmates. The book sort of suggests breaking students up into groups of like-minded or like-skilled people, but I think that I would do the opposite. I would rather put one or two of each kind of learning type into a group so that they would all be able to contribute their special gifts to a project but also so that they can learn to work together. In the real world they would have to work with people who do not think the same way that they do so it is important that they learn to communicate with different learning styles. The text mentions that "finding the time, resources, and tools necessary to differentiate instruction in ways that will engage the multiple learning styles and preferences of students" can be the difficult part (Maloy). I can see how that would be true. Teachers already have a lot of work that is done outside of the classroom so it would probably be very difficult to use a well done differentiated instruction for every lesson, but I think that it could absolutely be done for group projects and larger lessons that require a multifaceted approach.
Page 294: Transforming Writing with Technology
As I stated above, I am not a fan of writing. I am in college now and I still try to avoid writing assignments. I was drawn to the section of the book that talks about how teachers can help students enjoy writing more. The table on page 295 (Table 10.4) goes through the different stages of the writing process and then lists how technology can help the student with each stage. I was particularly interested in the "text to speech" option that I saw on that table because I think that a lot of the problems I have always had with writing is getting distracted by whether I made sense or not when I typed something out. Listening to myself say it might be helpful. If there is a playback option where the computer can read what I wrote back to me I can hear for myself if I have used transitions properly or if my writing is interesting or boring. Using editing software is something that I use all the time now that I am in college so I like that suggestion from the table as well. Under the publishing section of Table 10.4 is the suggestion to use a PowerPoint or Movie-making software. This is the most appealing to me because I am a more visual person. If I can do an essay on a poster board or a Prezi then I am much happier to do it. I know that it requires writing still but I like working on it more. I think that other students who dislike writing might benefit from doing their work on an artistic level too.
Resources
Emaze - next generation of online presentation software. (n.d.). Retrieved March 06, 2016, from http://www.emaze.com/
Maloy, R. W. (2011). Transforming learning with new technologies. Boston: Pearson/Allyn and Bacon.
Gliffy. (n.d.). Retrieved March 06, 2016, from http://www.gliffy.com
