I went back and thought about my beliefs relating to learning and have realized that my thoughts and ideas have not changed. I still believe that students learn differently and as a teacher, I need to incorporate different learning styles into my teaching. I also continue to agree with the social learning theory and continue to use it in my classroom. In a classroom, this would mean that students gain knowledge as a “result of the collaboration of a group of learners in an effort to construct a common core of knowledge” (Lever-Duffy & McDonald, 2008, p. 18). I believe that students learn from discussion with peers and through creating artifacts to show their knowledge. Although my own theory of learning has stayed the same, I have been introduced to many new techniques and tools that I can use in my classroom which relate to my beliefs in how students learn.
I have been very nervous in incorporating technology into my classroom. An immediate change that I will make to my classroom for next year is just incorporating more technology. I have learned about the benefits of incorporating technology into my classroom as it “provides an opportunity to differentiate instruction and change their classrooms into dynamic learning environments” (Pitler et al., 2007, p. 2). This course has helped me to feel more confident in being able to use technology and has given me choices as to what pieces of technology I can use in my classroom. VoiceThread is one tool that I would like to use in my classroom. I believe that VoiceThread is a very easy to use, student friendly program that students can use to communicate with each other and to share information with each other. A second piece of technology that I would like to integrate into my teaching right away is Virtual Field Trips. I believe that Virtual Field Trips can help students really gain a picture of what something looks like without actually leaving the classroom. Virtual Field Trips give students a visual experience and help to make rich connections for students to store information into their long term memories (Laureate Education, Inc., 2008).
One goal that I have for the long term is using a piece of technology for each unit that I have in class. I feel that by incorporating a technology tool into each of my units, my students will be more comfortable using technology in the future, they will be more engaged in the units, and connections can be made for greater learning. In order to achieve this goal, I will need to take some time to look at my units and find out which tools will work best for each unit. Due to the fact that we only have one computer lab for our school, I will also need to plan ahead in order to use the lab. Another long term goal that I have for myself is to continue to learn more about technology. I am learning about the technology that is available now, but in five or ten years, new technology will come out. I would like to continue to learn about those new tools I can use in order to keep my students engaged and eager to learn. Collaborating with my coworkers, taking new technology courses, and staying up to date with professional readings will be the best ways for me to meet this goal.
“Teaching, learning, and technology work together to achieve the ultimate goal of effective knowledge transfer” (Lever-Duffy & McDonald, 2008, p. 26). This quote shares my new understanding on how these three things can increase student learning when used together. I am excited to integrate my new learning into my classroom in order to meet my students’ needs, engage my students, and to create lessons where students are actively learning.
Laureate Education, Inc. (Producer). (2008a). Program five. Cognitive Learning Theories. [Motion Picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations. Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Friday, June 25, 2010
Wednesday, June 2, 2010
Social Learning Theories
This week’s resources and discussions were focused around the topic of social learning theories. With these theories, it is thought that students learn through working with peers while building and creating artifacts.
In the text, Using Technology with Classroom Instruction that Works, I read about different technology tools that can be used in the classroom to build collaboration and cooperation between groups and peers.
One type of technology that I feel really emphasizes cooperative learning and social learning theories are WebQuests. “WebQuests are inquiry-orientated activities that allow students in a class or from multiple locations to work together to learn about a particular subject or to tackle a particular project or problem (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 145). Just like the above quote states, I feel that WebQuests are a great way to have students team up to complete a project. Students need to do research and read through online links to help them answer questions and create a completed project using the information that they gained. I found a website that gives a good introduction of WebQuests and also has some other websites which can be helpful for a teacher beginning to use WebQuests.
Using a WebQuest in your Classroom
Wikis are also something that was discussed in Chapter 7 of the text. Wikis are a great technology tool that can be used in the classroom to allow students to communicate and work together. Wikis are a great tool because they can be used at any time and can be used by many students from different places. All of the students need to add information to the wiki in order for it to be a successful and complete project.
VoiceThread is another program that I have been learning about this week. I feel that VoiceThread can be used as a starting point for students to be introduced to new problem-based, cooperative learning project in my classroom. I created a VoiceThread that I will use after I have completed my simple machines unit with my class. Through this VoiceThread, students will learn about the project they will need to complete in groups to solve the problem of trapping a leprechaun. Take a look and tell me what you think!
Leprechaun Trap
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In the text, Using Technology with Classroom Instruction that Works, I read about different technology tools that can be used in the classroom to build collaboration and cooperation between groups and peers.
One type of technology that I feel really emphasizes cooperative learning and social learning theories are WebQuests. “WebQuests are inquiry-orientated activities that allow students in a class or from multiple locations to work together to learn about a particular subject or to tackle a particular project or problem (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 145). Just like the above quote states, I feel that WebQuests are a great way to have students team up to complete a project. Students need to do research and read through online links to help them answer questions and create a completed project using the information that they gained. I found a website that gives a good introduction of WebQuests and also has some other websites which can be helpful for a teacher beginning to use WebQuests.
Using a WebQuest in your Classroom
Wikis are also something that was discussed in Chapter 7 of the text. Wikis are a great technology tool that can be used in the classroom to allow students to communicate and work together. Wikis are a great tool because they can be used at any time and can be used by many students from different places. All of the students need to add information to the wiki in order for it to be a successful and complete project.
VoiceThread is another program that I have been learning about this week. I feel that VoiceThread can be used as a starting point for students to be introduced to new problem-based, cooperative learning project in my classroom. I created a VoiceThread that I will use after I have completed my simple machines unit with my class. Through this VoiceThread, students will learn about the project they will need to complete in groups to solve the problem of trapping a leprechaun. Take a look and tell me what you think!
Leprechaun Trap
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 26, 2010
Constructionist Learning Theory
The constructionist learning theory is based around the idea of learning through creating. Students learn best when building, doing, and putting together artifacts. This would include project based learning where students are actively finding the answers to their questions and are able to then share their learning with others.
I had the opportunity to read about some other resources that I can use in my classroom which relate to the constructionist learning theory through chapter 11 of the text Using Technology with Classroom Instruction that Works. Pitler, Hubbell, Kuhn and Malenoski (2007) discussed some web resources that can be used in the classroom. They stated that “web resources and gaming software, in the form of interactive applets and simulations, allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life (pg. 212-213). After reading through some of the web resources that were discussed, I thought about one piece of software that I used while I was in school. I played the game, Oregon Trail. This was a great tool to teach about crossing the United States in the 1800s. Students learned about many of the challenges and adventures that people faced while traveling across the country. Instead of just talking about it through textbooks, students are able to actually experience the journey. They have to make choices that people would have had to make while traveling by covered wagon. This helps to really engage students and let them experience the hardships that were faced. I even found a website where students can play now. http://www.virtualapple.org/oregontraildisk.html
Although the quality of this game is much different then video games today, it still gives students a chance to learn hands on. I believe it could be a useful resource in classrooms today.
Web resources and gaming software can be a great tool to use in the classroom. Instead of just teaching about a topic or a time in history, teachers can give their students time to actually experience it themselves. Students are then actively engaged and create their own learning.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I had the opportunity to read about some other resources that I can use in my classroom which relate to the constructionist learning theory through chapter 11 of the text Using Technology with Classroom Instruction that Works. Pitler, Hubbell, Kuhn and Malenoski (2007) discussed some web resources that can be used in the classroom. They stated that “web resources and gaming software, in the form of interactive applets and simulations, allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life (pg. 212-213). After reading through some of the web resources that were discussed, I thought about one piece of software that I used while I was in school. I played the game, Oregon Trail. This was a great tool to teach about crossing the United States in the 1800s. Students learned about many of the challenges and adventures that people faced while traveling across the country. Instead of just talking about it through textbooks, students are able to actually experience the journey. They have to make choices that people would have had to make while traveling by covered wagon. This helps to really engage students and let them experience the hardships that were faced. I even found a website where students can play now. http://www.virtualapple.org/oregontraildisk.html
Although the quality of this game is much different then video games today, it still gives students a chance to learn hands on. I believe it could be a useful resource in classrooms today.
Web resources and gaming software can be a great tool to use in the classroom. Instead of just teaching about a topic or a time in history, teachers can give their students time to actually experience it themselves. Students are then actively engaged and create their own learning.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, May 18, 2010
Cognitivism in Practice
The text, Using Technology with Classroom Instruction that Works, gave many examples of tools and technology that can be used for summarizing, note taking, and organizing information. Many of these tools relate to the cognitive learning theory discussed this week.
Chapter 4, titled “Cues, Questions, and Advanced Organizers” discussed technology tools that can be used to enhance “students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 73). Some programs that teachers can use are Kidspiration, Inspiration, and other brainstorming or outlining types of software that can help organize and connect ideas. Here is a link for more information about the software tools, Kidspiration and Inspiration:
How Concept Maps, Webs, Idea Maps and Plots Help Students in the Classroom
The authors also discussed different types of multimedia that can be used like photographs, videos on the internet, and different websites to help enhance understanding of certain concepts. Dr. Orey stated that images can be powerful tools (Laureate Education, Inc., 2008). Pictures and videos give a chance for students to really see something that is being discussed. For example, instead of just telling students about hurricanes, I might actually show a video of a hurricane and the weather radar. This strategy then helps students to make connections and helps them to take the information that they are learning and store it in long term memory. This is one strategy that I like using in my classroom, but it is one that I can sometimes forget to use.
“Summarizing and Note Taking” was the focus for chapter 6 in this text. This chapter discussed different ways of note taking that will help students process information that they are learning about. One example of technology that was introduced for note taking that I had not heard of previously was the combination notes strategy using the program Microsoft Word. Here’s a link to an example of this strategy:
Combination Notes
Combination notes correlates to the Cognitive learning theory because it gives students a chance to draw sketches of certain ideas with some notes along side of it. Students can then make a connection between the picture and notes. I am excited to try out this strategy in my class.
Another strategy for summarizing was discussed by using the program Inspiration. The teacher can highlight important information for students to look for in videos and texts using this tool and then sudents can fill in missing information. This helps the students to summarize the video or text and create connections between the different pieces of information.
I believe that strategies relating to the cognitive learning theories can and should be included in the classroom. When these types of strategies are used, they can increase student learning. I am excited to begin to use these new tools and ideas in my classroom.
References
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Chapter 4, titled “Cues, Questions, and Advanced Organizers” discussed technology tools that can be used to enhance “students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 73). Some programs that teachers can use are Kidspiration, Inspiration, and other brainstorming or outlining types of software that can help organize and connect ideas. Here is a link for more information about the software tools, Kidspiration and Inspiration:
How Concept Maps, Webs, Idea Maps and Plots Help Students in the Classroom
The authors also discussed different types of multimedia that can be used like photographs, videos on the internet, and different websites to help enhance understanding of certain concepts. Dr. Orey stated that images can be powerful tools (Laureate Education, Inc., 2008). Pictures and videos give a chance for students to really see something that is being discussed. For example, instead of just telling students about hurricanes, I might actually show a video of a hurricane and the weather radar. This strategy then helps students to make connections and helps them to take the information that they are learning and store it in long term memory. This is one strategy that I like using in my classroom, but it is one that I can sometimes forget to use.
“Summarizing and Note Taking” was the focus for chapter 6 in this text. This chapter discussed different ways of note taking that will help students process information that they are learning about. One example of technology that was introduced for note taking that I had not heard of previously was the combination notes strategy using the program Microsoft Word. Here’s a link to an example of this strategy:
Combination Notes
Combination notes correlates to the Cognitive learning theory because it gives students a chance to draw sketches of certain ideas with some notes along side of it. Students can then make a connection between the picture and notes. I am excited to try out this strategy in my class.
Another strategy for summarizing was discussed by using the program Inspiration. The teacher can highlight important information for students to look for in videos and texts using this tool and then sudents can fill in missing information. This helps the students to summarize the video or text and create connections between the different pieces of information.
I believe that strategies relating to the cognitive learning theories can and should be included in the classroom. When these types of strategies are used, they can increase student learning. I am excited to begin to use these new tools and ideas in my classroom.
References
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 12, 2010
Behaviorist Theory in the Classroom
Do you reward your students for positive behavior? Do you have your students practice certain skills by using paper and pencil or using a tutorial type of strategy? Do you use any forms of behavior management in your classroom like a clip chart? If you answered yes to any of these questions, then you are using some of the behaviorist theory in your classroom.
I believe that the behaviorist theory is still used in many classrooms today even when we do not think about it. When used correctly, it can have a positive effect and can be beneficial for students, but the teacher needs to decide how it should be used to best meet students’ needs.
I read about some different types of technology that can be used in the classroom through the text, Using Technology with Classroom Instruction That Works written by Pitler, Hubbell, Kuhn, and Malenowski. Some of these programs discussed complemented the behaviorist theory.
I first read about different types of technology that can help to increase effort in the classroom. The authors discussed how using a Microsoft Excel spreadsheet can help students keep track of their effort and achievement. I believe that this piece of technology relates to the behaviorist learning theory because as the new information is put into the spreadsheet, students can use the tables and graphs to see their progress. After looking this information, the students may decide to put forth more effort to improve their achievement. Teachers can help to “guide” students by using this type of program which gives reinforcement by offering immediate feedback.
The second section that I read about was related to homework and practice. There were many examples of programs on the computer that can be used in the classroom for extra practice. “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent, and teacher to monitor progress toward mastery” (Pitler, Hubbell, Kuhn, &Malenoski, 2007, p. 195). I have used a few of these in my own classroom. For example, BrainPopJR is a great Internet site with videos, games and short quizzes to check student understanding of the content. I think that all of my students can benefit from watching these videos. As children work through the quiz, they are shown either a correct or incorrect picture. The program guides children through and helps them to understand the correct answer through a drill and practice type of program.
I also tried to think about what other technology I use in my classroom that relates to the behaviorist learning theory. There is a website: Links Learning for Kids where there are short videos students can watch. Then, students can take a short quiz to check for understanding. The program reinforces correct answers by using a smiley face, but helps students to understand the correct answer if they chose the incorrect answer. I have used this in my classroom before and I feel that it has worked well for practice of a certain skill.
I believe that these types of tutorial programs can be used in the classroom, but need to be used correctly. I do not believe that these programs should only be used for some of the students for a remedial purpose. I believe that all students can benefit from these drill type programs when they are geared to the needs of each student. Also, I do not believe these programs should be used all of the time. Other learning theories need to be taken into account in order to balance the type of instruction being used in the classroom. Each teacher should decide when to use these types of programs in his/her classroom.
Are there any other pieces of technology that you use in your classrooms that relate to the behaviorism theory that have worked well for you? What are your thoughts on these types of programs? I would love to hear your ideas!
Reference
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I believe that the behaviorist theory is still used in many classrooms today even when we do not think about it. When used correctly, it can have a positive effect and can be beneficial for students, but the teacher needs to decide how it should be used to best meet students’ needs.
I read about some different types of technology that can be used in the classroom through the text, Using Technology with Classroom Instruction That Works written by Pitler, Hubbell, Kuhn, and Malenowski. Some of these programs discussed complemented the behaviorist theory.
I first read about different types of technology that can help to increase effort in the classroom. The authors discussed how using a Microsoft Excel spreadsheet can help students keep track of their effort and achievement. I believe that this piece of technology relates to the behaviorist learning theory because as the new information is put into the spreadsheet, students can use the tables and graphs to see their progress. After looking this information, the students may decide to put forth more effort to improve their achievement. Teachers can help to “guide” students by using this type of program which gives reinforcement by offering immediate feedback.
The second section that I read about was related to homework and practice. There were many examples of programs on the computer that can be used in the classroom for extra practice. “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent, and teacher to monitor progress toward mastery” (Pitler, Hubbell, Kuhn, &Malenoski, 2007, p. 195). I have used a few of these in my own classroom. For example, BrainPopJR is a great Internet site with videos, games and short quizzes to check student understanding of the content. I think that all of my students can benefit from watching these videos. As children work through the quiz, they are shown either a correct or incorrect picture. The program guides children through and helps them to understand the correct answer through a drill and practice type of program.
I also tried to think about what other technology I use in my classroom that relates to the behaviorist learning theory. There is a website: Links Learning for Kids where there are short videos students can watch. Then, students can take a short quiz to check for understanding. The program reinforces correct answers by using a smiley face, but helps students to understand the correct answer if they chose the incorrect answer. I have used this in my classroom before and I feel that it has worked well for practice of a certain skill.
I believe that these types of tutorial programs can be used in the classroom, but need to be used correctly. I do not believe that these programs should only be used for some of the students for a remedial purpose. I believe that all students can benefit from these drill type programs when they are geared to the needs of each student. Also, I do not believe these programs should be used all of the time. Other learning theories need to be taken into account in order to balance the type of instruction being used in the classroom. Each teacher should decide when to use these types of programs in his/her classroom.
Are there any other pieces of technology that you use in your classrooms that relate to the behaviorism theory that have worked well for you? What are your thoughts on these types of programs? I would love to hear your ideas!
Reference
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, February 24, 2010
Final Reflection
I recently took a course on integrating technology in the classroom. I learned about many new tools that I can apply to my teaching right away, and learned about what I need to do as an educator in order to better reach and educate the students in my classroom.
•In what ways has this course helped you to develop your own technology skills?
I learned about some new pieces of technology that I hadn’t known about prior to starting this class. I learned more about blogs and had discussions with fellow educators to relating to ways that we can integrate them into the classroom. I have also learned about wikis and how students can collaborate with each other to complete a group project using one. Finally, podcasts were an interesting piece of technology that I learned about. I have previously used recording programs like Audacity, but didn’t realize that those recordings can be made into its own podcast to be shared with others.
•In what ways can you continue to expand your knowledge of technology integration with the aim of increasing student achievement?
I believe that I can increase my knowledge and implementation of technology in my classroom by collaborating with teachers in my school and district. I learned a lot just by working and discussing with colleagues in this class, and I feel that I can learn even more by having more discussions with other educators. I also feel that by collaborating with my school colleagues, I can share some of my ideas that can also benefit their students’ learning. I also feel that by taking a closer look at “The Partnership for the 21st Century Skills” website (www.21stcenturyskills.org), I will be able to gain more ideas that I can apply to my teaching and lessons right away. I believe that by doing these things, my student’s achievement will increase and I will better prepare them for their futures.
•Set two long-tem goals (within two years) for transforming your classroom environment into a place where technology is integrated seamlessly to meet instructional goals and increase student achievement. How do you plan to accomplish these goals?
At times, I can feel overwhelmed after taking a course where I have learned a lot of information. In this technology class, I have learned about many new pieces of technology and ways that I can integrate them into my classroom. I have decided that if I start slow, I won’t feel so overwhelmed by everything. I also know that by teaching my students a lot of new information, they can also feel overwhelmed. I would like to start by integrating one type of technology at a time into my classroom. For example, I would like to start with a blog. I would like to get my students accustomed to using the classroom blog and adding weekly posts about our classroom learning. Once students show their knowledge of blogs and are able to add to the blog on their own, I would move on to sharing another piece of technology, perhaps a podcast. A second goal that I have for myself is planning ahead with projects and the computer lab. My students don’t have a lot of time to work in the computer lab due to the fact that it fills up quickly. I already plan units in advance, but if I plan ahead on when I will need the computers, I will be able to sign up early and get into the computer lab more often. I would also like to make using technology more of a routine, maybe going in weekly to do different things. I feel that by using technology more often, students will feel more comfortable using it. This will be beneficial to them due to the fact that they will be using technology for the rest of their lives.
Overall, this class has been very beneficial for me to take. I can’t wait to see my growth as an educator due to this class, and more importantly, I can’t wait to see the growth of my students during the course of the year and in the future.
•In what ways has this course helped you to develop your own technology skills?
I learned about some new pieces of technology that I hadn’t known about prior to starting this class. I learned more about blogs and had discussions with fellow educators to relating to ways that we can integrate them into the classroom. I have also learned about wikis and how students can collaborate with each other to complete a group project using one. Finally, podcasts were an interesting piece of technology that I learned about. I have previously used recording programs like Audacity, but didn’t realize that those recordings can be made into its own podcast to be shared with others.
•In what ways can you continue to expand your knowledge of technology integration with the aim of increasing student achievement?
I believe that I can increase my knowledge and implementation of technology in my classroom by collaborating with teachers in my school and district. I learned a lot just by working and discussing with colleagues in this class, and I feel that I can learn even more by having more discussions with other educators. I also feel that by collaborating with my school colleagues, I can share some of my ideas that can also benefit their students’ learning. I also feel that by taking a closer look at “The Partnership for the 21st Century Skills” website (www.21stcenturyskills.org), I will be able to gain more ideas that I can apply to my teaching and lessons right away. I believe that by doing these things, my student’s achievement will increase and I will better prepare them for their futures.
•Set two long-tem goals (within two years) for transforming your classroom environment into a place where technology is integrated seamlessly to meet instructional goals and increase student achievement. How do you plan to accomplish these goals?
At times, I can feel overwhelmed after taking a course where I have learned a lot of information. In this technology class, I have learned about many new pieces of technology and ways that I can integrate them into my classroom. I have decided that if I start slow, I won’t feel so overwhelmed by everything. I also know that by teaching my students a lot of new information, they can also feel overwhelmed. I would like to start by integrating one type of technology at a time into my classroom. For example, I would like to start with a blog. I would like to get my students accustomed to using the classroom blog and adding weekly posts about our classroom learning. Once students show their knowledge of blogs and are able to add to the blog on their own, I would move on to sharing another piece of technology, perhaps a podcast. A second goal that I have for myself is planning ahead with projects and the computer lab. My students don’t have a lot of time to work in the computer lab due to the fact that it fills up quickly. I already plan units in advance, but if I plan ahead on when I will need the computers, I will be able to sign up early and get into the computer lab more often. I would also like to make using technology more of a routine, maybe going in weekly to do different things. I feel that by using technology more often, students will feel more comfortable using it. This will be beneficial to them due to the fact that they will be using technology for the rest of their lives.
Overall, this class has been very beneficial for me to take. I can’t wait to see my growth as an educator due to this class, and more importantly, I can’t wait to see the growth of my students during the course of the year and in the future.
Friday, February 5, 2010
Today's Learners and Technology
For my first podcast episode, I talked to my second graders about technology. I asked them about the types of technology that they use at home and at school and the amount of time that they use it. I also asked them more about what they enjoyed the most about technology and what they wish they could do using technology at school. Some of my students tell a little bit more about themselves and their experiences with technology.
Take a look:
http://mrsrogusclassroom.podbean.com/
Take a look:
http://mrsrogusclassroom.podbean.com/
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