Most Feasible, Efficient Classroom Tool of 535

There were several technological tools from this class that could be useful in my, or any classroom.  However, I feel utilizing video casts will be most beneficial for me.  To describe my plan for implementation, I will use the SMART goal plan, per Dr. Loeffer's request (I used this acronym a couple of times before, and I think it is a very straight-laced way of thinking about how to implement a concept):

Specific---I will be creating video casts for each of my 3 lessons on advanced sequences and series.  I will then post these videos to my school website, and instruct my students to "learn at their own pace," asking me questions as needed along the way.

Measurable---At the end of the unit exam on these three lessons, I will give my students an exam, as usual.  To measure the success of my idea, I will compare their scores on these exams to those of their previous ones, looking for any type of improvement (or lack there of).

Attainable---As I have two computers at my disposal, along with several hours a week dedicated to technology inservice time, I should be able to get these casts made with little to no difficulty.  Also, because I am only doing three lessons, it is very feasible for me to finish in a timely fashion.

Realistic---Because I am only doing three lessons, this technology goal is very realistic.  However, should I find this to be a success, I will certainly dedicate some summer time to making additional videocasts.

Timely---This will be completed before the unit begins, which will start in April.

I believe that this plan is feasible and attainable.  Thank you for the great tools and ideas Dr. Loeffler!

Week 5 of 535

This week saw us examine some new tools, and work with some previously mentioned tools as well.  The  first activity we did was recapping Will Richardson's book, providing a summary in the form of an Eyejot.  We then were supposed to explore a web application that we previously didn't have any experience using.  I found this to be quite "eye-opening," helping me realize that there are many beneficial applications on the web.  We also had to continue work on our websites, along with setting up a shared collections folder.  Finally, in our groups we were to recap all of the aforementioned activities, along with exploring a couple of new articles. 

As far as those activities that can help me in my professional life, I can see myself utilizing the website and Eyejot emails.  Considering the fact that the website I am creating deals specifically with helping students/parents, the tie here to my professional life is rather obvious.  Since I am creating helpful links for students/parents to use, they can simply access my website if they feel they need additional assistance, or simply want some additional practice.  In regards to the Eyejots, I believe they'll directly correlate to my professional life due to their simplicity alone.  It is so much easier to just talk, versus typing up a long email; I've started sending these to colleagues, students, and parents.  Efficient tools simply can't be ignored.

Week 4 of 535

Once again, I began this week's adventures by reading our required text from Will Richardson.  This week's readings dealt with the online tools of Twitter, social bookmarking, podcasting, and screencasting.  I have so far found this book to be very informational, detailing both what a particular program is, and how to use its capabilities.  I see all of these applications as being purposeful in my classroom.  As Dr. Loeffler has pointed out with Twitter, it's not just something that informs you of what your friend had for lunch, but can be quite the useful tool.  By following someone who has something relevant to say in the field of Mathematics, I can get updates on methodology, or maybe hear about a beneficial resource.  As far as social bookmarking is concerned, this could be a very valuable resource to share between my fellow math teacher and myself.  This way we can share valuable resources without having to remember the links we tell one another in the hallway, or habitually email one another.  In regards to the Podcast/Screencasts, I think this could be a great way for me to tape a lesson for absent students, or even record lessons in advance.

We also began work on creating a website in the style of a WIKI.  Now, I've only created a loose shell on Google sites at the moment, but I do have some plans for it.  Eventually I would like my site to be a place where students/parents alike can come to find helpful links, examples, and other resources. 

The final concept that we examined this week was that of crowdsourcing.  We read a very interesting article about how more and more companies are not outsourcing their work, but rather "crowdsourcing." This is the concept of posing a problem or occupation to the world at large, via the Internet.  This way businesses can get a premium result at a fraction of the cost.  I think that this will have a huge impact on many different fields, including education.  Who knows, parents might eventually be able to hand pick their instructors from an all-star, nationwide lineup!  I guess we never know what the future holds until it happens.

Week 3 of 535

This week in class had us exploring many more new technological tools that can assist us in the classroom.  We examined the use and purpose of RSS Feeds, Picture Sharing, and Google Sites.  We were to subscribe to an RSS feed of our choice, and then consequently sign up for several different blog/news feeds that interest us.  This method of "bringing the news to you," could have a very beneficial impact in my classroom.  Specifically, by informing my parents of the search power of any RSS feed, they can search for pertinent math examples, games, or lessons.  As far as photo sharing is concerned, we were to create a Creative Commons License, open a photo sharing account, and then upload/tag some pictures.  In terms of utilizing picture sharing, I think that I could certainly use this concept for more of my geometrical lessons/units.  Specifically, by having my students create a photo sharing account, we could begin a unit by having them research different real-life examples of angles, shapes, etc.  Finally we were to examine some of the various capabilities of Google Sites.  After examining some of the links, there are some very helpful resources in the way of creating websites (students/teachers alike), using shared resources amongst educators, and organizations/meetings, made available through Google.  I think that the Google Sites application is a great way to get students to design a possible project, let it come to life, and have a set locale for other students to view it and then provide feedback.  There were very interesting tools to play with this week, all with the potential to improve my classroom instruction.