Lisa+Brown

This is my html page for Towson University.

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I thoroughly enjoyed my excursion to Massachusetts on my virtual field trip. I found many interesting & intriguing things to do, and learned several new things along the way. Although most students cherish the chance to leave the confines of a school building, many times it is not financially or physically possble. So virtual field trips give students the opportunity to go beyond the classroom and explore places, people & subjects beyond what a book, slide or database can provide. I believe that the vast majority of students would have a similar reaction to mine when these types of trips are incorporated into lessons.

The use of virtual fieldtrips is limitless, and is ideally suited for a project-based learning environment. I can envision using them in all subject areas, including special areas. My only hesitation is a lack of time with the students, especially in areas such as media where I only see students once a week. With lesson time limited to 30 minutes, and not able to asign homework, it would take several weeks to complete a field trip and produce a project. I would like to co-plan some project-based unit with grade-level teachers so that this can become a feasible lesson. For example, I found a //Magic School Bus takes a virtual field trip to Liberty Science Center// on [|www.scholastic.com]. The trip focuses on climate challenge and includes interviews with personnel from the center. This trip could be incorporated into a lesson on habitats, endangered animals or simply a non-fiction unit study. The American Museum of Natural History presents science explorations and School Library Journal presented a webcast of the first Thanksgiving. A number of author's websites transport students to their homes as well as inspirations for their books.

I plan to incorporate virtual fieldtrips into my lessons as much as possible, and also plan on developing a newsletter for students so they can continue to explore independently at home.

This is my digital storytelling project. //Mirror Mirror// is a book of reversible verse fairytales. With just changes in punctuation, the same poem is read once and then read in reverse. In doing so, the story is depicted from two different characters point of view. This video could be used with a poetry writing unit; fairytale unit; or a study of point of view.

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 **Final Reflection** 1. We have used many technologies in this course over the past months; which one(s) made the most impression on you? How might you integrate this technology into your teaching? Virtually every technology that was introduced during this course was both fascinating and new to me. I can visualize using each of them across the spectrum of grade levels and types of learners that come to the media center each week. And in my role as media specialist, I am trying to disseminate helpful resources to my colleagues. I think //Wordle //requires minimal training time and is so versatile in its application that it can be used across all subject areas & grade levels. I coordinated with our computer technician and //Silverlight // was installed on the media center computers. However, I need to explore //Tagxedo //in more detail to determine whether there are a minimum number of words required to complete a figure, and whether this is a reasonable project for elementary age students. Both of these applications would be very effective with introverted students or those that use assistive technology devices. For more extroverted students, Podcasts and Digital Story Telling can be an interesting way to present information and assess learning. Limited technology resources (number of computers as well as bandwidth issues) will restrict my use of some of these programs. 2. You were asked to articulate your personal philosophy on educational technology to include in your html page. Has your philosophy changed as a result of what you have learned in this class? If so, how? My philosophy of educational technology has not changed over the course of this class. I still believe that technology should be considered one of the multitude of tools in a teachers’ toolbox. My investigation of project-based learning reinforced this belief that one learning and assessment tool cannot address the needs of all learners. I do believe that technology in some form needs to be incorporated into lessons. This can include embedding //Discovery Education // video clips, creating flipcharts for the Interactive Whiteboard, or developing assessments that provide students options for demonstrating their learning. Students still need to develop interpersonal skills by working in cooperative groups and given the opportunity to present projects to their peers. 3. I have always maintained the position that students who learn to use technology effectively in their teaching should be ready to share what they’ve learned with their colleagues in schools or their place of employment - doing so makes one a teacher-leader, a position that is very important to the success of school improvement and student achievement. How do you think you could share what you’ve learned in this class with others with whom you work? What would you say to them in terms of what you believe about the importance of technology tools in teaching and learning? I have already shared several of the CAST resources with my colleagues, and am trying to develop a presentation for the staff that incorporates these tools in addition to the many other tools that we were introduced to during the course of this class. I think that the vast majority of my co-workers believe in the benefits of technology in the learning process. However, the comment that I often hear is a lack of time to investigate the vast array of resources and develop lessons. This is compounded by the ever increasing data collection requirements. My role as media specialist and information specialist dictates that I should assist teachers in locating resources that will assist them with incorporating technology into the curriculum. My teaching schedule has limited the amount of time that I can devote to this responsibility. I plan on developing newsletters and short presentations at staff meetings to help disseminate this information. 4. What could be added to this course to make it better for graduate students? I honestly cannot think of anything that would make this course better for graduate students. I learned so much throughout the class, and appreciated the opportunity to create practical applications of various technology components. I felt comfortable discussing my opinions and views of technology as well as the challenges of our current educational system. I found the class especially useful as I consider myself to be a “digital immigrant”.