Tuesday, November 25, 2014
Fall of 2014 Update
Sunday, April 13, 2014
Michigan Online Learning and Section 21F
It is so interesting reading of how far along other state's, such as Tennessee, are in regards to adopting online courses and virtual learning. Prior to this course, I thought Michigan was behind all other states as a result of the economy and how the educational system is portrayed to the public, and even their own employees!
In regards to the last scenarios and the reasoning behind virtual learning; being able to learn about concepts and content not accessible to those 5 years ago, is a dramatic improvement in the educational world! Additionally, the virtual learning forces students to seek professionals out for their assistance, which you mentioned! The skills used in seeking professionals are top priorities for employers when looking for future workers. Virtual learning allows students to leap in whatever direction they are interested in at an age where their mind is so creative with the ability to critically analyze subjects without misconceptions adults hold, yet the immense interest to fully learn about the concepts!
In regards to the last scenarios and the reasoning behind virtual learning; being able to learn about concepts and content not accessible to those 5 years ago, is a dramatic improvement in the educational world! Additionally, the virtual learning forces students to seek professionals out for their assistance, which you mentioned! The skills used in seeking professionals are top priorities for employers when looking for future workers. Virtual learning allows students to leap in whatever direction they are interested in at an age where their mind is so creative with the ability to critically analyze subjects without misconceptions adults hold, yet the immense interest to fully learn about the concepts!
Monday, March 31, 2014
Post reading reactions
I was also quite surprised with the amount of student success reported. I would have thought general Ed students would not be as motivated out of the classroom when they aren't motivated in the classroom.
The amount of student interaction and participation, However, it does not surprise me as students are able to think about their comments prior to submission. Additionally, if a peer doesn't agree with a comment, their facial expressions do not show, thus the submitter doesn't perceive the response as rejection, but a difference of opinions.
Sunday, March 30, 2014
Virtual Schooling Post-Reading Thoughts
Some of the main ideas I read within the articles which took me by surprise include:
-The fact that Michigan is such a strong influence in the virtual schooling community and that we have had the longest standing virtual learning Schools in the nation. I know I have personally worked with kids on Michigan virtual and it is a very difficult curriculum. Needless to say, I thought the east and west coast schools would have beat us to the online thoughts.
-The immense amount of growth and popularity virtual learning has gained within the past 10 years.
-The fact that MVHS teachers, in 2005, did not have to be a Michigan certified teacher boggles my mind, considering the current emphasis placed on obtaining a MI teaching certification. However, the immense change in policy isn't far off of the change in online schooling mindset.
-The variations of course work students can enroll in has come quite a distance! I was never aware of the Test Prep courses via MVHS, however the fact that students did utilize them is wonderful; Comparison of test results pre and post test prep course would be interesting to analyze.
-The below diagram helped me in visualizing the many different components online learning has to offer and how the different variations of 'online learning' can truly make or break a student's success in a course!
-The fact that Michigan is such a strong influence in the virtual schooling community and that we have had the longest standing virtual learning Schools in the nation. I know I have personally worked with kids on Michigan virtual and it is a very difficult curriculum. Needless to say, I thought the east and west coast schools would have beat us to the online thoughts.
-The immense amount of growth and popularity virtual learning has gained within the past 10 years.
-The fact that MVHS teachers, in 2005, did not have to be a Michigan certified teacher boggles my mind, considering the current emphasis placed on obtaining a MI teaching certification. However, the immense change in policy isn't far off of the change in online schooling mindset.
-The variations of course work students can enroll in has come quite a distance! I was never aware of the Test Prep courses via MVHS, however the fact that students did utilize them is wonderful; Comparison of test results pre and post test prep course would be interesting to analyze.
-The below diagram helped me in visualizing the many different components online learning has to offer and how the different variations of 'online learning' can truly make or break a student's success in a course!
Monday, March 24, 2014
Virtual Schooling PreReading Knowledge
The majority of my knowledge regarding K-12 online learning, virtual schooling, or cyber schooling comes directly from the content I have learned thus far during this course, in addition to the implementation of Virtual Credit Recovery programs and Distance Learning (instructor and 1/2 of the students are in building 1 and the other 1/2 of students are across the district in building 2 watching their teacher on their screen and being directed by their instructor throughout the class while a paraprofessional is overseeing them).
I believe there are two main formats/branches online learning/virtual schooling/cyber learning can be viewed as: synchronous and asynchronous.
There are many different settings in which online learning can take place, depending on how your district views the need for physical presence of each student, how the state you are teaching in records the number of students being instructed, the availability of paraprofessionals to oversee a class of students, etc.
The courses offered range from English to Math to Science to History to digital art to health. However, the only way I have seen physical education completed without the students physical presence in class was when they were required to have an adult sign off on the activities they needed to perform.
I believe there are two main formats/branches online learning/virtual schooling/cyber learning can be viewed as: synchronous and asynchronous.
There are many different settings in which online learning can take place, depending on how your district views the need for physical presence of each student, how the state you are teaching in records the number of students being instructed, the availability of paraprofessionals to oversee a class of students, etc.
Students taking online learning courses usually have a variety of options regarding where they complete their course work and can differ vastly from one student to another! Students can either be in the classroom with the para, at home sitting at a desk, at home sitting in their bad, in a library, or in front of their instructor. The main idea here is that they have an Internet connection and are able to access the learning management system and the courses content.
The courses offered range from English to Math to Science to History to digital art to health. However, the only way I have seen physical education completed without the students physical presence in class was when they were required to have an adult sign off on the activities they needed to perform.
As I mentioned at the beginning, my experience with online learning is only a result of my students with learning disabilities completing a course as a result of failing their F2F course, otherwise known as 'Credit Recovery'.
Friday, March 7, 2014
'Computers as Mindtools for Engaging Learners in Critical Thinking' by Carr, Jonassen and Yueh
'Computers as Mindtools for Engaging Learners in Critical Thinking' by David H. Jonassen,- Chad Carr,- Hsiu-Ping Yueh
Came upon this article and found it quite interesting! Take a look!
This article effectively highlights the different computer tools available to teachers and students alike. I personally feel that this is a very theoretical article that expresses how computers can be used as great tools to enhance and better our understanding and widen our knowledge.
I feel that out of all of the articles read so far this particular one would have to be the one in which I agree with most. I personally use the mind tools such as the database, micro worlds, and semantic networking in my classroom. I agree with Jonassen when he keepsreinforcing the importance of the use of computers and how they should be exercised as tools to better our learning rather then this sudden force on teachers to meet this demand.
I personally feel that if you have the right ideas and tools, you as the teacher can reinforce and promote learning within the classroom. I strongly agree with Jonassen when he points out how using technology does not encourage students to speak their mind and express their opinion. However with the right balance within the classroom this minor problem can be deal with.
Friday, February 21, 2014
Innovative Education
Utilizing my Diigo account and creating lists!
Links to two of "My Lists" I created using Diigo. Let me know what you think!
Innovative Education - Innovative Education/Technology within Education
Academic Material - General academic material for students, eductors and parents alike to efficiently access. Separate sub-lists within this 'Parent' list details the subsequent information to be found.
Links to two of "My Lists" I created using Diigo. Let me know what you think!
Innovative Education - Innovative Education/Technology within Education
Academic Material - General academic material for students, eductors and parents alike to efficiently access. Separate sub-lists within this 'Parent' list details the subsequent information to be found.
Thursday, February 13, 2014
Teaching and Learning utilizing Web 2.0 Tools
For our Teaching and Learning 2.0 Project, one of the requirements states that the content must correlate to subject-matter content or Common Core State Standards. Having understood this requirement and considering my High School Resource Room setting (a High School Special Ed), I would like to focus utilizing the tools I would be able to incorporate into my teaching in the Resource Room. Thus, my topics would not be directly related to CCSS. Until I receive a reply from Dr. Siko, I'd like to move forward by gathering resources and deciding how to organize them. This is where you all come in! :)
For high school students (with or without special education needs), would the organization of the content be most beneficial by
A. Content Area (ie. Math, Science, Social Studies/History, English-Grammar, English-Literature, Vocabulary, etc.)
OR
B. By usable tools to do complete an assignment/project (ie. the use and benefits of a slidecast presentation, note-taking tools, study habit tools, Research Tools (Science, History, Literature specific), etc.)
OR
C. Your suggestions are welcome!
Thanks for any input!!
Katie
Sunday, February 9, 2014
Unit 2: SAMR Model- Technology Integration Strategy
What could you do in your class (or workplace) with a (i.e., any) Web 2.0 tool that would equate to each of the four levels of the SAMR Model?
S- Substitution
A- Augmentation
M- Modification
R- Redefintion
When researching the SAMR model, I came up with the following integrations of Web 2.0 tools within a remediated High School English class setting instructing solely students with Mild Special Education Needs:
Substitution- Previously, I dealt with constant raising of hands (regarding completely irrelevant topics), student blurt-outs, and constant redirection required as a result of the many thoughts and comments students' regarded necessary implemented the use of a website for back-channeling conversations geared towards those of my students in need of having multiple stimulations via the use of laptops and iPads (I did not allow the use of iPhones or iPods during direct instruction. Allowing the use of iPhones and iPods to access the back-channeling website would be a direct substitution for the much larger and heavier laptop or iPad.
Augmentation- In the world of special education, a major responsibility of the case coordinator is passing along paperwork; as all of us know, when concrete paperwork is passed along, there is a chance to loose or 'destroy' the content making it no longer usable for the receiver. Prior to learning of these Web 2.0 tools, the only form of a paper trail was to, literally, copy the paperwork sent. Making copies of every document sent from my office took immense amount of time, however, if anything was ever 'lost-in-the-process,' I was one of the few who,, no doubt, had a back-up copy. Now, as a result of Web 2.0 tools, the concrete content is scanned into the computer, emailed to the desired recipient which in turn saves a copy of the document virtually, on the district server.
Modification- Implementing the modification step of the SAMR model could involve utilizing 'Dragon Dictation' or the dictation feature integrated in Microsoft Word in order for a student with a Written Expression or Spelling Disability complete a lengthy writing assignment. On the same token, I can also implement the use of 'Read-Aloud', or the 'Text-to-Speech' feature in Chrome, MS Word and Adobe Professional Suite for students with a Reading Comprehension Disability or Reading Fluency Disability in order for them to access the same content the general education students do, would equate to the an example under the Modification/Transformation category.
Redefinition- Within my remediated English class, having to review prior content is a daily task and quite time consuming (no, I am not saying I shouldn't have to review the content, but in my circumstance, if students are not reminded constantly and at their own necessary time, a complete reteaching of a lesson would not be unusual). Needless to say, in researching possible 2.0 technology I could use to redefine/create an authentic review of a lesson(s) students can access at their leisure, 'ShowMe' would suit quite well! Therefore, at the end of initially teaching a new concept, I would have students create and submit a 'ShowMe' of that days content as an exit activity; after reviewing the 'ShowMe's, the accurate 'ShowMe's would be posted on my classes website for all students to access.
'ShowMe' allows students/teachers/adults/etc. to record a maximum of 5 minutes, audio in addition to recoding your screen as a White Board to replay when a refresher is needed. Not only would this free up the beginning of classtime immensely to do small, but significant warm-ups, 'ShowMe' would give students a range of possible explanations regarding the one specific topic they need to review.
S- Substitution
A- Augmentation
M- Modification
R- Redefintion
When researching the SAMR model, I came up with the following integrations of Web 2.0 tools within a remediated High School English class setting instructing solely students with Mild Special Education Needs:
Substitution- Previously, I dealt with constant raising of hands (regarding completely irrelevant topics), student blurt-outs, and constant redirection required as a result of the many thoughts and comments students' regarded necessary implemented the use of a website for back-channeling conversations geared towards those of my students in need of having multiple stimulations via the use of laptops and iPads (I did not allow the use of iPhones or iPods during direct instruction. Allowing the use of iPhones and iPods to access the back-channeling website would be a direct substitution for the much larger and heavier laptop or iPad.
Augmentation- In the world of special education, a major responsibility of the case coordinator is passing along paperwork; as all of us know, when concrete paperwork is passed along, there is a chance to loose or 'destroy' the content making it no longer usable for the receiver. Prior to learning of these Web 2.0 tools, the only form of a paper trail was to, literally, copy the paperwork sent. Making copies of every document sent from my office took immense amount of time, however, if anything was ever 'lost-in-the-process,' I was one of the few who,, no doubt, had a back-up copy. Now, as a result of Web 2.0 tools, the concrete content is scanned into the computer, emailed to the desired recipient which in turn saves a copy of the document virtually, on the district server.
Modification- Implementing the modification step of the SAMR model could involve utilizing 'Dragon Dictation' or the dictation feature integrated in Microsoft Word in order for a student with a Written Expression or Spelling Disability complete a lengthy writing assignment. On the same token, I can also implement the use of 'Read-Aloud', or the 'Text-to-Speech' feature in Chrome, MS Word and Adobe Professional Suite for students with a Reading Comprehension Disability or Reading Fluency Disability in order for them to access the same content the general education students do, would equate to the an example under the Modification/Transformation category.
Redefinition- Within my remediated English class, having to review prior content is a daily task and quite time consuming (no, I am not saying I shouldn't have to review the content, but in my circumstance, if students are not reminded constantly and at their own necessary time, a complete reteaching of a lesson would not be unusual). Needless to say, in researching possible 2.0 technology I could use to redefine/create an authentic review of a lesson(s) students can access at their leisure, 'ShowMe' would suit quite well! Therefore, at the end of initially teaching a new concept, I would have students create and submit a 'ShowMe' of that days content as an exit activity; after reviewing the 'ShowMe's, the accurate 'ShowMe's would be posted on my classes website for all students to access.
'ShowMe' allows students/teachers/adults/etc. to record a maximum of 5 minutes, audio in addition to recoding your screen as a White Board to replay when a refresher is needed. Not only would this free up the beginning of classtime immensely to do small, but significant warm-ups, 'ShowMe' would give students a range of possible explanations regarding the one specific topic they need to review.
Tuesday, January 28, 2014
Week 1 thoughts
Well, one week has gone by since Chris flew back to Michigan and I have, thus far, felt great about my move!
We arrived Saturday night around 5:30 pm (MTN time zone), went to Patricia and Erik's favorite Sushi restaurant, then to Patricia's favorite bar and finally to a super hipster bar in downtown Denver. By that time it was about Midnight (2 AM Michigan time) and Chris and I were ready to konk out.
Sunday, we went to Patricia's fave breakfast joint then Chris studied at a library, Patricia and I organized a bit, hung out and went on a walk. After our walk, Patricia, Tron and I went on another walk/jog to Whole Foods (Patricia likes that place a little too much, in my personal opinion, lol.), Erik made some dinner, Chris came home to eat then headed out to see a buddy in Downtown Denver and I hit-sheet!
Monday, Chris planned on heading to A-Basin to get a day of skiing in, but slept in and ended up studying at a library nearby while Patricia, Tron and I headed out on a hike and Erik flew to a work-related destination.
I have to say, Patricia was quite instrumental in the fact that I was completely organized by the time I had to say goodbye to Chris! My closet was organized with shoes in their slots, pants hung, shirts hung, and all workout gear (I say all because of the amount of gear I have! lol) folded on a shelf of my black organizer, undergarmets and socks in their bins, laundry basket in its designated location, pictures arranged on my boards, The Hunger Games on my book shelf, textbooks on bookshelf, clock/alarm plugged in, bed and sheets put together, chair for desk bought, desk situation completed, the food I brought/bought was organized in the fridge/my shelf, house key obtained and iPhone AND skis delivered! ...yes, all before Chris left on Monday night! I know right, pretty darn good, if I do say so myself! I was feeling quite proud of myself!
Last week, Erik was out of town on business, so it was Patricia, Tron (their dog) and me at their condo. Tuesday, Patricia had class downtown, so I figured to take Tron on a run and get my school work going and get situated. Patricia came back pretty late and Tron was konked-out from our run. We were all beat, so an early bedtime for us! Wednesday, I was home with Tron as Patricia had to work at the Dental office. Tron and I went on a pretty good run! I was excited! Then, once Patricia arrived home, we did a 'HIIT the Beach' workout and it kicked out behinds! Bedtime for us to get ready for an early morning workout at the PEAK workout facility with Erik's Mom, Linda, at 7 am. Thursday's workout was AMAZING! I ran a solid 3 miles, then did some agility, abs and legs and felt quite proud of my AM. Later, Patricia had to go downtown again for classes, and this time I decided to join her as I had homework to do as well! (YEAH Master's Program!) It worked out quite well as I completed a good amount of my weekly readings and homework! Friday was a travel day for me as I was visiting Jaci in Texas for the weekend so an early night was definitely in the making. However, a bit of nightmare around 2 am had Patricia and I with knives and a taser in hand as we entered her bedroom. Needless to say, I don't think I've ever laughed that hard at 2 am IN MY LIFE! Each time I have told the story, in more detail than this, I haven't been able to get it out without laughing hysterically...so hard I cried and was bent over as my abs hurt so much!!! Yes, the story of the lives of Patricia and Katie...living together...even at the ages of 25 and 26! WOW, that is a night I will never forget!
Thank goodness, Patricia was still able to pull herself out of bed at 5 am to take me to the airport and I was off to Texas! Yeehaw, ride 'em cowboys!
We arrived Saturday night around 5:30 pm (MTN time zone), went to Patricia and Erik's favorite Sushi restaurant, then to Patricia's favorite bar and finally to a super hipster bar in downtown Denver. By that time it was about Midnight (2 AM Michigan time) and Chris and I were ready to konk out.
Sunday, we went to Patricia's fave breakfast joint then Chris studied at a library, Patricia and I organized a bit, hung out and went on a walk. After our walk, Patricia, Tron and I went on another walk/jog to Whole Foods (Patricia likes that place a little too much, in my personal opinion, lol.), Erik made some dinner, Chris came home to eat then headed out to see a buddy in Downtown Denver and I hit-sheet!
Monday, Chris planned on heading to A-Basin to get a day of skiing in, but slept in and ended up studying at a library nearby while Patricia, Tron and I headed out on a hike and Erik flew to a work-related destination.
I have to say, Patricia was quite instrumental in the fact that I was completely organized by the time I had to say goodbye to Chris! My closet was organized with shoes in their slots, pants hung, shirts hung, and all workout gear (I say all because of the amount of gear I have! lol) folded on a shelf of my black organizer, undergarmets and socks in their bins, laundry basket in its designated location, pictures arranged on my boards, The Hunger Games on my book shelf, textbooks on bookshelf, clock/alarm plugged in, bed and sheets put together, chair for desk bought, desk situation completed, the food I brought/bought was organized in the fridge/my shelf, house key obtained and iPhone AND skis delivered! ...yes, all before Chris left on Monday night! I know right, pretty darn good, if I do say so myself! I was feeling quite proud of myself!
Last week, Erik was out of town on business, so it was Patricia, Tron (their dog) and me at their condo. Tuesday, Patricia had class downtown, so I figured to take Tron on a run and get my school work going and get situated. Patricia came back pretty late and Tron was konked-out from our run. We were all beat, so an early bedtime for us! Wednesday, I was home with Tron as Patricia had to work at the Dental office. Tron and I went on a pretty good run! I was excited! Then, once Patricia arrived home, we did a 'HIIT the Beach' workout and it kicked out behinds! Bedtime for us to get ready for an early morning workout at the PEAK workout facility with Erik's Mom, Linda, at 7 am. Thursday's workout was AMAZING! I ran a solid 3 miles, then did some agility, abs and legs and felt quite proud of my AM. Later, Patricia had to go downtown again for classes, and this time I decided to join her as I had homework to do as well! (YEAH Master's Program!) It worked out quite well as I completed a good amount of my weekly readings and homework! Friday was a travel day for me as I was visiting Jaci in Texas for the weekend so an early night was definitely in the making. However, a bit of nightmare around 2 am had Patricia and I with knives and a taser in hand as we entered her bedroom. Needless to say, I don't think I've ever laughed that hard at 2 am IN MY LIFE! Each time I have told the story, in more detail than this, I haven't been able to get it out without laughing hysterically...so hard I cried and was bent over as my abs hurt so much!!! Yes, the story of the lives of Patricia and Katie...living together...even at the ages of 25 and 26! WOW, that is a night I will never forget!
Thank goodness, Patricia was still able to pull herself out of bed at 5 am to take me to the airport and I was off to Texas! Yeehaw, ride 'em cowboys!
Sunday, January 26, 2014
Week 3 Reflection
reflect on the videos in the Unit 1 folder as well as the Prensky reading and the articles on Generation Edge.
How have each of these described YOUR students?
What have each of the articles and videos shown/said that doesn't describe your students at all?
Are there any characteristics, traits or behaviors of your students that none of these authors have even mentioned?
**Basically, how do your students compare to what these authors have to say?
In regards to the 1998, Alan November article, my opinion differswith each point he makes. When I go into a classroom, I am amazed by the magic of a teacher, and I say to this teacher, "This is incredible. You ought to write an article or put this up on your Web site." But the teacher says, "No, I just do this everyday. Nothing special here." Teachers don't know how special they are. They wouldn't know because they don't have a collective sense.
This is not about technology. It's about understanding the impact of technology on how students learn."
But if you focus on information communication planning and you ask every teacher, "What information do you want? What relationships do you want?" then every teacher can participate
*The parent validation of their child's work would definitely be useful at the secondary level. For those students who try to "play" thier parents and teachers against each other, this would be a way to not have the teacher taking the role of the "bad guy" and their parents would actually see why their children are earning the grades they are
LIVE VIDEOS IN CLASSROOMS- I disagree. Until Unions are no longer or educators do not have to worry about parents questioning instructional style and content, I believe videoingan entire classroom/class will not happen. Playing devils advocate, what about the students whose mother or father are restricted from 'seeing' them; would this be acceptable for them to view/connect to? Yes, the school could have a private system set up similar to the system the teacher in the article uses as an example. However, the district would need the funds to set it up and create the individual security keys for each individual student and in each individual class they attend; this could be seen as a large financial barrier.
On the ottther hand, having a live feed administrators/parents can conect toat any point iin time throughout the day would keep teachers on their toes at all times; some may be thinking, but shouldn't they be on their toes at all times? I definitely agree with you, however, unfortunately I have had coworkers mention they never teach with their door open because you never know who would walk by and misperceive a comment or a lull period of time and question their professionalism. In her defense, she had a huge success rate both throughout the year and when following them thereafter, students prove the knowledge gained from her class, consistently.
SKILLS WHICH SHOULD BE TAUGHT IN THE CLASSROOM- future focus of teachin should be within the realms of teachiing the skills students needin order to decipher accurate vs. inaccurate informatioon on the web.
How have each of these described YOUR students?
What have each of the articles and videos shown/said that doesn't describe your students at all?
Are there any characteristics, traits or behaviors of your students that none of these authors have even mentioned?
**Basically, how do your students compare to what these authors have to say?
In regards to the 1998, Alan November article, my opinion differswith each point he makes. When I go into a classroom, I am amazed by the magic of a teacher, and I say to this teacher, "This is incredible. You ought to write an article or put this up on your Web site." But the teacher says, "No, I just do this everyday. Nothing special here." Teachers don't know how special they are. They wouldn't know because they don't have a collective sense.
This is not about technology. It's about understanding the impact of technology on how students learn."
But if you focus on information communication planning and you ask every teacher, "What information do you want? What relationships do you want?" then every teacher can participate
*The parent validation of their child's work would definitely be useful at the secondary level. For those students who try to "play" thier parents and teachers against each other, this would be a way to not have the teacher taking the role of the "bad guy" and their parents would actually see why their children are earning the grades they are
LIVE VIDEOS IN CLASSROOMS- I disagree. Until Unions are no longer or educators do not have to worry about parents questioning instructional style and content, I believe videoingan entire classroom/class will not happen. Playing devils advocate, what about the students whose mother or father are restricted from 'seeing' them; would this be acceptable for them to view/connect to? Yes, the school could have a private system set up similar to the system the teacher in the article uses as an example. However, the district would need the funds to set it up and create the individual security keys for each individual student and in each individual class they attend; this could be seen as a large financial barrier.
On the ottther hand, having a live feed administrators/parents can conect toat any point iin time throughout the day would keep teachers on their toes at all times; some may be thinking, but shouldn't they be on their toes at all times? I definitely agree with you, however, unfortunately I have had coworkers mention they never teach with their door open because you never know who would walk by and misperceive a comment or a lull period of time and question their professionalism. In her defense, she had a huge success rate both throughout the year and when following them thereafter, students prove the knowledge gained from her class, consistently.
SKILLS WHICH SHOULD BE TAUGHT IN THE CLASSROOM- future focus of teachin should be within the realms of teachiing the skills students needin order to decipher accurate vs. inaccurate informatioon on the web.
Sunday, January 19, 2014
About me!
Hi there! My name is Kathleen (Katie) Degenhardt and was a full time High School Special Education teacher in Bloomfield Hills. I'm now devoting my time to my master's courses to finish my IT masters as quickly as possible!
I grew up in Troy, however attended Mercy High School in Farmington Hills. I then continued on to Michigan State University and was later accepted to their College of Education, majoring in Special Education- Learning Disabilities and minoring in English. Immediately proceeding graduation/student teaching, I was offered a couple of full time Special Ed. positions and decided on Bloomfield Hills, considering that was where I did my student teaching! I taught in Bloomfield Hills as a high school special education teacher for 4 years. During my 4th year, I made the very difficult decision to resign from teaching and go full time as a student to get my Master's in Instructional Technology. I recently decided to follow my lifelong dream of living out west and made the drive out to Denver, CO...I arrived here YESTERDAY!
While student teaching, I became good friends with our media technician/program/software manager and our District's IT guru for our building; needless to say, I ended up with a few programs/software updates none of our Sp. Ed. or Gen Ed teachers even knew we had. I wanted to use as much technology as our district had to offer, so I immersed myself in that setting. My last year, I had 6 iPads in my classroom which were used everyday by either myself or my students! My students and I learned (with each other) how they could access the curriculum in a way which best suited them.
Besides technology as a hobby, I am a big runner, love yoga, enjoy biking, swimming, photography/scrapbooking, reading-when/if time permits-, hanging out with my 4 brothers, my parents and keeping in close touch with my 20 cousins!
What brought me to the IT masters program? Well, one of my main goals as a Special Education teacher is to teach my students skills, techniques and strategies, they can use in their everyday school setting to show their 'true' knowledge, instead of their knowledge impeded by their disability. My other goal is to find them access to the general ed curriculum, just as their fellow students can easily access. As our world of education is rapidly transforming into a technology friendly environment, not only is knowing how to implement, integrate and utilize the tools technology has to offer, but being on the brink of instructional technology could be life-altering for my Visually Impaired, Reading Disabled, Writing Disabled, etc. students.
The program/path I am beginning is to obtain my Masters of Instructional Technology with an emphasis in K-12 technology integration. I hope to gain a more thorough understanding of what Instructional Technology really means, what it can look like in the K-12 setting and make a thorough conclusion on how to EFFECTIVELY implement and EFFICIENTLY utilize the tool-if and when appropriate.
Additionally, I believe that with a degree in science and technology, I will be very marketable and highly sought-out.
Wayne State's reputation in IT brought me to choose WSU.
As far as a favorite website, it would have to be either TED or Pinterest, as there are a plethora of topics to choose from within the age category needed.
I would like to apologize for my late response as I did not have access to my blackboard account until last night. (Unfortunately, as a result of recently moving, some of my mail was lost in the 'forwarding' process.).
Either way, I look forward to working with each of you and learn from all, as much as possible!
Katie~
"If a child doesn't learn the way you teach, then teach the way they learn." ~Unknown
I grew up in Troy, however attended Mercy High School in Farmington Hills. I then continued on to Michigan State University and was later accepted to their College of Education, majoring in Special Education- Learning Disabilities and minoring in English. Immediately proceeding graduation/student teaching, I was offered a couple of full time Special Ed. positions and decided on Bloomfield Hills, considering that was where I did my student teaching! I taught in Bloomfield Hills as a high school special education teacher for 4 years. During my 4th year, I made the very difficult decision to resign from teaching and go full time as a student to get my Master's in Instructional Technology. I recently decided to follow my lifelong dream of living out west and made the drive out to Denver, CO...I arrived here YESTERDAY!
While student teaching, I became good friends with our media technician/program/software manager and our District's IT guru for our building; needless to say, I ended up with a few programs/software updates none of our Sp. Ed. or Gen Ed teachers even knew we had. I wanted to use as much technology as our district had to offer, so I immersed myself in that setting. My last year, I had 6 iPads in my classroom which were used everyday by either myself or my students! My students and I learned (with each other) how they could access the curriculum in a way which best suited them.
Besides technology as a hobby, I am a big runner, love yoga, enjoy biking, swimming, photography/scrapbooking, reading-when/if time permits-, hanging out with my 4 brothers, my parents and keeping in close touch with my 20 cousins!
What brought me to the IT masters program? Well, one of my main goals as a Special Education teacher is to teach my students skills, techniques and strategies, they can use in their everyday school setting to show their 'true' knowledge, instead of their knowledge impeded by their disability. My other goal is to find them access to the general ed curriculum, just as their fellow students can easily access. As our world of education is rapidly transforming into a technology friendly environment, not only is knowing how to implement, integrate and utilize the tools technology has to offer, but being on the brink of instructional technology could be life-altering for my Visually Impaired, Reading Disabled, Writing Disabled, etc. students.
The program/path I am beginning is to obtain my Masters of Instructional Technology with an emphasis in K-12 technology integration. I hope to gain a more thorough understanding of what Instructional Technology really means, what it can look like in the K-12 setting and make a thorough conclusion on how to EFFECTIVELY implement and EFFICIENTLY utilize the tool-if and when appropriate.
Additionally, I believe that with a degree in science and technology, I will be very marketable and highly sought-out.
Wayne State's reputation in IT brought me to choose WSU.
As far as a favorite website, it would have to be either TED or Pinterest, as there are a plethora of topics to choose from within the age category needed.
I would like to apologize for my late response as I did not have access to my blackboard account until last night. (Unfortunately, as a result of recently moving, some of my mail was lost in the 'forwarding' process.).
Either way, I look forward to working with each of you and learn from all, as much as possible!
Katie~
"If a child doesn't learn the way you teach, then teach the way they learn." ~Unknown
Tuesday, January 14, 2014
Beginning of IT6230
The Beginning of IT 6230- Winter 2014
Usage of Gmail and Twitter have been, for at least 5 years now, in my favorites, visited at least once daily, used for social and professional networking and have been known to capture my full attention for much longer than anticipated! The blogging website, Blogger, was introducted to me and utilized during Undergrad, however I forsee myself spending time learning utilization tricks and tips!
Thus far, one tool I have not used, but am aware of and acquainted with, is a RSS reader. Of what I know, a RSS reader gathers desired articles based on the users personal preferences and assembles them into one portfolio; easy access to relevant, craved-for information in a timely and efficient manner is a RSS readers achieved goal.
http://feedly.com/index.html#my
My personal website is a constant work-in-progress! Any constructive comments or suggestions are greatly appreciated!
Technology is an ever-changing topic resulting in the inability to CONTINUOUSLY be on the cusp of the newest, latest and greatest technology (in general), let alone educational or instructional technology. Take a moment and think about how closely intertwined and connected not only educational technology and instructional technology are, but then add in every other deviation of technology; each branch of technology plays a role, in some way, shape or form, with instructional technology and/or educational technology. With that said, in order to attempt to be up on the latest and greatest information in regards to educational and instructional technology, one needs to have an open mind to welcome and encourage comments, suggestions, critiques, discussions of other possibilities other than one's own.
Usage of Gmail and Twitter have been, for at least 5 years now, in my favorites, visited at least once daily, used for social and professional networking and have been known to capture my full attention for much longer than anticipated! The blogging website, Blogger, was introducted to me and utilized during Undergrad, however I forsee myself spending time learning utilization tricks and tips!
Thus far, one tool I have not used, but am aware of and acquainted with, is a RSS reader. Of what I know, a RSS reader gathers desired articles based on the users personal preferences and assembles them into one portfolio; easy access to relevant, craved-for information in a timely and efficient manner is a RSS readers achieved goal.
http://feedly.com/index.html#my
My personal website is a constant work-in-progress! Any constructive comments or suggestions are greatly appreciated!
Technology is an ever-changing topic resulting in the inability to CONTINUOUSLY be on the cusp of the newest, latest and greatest technology (in general), let alone educational or instructional technology. Take a moment and think about how closely intertwined and connected not only educational technology and instructional technology are, but then add in every other deviation of technology; each branch of technology plays a role, in some way, shape or form, with instructional technology and/or educational technology. With that said, in order to attempt to be up on the latest and greatest information in regards to educational and instructional technology, one needs to have an open mind to welcome and encourage comments, suggestions, critiques, discussions of other possibilities other than one's own.
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A Part of Me
My brothers and me at the Rose Bowl 2014...can you guess our team?!??