Final Post

For years I have implemented technology in the fields of mathematics and science instructions with my elementary students. This class has made me aware of how many opportunities exist to incorporate technology into the study of Language Arts. In the past  I have occasionally allowed students to use Word and PowerPoint to publish their work or to create presentations.  However, in the area of Language Arts I had relied on Internet sites such as  http://www.free-phonics-worksheets.com/ solely as a teacher resource  for materials.
  

New Eyes for Reading

   

Chapter 9: Technology in English and Language Arts Instruction challenged me to view the use of technology in a new way.  I often have students who need individualized instruction in phonics.  Many of these students were not ready to learn to read in first grade and need a little extra to help them catch up. Other are learning English as a second language. Owl & Mouse Educational Software allows the students to develop phonics skills at their own pace in the classroom, the computer lab or at home if internet access is available.
  
Open Mind for Writing
   

In the area of writing I was familiar with the 6 +1 Traits of Writing and had implemented lesson plans available through the Education Northwest web site.  I felt that second and third graders were too young to publish their writing on the Internet.  However, I have found that a number of web sites publish student writing in a secure way.  Samples posted on The Writing Fix web site can motivate other young writers to express themselves with improved word choice, voice and other writing traits that will soon be evaluated through the Common Core Curriculum.

References:

6 + 1 Trait® Writing.  (2011). Education Northwest.[Web site]. Retrieved from:      http://educationnorthwest.org/traits

Free Phonics Worksheets. (2011). Rock & Learn. [Web site]. Retrieved from: http://www.free-phonics-worksheets.com/

Roblyer, M. D. and Doering, A. H. (2010).  Integrating Technology into Teaching. Boston, MA: Pearson Education, Inc.
Writing Fix. (2001).  Northern Nevada Writing Project.  [Web site]. Retrieved from: http://writingfix.com/Index.htm

Technology in Mathematics

The National Council of Teacher of Mathematics supports teachers to ensure quality mathematics education for all students.  The NCTM is encouraging teachers of mathematics to take a constructivist approach to instruction.  Math concepts are to be presented to student partners or groups in real world contexts rather than in isolated "naked numbers".

Mathematics in Context: Word Problems                                  

The NCTM web site at http://www.nctm.org/publications/calendar/index.aspx?journal_id=4 provides members with a variety of resources including hundreds of word problems to support constructivist learning.

Illuminations: Virtual Manipulatives

Helping teachers to change their teaching styles is not an easy task. The NCTM's position is that technology is an essential tool for learning mathematics in the 21st century and all schools must ensure that all their students have access to technology.   Technology can also serve to move teachers toward a more student centered, active and relevant instructional style.  To support this effort, NCTM offers Illuminations. This web site at http://illuminations.nctm.org/ is available free of charge and offers a variety of virtual manipulatives along with over 600 lesson plans to guide teachers unfamiliar with implementing them in a constructivist format.  These interactive tools are grouped pre-K - 2, 3 - 5, 6 - 8,  and 9 -12.

 Adaptations for Student and Curricular Needs

While Illumination tools for third through fifth graders may ask them to calculate the amount of change they might receive after a purchase, tools for ninth through twelfth graders ask them to calculate compound interest on a credit card. 

National Council of Teachers of Mathematics. (2008). The Role of Technology in the Teaching and Learning of Mathematics. [pdf]. Retrieved from: http://www.nctm.org/about/content.aspx?id=14233

 

Roblyer, M. D. and Doering, A. H. (2010).  Integrating Technology into Teaching. Boston, MA: Pearson Education, Inc.

WebQuests - Integrating Technology Into Inquiry Based Learning

WebQuests were designed to bring together a variety of instructional practices into an integrated student activity which will emphasize critical thinking, constructivism, cooperative learning, authentic assessment and technology integration.

A real webquest is based on an interesting task. It requires higher level thinking, not simply summarizing.  It makes good use of the web.  While books and other media can be used within a webquest, the web is the heart of the lesson.  A typical webquest will include an introduction, a presentation of the assigned task, a list of on-line and text resources, a step-by-step description of the process, a rubric for evaluation and a conclusion that summarizes what students have learned.

A  webquest can be incorporated into any curricular area.  Elementary students would enjoy researching animals.  Second and third grade science standards would be met with webquests designed to learn about frogs or butterflies.  Reading and writing standards would be met with  the webquest task found at http://projects.edtech.sandi.net/brooklyn/cinderella/ "Cinderella, Cinderella, Cinderella".  Older students might enjoy http://projects.edtech.sandi.net/balboa/coyotetrick/ where they must complete the task of creating and filming a commercial  to complete the webquest "Coyote, The Trickster".

Perhaps the biggest stumbling blocks in implementing a webquest are the time and computer accessibility factors.  In many elementary schools computer access may be limited to one or two hours a week in the computer lab and one or two student computers with internet access in the classroom.  Many students do not have computers or internet access in their homes. A webquest involves a dedicated period of time to an integrated unit of study.  Some elementary teachers are currently monitored for strict compliance with district schedules for particular instructional goals. This make this makes the scheduling of integrated units more difficult than it has been in the past.

If educators can integrate the different subject areas into the assigned tasks, webquests can be great motivators for student learning and can produce the higher level thinking skills and academic success that schools are hoping to achieve.

References:

Dodge, B. (n.d.). QuestGarden. [Website].  Retrieved from http://questgarden.com/

Grades 3-4 WebQuests. ( 2007). [Website].  Retrieved from http://www.literacy.uconn.edu/34webqu.htm

Roche, R. and Ryan, L. ( 2001). Cinderella, Cinderella, Cinderella. [Website] Retrieved from http://projects.edtech.sandi.net/brooklyn/cinderella/

Smith-Rios, D., (1999). Coyote The Trickster. [Website].  Retrieved from http://projects.edtech.sandi.net/balboa/coyotetrick/

Basic Internet Trouble Shooting

Classroom teachers with an understanding of technology are often called upon by students and fellow teachers to solve basic problems with internet connections.

There are two main possibilities that can cause difficulties with internet connections: 

1. There is a problem with the website or the host server.
2. There is a problem somewhere between your computer and the host server.

Internet Connection Problems

• Lock up - your web browser is locked up and other programs are still working: quit and restart browser application.  If the problem occurs only on a specific site, avoid the site or use a different browser.
• Net Connection - the browser is fine, but none of your usual websites can be located.   The Internet connection may be down.  Try to restart the connection or reboot the computer and try again.
• Reload images - you can access web sites but graphics don't show up.  Reload the page.  If the problem persists, the server is probably overloaded or the graphics have been moved and are no longer accessible.

Site Connection Errors

desi-zone.com

• Local or domain server is down 
• Firewalls - school district firewalls often prohibit access to many websites; teachers may sometimes be granted temporary access to websites with their district passwords
• URL syntax errors - each dot, punctuation mark and letter in a URL must be correct or the site will not load.
• URL errors occur in suffixes that follow the domain designator 
• Server traffic - a graphic intensive site may not be designed for high user traffic.  It may fail to load or may run very slowly
• Bad or dead links - a site may have been removed from the Internet

Features on the Site Will Not Work

wyden.senate.gov

• Plug in required - a special program may need to be downloaded and installed; pop-up boxes may need to be allowed
• Compatibility errors - Some sites will only function properly with a particular web browser; The Learning Institute which is used by the Little Rock School District to monitor student achievement on standardized tests, create Academic Improvement Plans and to develop practice questions in preparation for AACTAP testing can only be viewed properly when accessed through Internet Explorer.  Materials can only be printed if pop-up blockers are turned off. 

Learning Institute. (n.d.). [website]. Retrieved from http://www.tlionline.net/
MediaCollege.com. (n.d.). [website]. Retrieved from                                   
       http://www.mediacollege.com/internet/troubleshooter/connect-to-website.html

Roblyer, M. D. & Doering, A. H.(2010).  Integrating Educational Technology into Teaching.  Boston,  MA:  Pearson Education, Inc. 
Stewart, B. (2000). Living Internet. Retrieved from   

       http://www.livinginternet.com/tabout.htm

Interactive Story Books for Young Readers

Read Me a Story

Hypermedia has brought interactive technology to storybooks for readers of all ages.  Although interactive books can be purchased through sites such as http://www.alleducationalsoftware.com/ many sources are available free to parents and teachers.  These selections are available for use at home or school.
http://www.storyplace.org/storyplace.asp  will take you to the Charlotte Mecklenberg Library in North Carolina maintains Story Place The Children's Digital Library In Charlotte, North Carolina.  Here one can find tabs taking a reader to interactive stories for preschoolers or early elementary students.  Children who love Clifford will enjoy going to http://teacher.scholastic.com/clifford1/  where they can listen to a story and complete the pages by filling in correct vocabulary words.  Young readers may enjoy http://pbskids.org/lions/stories/ where stories may be read aloud by adults or acted out by puppets.  http://www.bbc.co.uk/cbeebies/stories/ also offers interactive stories for preschoolers and early readers.  The sites for younger readers have a very useful feature.  As the text is read aloud, individual words or phrases are highlighted.  This allows the young reader to focus on the text.  A reader can go back and have the text reread to him or her for additional practice.
Older students and proficient readers will enjoy http://grimmfairytales.com/en/main where they can read a number of Grimm's fairy tales.  This site often requires independent reading ability, but has a variety of humorous interactive illustrations to accompany the text.
Let Me Choose

Interactive storybook sites help support the constructivist model of education.  Within each site a reader is often given a choice of topics and reading selections within each topic.  On some sites the reader can choose to listen to the text read aloud or read the text independently. The reader controls the pace of the text. The reader also has control over the illustrations.  On the site presenting the Grimm's fairy tales one can animate the illustrations repeatedly or choose to skip the text altogether and simply enjoy the illustrations.  Some sites also offer a number of tabs that take the reader to games, thus giving the student further control over   the learning.

Practice Makes Better

Young readers need lots of practice.  They need to hear stories read to them and need to read lots and lots of books.  Many busy parents do not have time to spend reading to their children or taking them to the library.  Interactive storybook sites make access to literature possible for these parents.  The interactive features may motivate reluctant readers to practice necessary skills.  In the classroom teachers can assign sites by student reading ability thus providing for individualization. Storybook websites can be used to provide intervention for English Language Learners and reinforce word to sound connections in early readers. Many of these websites also provide connections to literature selections and genres from a variety of cultures. 

Roblyer, M. D. and Doering, A. H. (2010).  Integrating Technology into Teaching. Boston, MA: Pearson Education, Inc.

Technology and the Art of Sound

Music and Sound Editing

Magnetic tape was used for recording and editing sound from the late 1940’s until the mid 1990’s.  Today most sound editing is done digitally using specialize software. Instead of doing all the work by ear, the computer user can acquire many free or low cost software applications to help the recording and editing process.

Editing is considered both a skill and an art.  Proper editing keeps a listener’s attention.  Extraneous sound tends to bore listeners.  Short audio pieces accentuated by music or sound effects can help keep a listener’s attention and help make your point.  Over time a proficient editor can acquire a sense for eliminating, adding or accentuating audio for projects.  

Editing can help you correct glitches, fix accidents and create smother intros to music files.  Knowing how to use today’s digital audio editing software can also provide you with a skill sought after by radio stations. 

MIDI Sequencing Applications

 

MIDI consists of small text commands to control the playing of synthesizers.  A MIDI sequencer allows you to record and manipulate many tracks of MIDI information and lets the computer play back long complicated pieces that might be unplayable by a single person.  One person can program an orchestra to play back their music.  In 1984 the SynthAxe guitar was developed in England. This guitar synthesizer is played via a fretboard touch system.  The neck acts as a MIDI controller allowing the guitarist to produce a full range of synthesized sounds. 

A Sample of Software Tools

Audacity

Audacity is a free, open source editor available for Windows, Mac OS and Linux/Unix systems.  It performs basic audio editing in a way that beginners should have no difficulty understanding.  Audacity can be used to record from a microphone, tape deck or turntable.  Mistakes and unwanted noises can be edited out. 

MIDI Maestro

MIDI Maestro is music software designed for use by amateur and professional music directors, conductors and musicians in live musical theaters or in worship bands, techno bands, karaoke and solo-guitar backup.

GarageBand

GarageBand is a digital audio work station and a music sequencer that allows you to play over 100 sampled musical instruments on your computer.  GarageBand allows the player to use a USB or MIDI keyboard or a on-screen keyboard to create the music.  Some of the virtual instruments include piano, various drum kits, guitar, bass guitar, and a wide variety of synthesizers.  GarageBand can download pre-recorded music lessons from GarageBand’s Lesson Store for guitar and piano.  The teacher presents the lesson with video and audio instruction along with musical notation.

Teaching and Learning

Students with an interest in music would benefit tremendously from software tools such as music editors, sequencers and MIDI tools.  These tools foster constructivist learning as students  explore sound and the creation of music. Garage Band offers lessons for those who wish to have some direct instruction, but others may just want to jam.   Young composers can have access to innumerable instruments within their computer.   Some young people take it further and have "bands" where two or three individuals use computers to create an entire ensemble of musical instruments.  A number of gathering places for young people such as Juanita's in Little Rock allow these "technobands" to play on their amateur nights.   MIDI Maestro is recommended for theater productions and might be useful in stagecraft instruction.
Audacity allows for editing  downloaded sounds and music. These can be added to podcasts, tutorials and other multimedia presentations.  About.com offers several tutorials on how to implement Audacity to create sound effects and to edit out extraneous noises.  Software such as this would be of benefit to students learning to develop a variety of  multimedia projects.

References:

Bertucci, B. (n.d.) Review of Audacity Audio EditorAudio Editor for the People. Retrieved from: http://podcasting.about.com/od/recordingequipment/fr/deepaud.htm

Deitz, C. (n.d.). What Is Audio Editing And Why Do It? About.com Guide Part 2 of a Free Online Course.  Retrieved from: http://radio.about.com/od/funradiothingstodo/a/bleditaudio2.htm

GarageBand Wikipedia, the free encyclopedia

http://en.wikipedia.org/wiki/GarageBand

Jackson, E.  (n.d.). And Beyond … Retrieved from:

http://www.netplaces.com/guitar/the-origin-of-the-guitar/and-beyond.htm

Kimball, A. (n.d.). Retrovirus Records. Retrieved from: http://www.retrovirusrecords.com/home.php

Schonbrun, M. (n.d.). Types of Music Software.  Retrieved from: http://www.netplaces.com/home-recording/computer-recording-tools/types-of-music-software.htm

Chapter 4 - Basic Software Tools

There are three basic software tools used in education and in society: word processing, spreadsheet and database programs.

http://www.desktopclass.com

Word Processing Programs

Word processing programs allow educators to produce typed documents on a computer screen with several benefits:

• Save time - Let teachers modify materials rather than create new ones.
• Allow sharing of documents - Teachers can exchange lesson plans, worksheets and other materials.  These can be modified to meet a teacher's needs.
• Create templates - Conference forms, growth plans, reports, flyers, parent letters.
• Enhance appearance - Adult and student work can include clip art to make the document more appealing.
• Allow for Individualization - Word processing programs allow for individualization in the classroom. Students with fine motor disabilities can be allowed to type their work rather than use paper and pencil.  Individual exercises in English grammar, spelling or creative writing can be developed for students that are working at levels above or below the general class level. 

Spreadsheet Programs   

Spreadsheet programs are computerized ledgers consisting of rows and columns that help educators organize and manipulate numerical data.   Educators use spreadsheets to:

http://www.jegsworks.com

• Organize student data - spread sheets can sort students by data type from high to low or low to high for instructional purposes.
• Average grades - quickly recalculates averages as new grades are entered.
• Keep financial record s - club budgets and checkbooks.
• Create performance checklists - Observable learning expectations can be recorded.
• Create charts for math and science data - students groups can record  information on pre-made charts

Data Base Programs                                                      

http://www.filebuzz.com

Data base programs allow educators to store, organize and manipulate information thus reducing redundancy. Data base programs are useful for:

• Data Mining - Testing data is stored on websites and can be accessed for Academic Improvement Plans.  plans can be developed for future instruction and student growth over time charted.
• Inventorying and Locating Instructional Resources - a catalog of library materials is available to teachers and students.
• Teaching Research and Study Skills - Students learn to locate and organize information.
• Analyzing Information During Research - Students learn to recognize relationships between bits of information

        James, B. (2009).  Excel Tutorial [Website]. Retrieved from: http://people.usd.edu/~bwjames/tut/excel/1.html

Roblyer, M. D. and Doering, A. H. (2010).  Integrating Technology into Teaching. Boston, MA: Pearson Education, Inc.

Chapter 3 - Instructional Software

Instructional software serves one of five teaching functions.  Software packages may have multiple functions therefore teachers may have to analyze a package to ensure it meets their specific teaching needs.

Drill-and-Practice

• Provide practice activities 
• Students work individually 
• Flashcard activities are the most basic drill and practice function: math fact flashcards available at http://www.dep.anl.gov/aattack.htm from the U.S. Department of Energy's Argonne National Laboratory

Tutorial Software

• An entire instructional sequence on a particular topic 
• Can be used without additional help or materials   
• Linear tutorials deliver direct instruction in a sequence of explanation, practice and feedback to all students regardless of performance   
• Branching tutorials direct students along different paths depending  their mastery of the material

Simulations

• Computerized models of real or imagined systems designed to teach how the systems work
• Physical simulations teach students to manipulate processes represented on the screen 
• Iterative simulations speed up or slow down processes and allow students to observe changes as they unfold
• Physical and Iterative science simulations available from BBC Schools at http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml
• Procedural simulations teach the proper sequence of steps to perform certain procedures

Instructional Games

• Instructional games add game-like rules or competition to learning activities
• Similar to drills or simulations with appealing formats and activities
• Instructional math games available at:  http://www.aplusmath.com/games/

Problem-Solving Software

• Designed specifically for developing problem-solving skills
• Require students to observe, recall information, sequence, analyze, make predictions and inferences, and draw conclusions
• May focus on mathematics or science content-area problems 
• May take a content-free approach

Integrated Learning Systems

• Computer-based instruction with reports of student progress 
• Combine drill-and-practice, tutorials, simulations, problem-solving, reference and tool software 
• Each lesson  tied to specific objectives 
• Lessons are integrated into the standard curriculum 
• Teacher monitors student progress though reports that indicate  lessons completed,  percentage of accuracy,  time spent on a lesson and test,  pretest and post-test data
• May be accessed through a networked server or downloaded from the Internet

Roblyer, M. D. and Doering, A. H. (2010).  Integrating Technology into Teaching.   Boston, MA: Pearson Education, Inc.

Chapter 2 TPACK and TIP

TPACK

  

The acronym TPAK stands for Technological Pedagogical Content Knowledge.  TPACK tries to identify the kind of knowledge required by teachers for technology integration into their instruction while addressing the nature of teacher knowledge of content and pedagogy, the process of teaching.  TPACK is the basis of effective teaching with technology.  It requires an understanding of how to represent concepts with technology and techniques to implement the technology constructively in order to teach content.  TPACK encompasses an understanding of what makes a concept difficult or easy to learn and how technology can help address some of the problems students encounter.  It also requires an assessment of a student’s prior knowledge and an understanding of how technology can be used to build upon this existing knowledge. 

 

As new forms of technology continue to appear in the classroom, the components of TPACK become more significant than ever. Effective technology integration requires a balanced integration between all three components of knowledge. Without a solid background in content knowledge a teacher can feel overwhelmed when asked to present lessons to advanced students.  An expert may not be able to impart their information to others unless they have knowledge of pedagogy.  The presence of modern technology is of little help to a teacher unfamiliar with how to best apply it in an academic setting.  A teacher capable of balancing the three areas represents a form of expertise different from an expert in an academic discipline, a technology expert or another experienced educator.

 

The Tip Model

The six phases in the Technology Integration Planning Model outlines a set of steps that help ensure technology use will be meaningful, efficient and successful in meeting academic needs.

Phase 1:  What is my technological pedagogical content knowledge? Teachers need to be aware of where they lie within the TPACK model in order to set learning goals for themselves and make thoughtful decisions for technology integration.

Phase 2: What academic problem am I addressing?  Why should I use a technology-based method?  Teachers should identify the technology based methods that may offer a solution to an academic problem such as needing to practice basic facts in a more motivating way.

Phase 3:  How will I know students have learned?  Teachers decide what skills or affective outcomes theywant students to achieve through technology-integrated lessons and design assessments in order to judge how well the activity was carried out and how effectively the content was mastered.  For example, after working with the rounding activity on AplusMath.com the students can round three digit numbers to the tens place with 80% accuracy.  When graphing on the computer vs. on paper the teacher will observe better on-task behavior in at least 75% of the students.

Phase 4: What teaching strategies and activities will work best?  The teacher creates a design for instructional integration deciding on instructional strategies while considering the content they wish to cover, the needs of the students and the classroom environment.  Students may work in cooperative groups creating a product or they may be working with a CAI program to practice specific skills that will be assessed in a traditional manner.

Phase 5: Are essential conditions in place to support technology integration?  What equipment and software will I need?   How can I plan ahead to ensure that the equipment will work?  The teacher must have access to adequate hardware, software, and technical support in order to successfully integrate technology.  The teacher must be familiar with the hardware and the software in order to use it efficiently.

Phase 6:  What worked well? What could be improved?  Were the objectives achieved?  All lessons need to be reviewed and analyzed.  The teacher should determine what can be changed in order to make a lesson better the next time. 

The TIP model is very important in today’s classroom. I believe that Phase 1, “What is my technological pedagogical content knowledge?” is of particular significance.  With constant changes in curriculum and technology a teacher’s position within the TPAK Model is very fluid.  While proficient with SMART board technology, the teacher may have no knowledge of how to use newly acquired iPods.  In addition, while a teacher may have an understanding of the technology available to them, they may lack the ability to successfully integrate the technology into their teaching style.

I have learned to implement constructivist techniques in math and science lessons through a series of  professional development sessions and lesson studies that include the observation of master teachers in their classrooms.  I have not had the opportunity to observe the use of technology in constructivist activities  in a second or third grade classroom setting. Until this year I have generally been limited to using CAI programs in the computer lab.  Therefore, I have applied  technology in my classroom following mostly objectivist theories.  TPACK would indicate that I lack pedagogical knowledge for implementing technology in constructivist activities.  Using Phase 1 of TIP tells me that I need to find master teachers in elementary classrooms that are using technology in constructivist activities in order to meet this learning goal.

References:

Koehler, M.  ( 2011, May13) TPACK - Technological Pedagogical and Content Knowledge Just another Dr. Matthew Koehler site  Retreived from   http://www.tpck.org/

Roblyer, M. D. & Doering, A. H.(2010).  Integrating Educational Technology into Teaching.  Boston, MA:  Pearson Education, Inc.

TPACK Model. Educare Co-operative Limited. http://www.educare.sg/events/images/TPACK_diagram.jpg

Chapter 1 - Constantly Changing Technology

     "Today's technology is yesterday's science fiction."  Advancements in technology are appearing in schools at a rapid pace.  SMART Boards are replacing dry erase boards.    Teachers are receiving training in the use of SMART Response interactive system clickers.  It is hoped that the use of SMART Board technology will motivate students by getting their attention through its  visual and interactive qualities.  The "clickers" are expected to help teachers quickly assess student progress and save money on consumable materials.  However teachers have limited time to keep abreast of the constant developments in technology. I have encountered a useful means of staying informed about new developments in educational technology.

     eClassroom News is a free online magazine written particularly for teachers. Articles provide educators with information concerning advancements in educational technology.  Some of the topics explored include curriculum and assessment tools, professional development resources and case studies of how schools are implementing multimedia in the classroom.  I have found their articles reviewing and providing links to instructional resources on the internet particularly useful.

References:
Roblyer, M. D. & Doering, A. H.(2010).  Integrating Educational Technology into Teaching.  Boston, MA:  Pearson Education, Inc.

eClassroom News. Bethesda, MD: eSchool Media Inc.
http://www.eclassroomnews.com/

SMART Response Interactive System for the Classroom (2011) SMART Technologies
http://smarttech.com/us/Solutions/Education+Solutions/Products+for+education/Complementary+hardware+products/SMART+Response

Always Learning

      I've read posts on blogs, but I've never commented on them.  I certainly never expected to start a blog.  I always thought they were for "young people". The LSTE classes at UALR have certainly moved me into the realm of the younger generation.  However, I learn by doing and a lot of trial and error.  So here's my first try.
      I've been taking technology classes at UALR since before Microsoft developed Windows.  The parents of my students look at me like I'm a dinosaur when they learn that I use DOS (just to open learning programs for the students of course).  UALR partnered with the Little Rock School System a number of years ago to train classroom teachers in the use of technology.  Little did I know that I was part of an experimental group.  The LRSD technology department wanted to see if technology novices could benefit from the course.  I don't use everything I learned that summer, but I developed the confidence to work with and learned how to teach with technology.
     I've only taken two classes in the LSTE program, but through them  I have continued to increase my background in and confidence with technology.   I hope to help coworkers of my generation get more comfortable with the marvelous teaching tools available to them through the advancements in educational technology. 

Camera Shy

I was never very good with a camera. I recently bought my first digital camera and took a class through the Arkansas Extended Learning Center. The course was taught by one of my former UALR classmates from my Learning Foundations class. I learned a lot about what constitutes a good photograph. I may never develop an artistic eye, but I took a couple that satisfied the instructor.

Bucket List

Ever since I saw "Flipper" almost 50 years ago I have wanted to swim with a dolphin. Last February I finally got my wish.

My husband had always wanted to take a Caribbean cruise.  We went to the Bahamas last February to fulfill his bucket list.

Great Websites for Elementary Math and Science

The math sites have games and practice activities that can be used both  in the classroom or at home to practice a variety of math concepts and computation skills.  The activities can be chosen by grade level or by a student's individual needs.
 http://faculty.usiouxfalls.edu/arpeterson/computer_lab.htm

 http://www.aplusmath.com/Games/index.html

On the BBC site you can find interactive games on various topics for a broad range of elementary school grades.  The KidsHealth site has videos, games, articles and worksheets for use by teachers, parents and students.  It teaches about the human body, nutrition, growth,  and maturation as well other important topics relating to the health of children and teens.
http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml

http://kidshealth.org/kid/htbw/