Article+Summaries

This article explores the opportunities granted to a group of students in an effort to expose them to Geospatial information technologies and other programs aimed to increase spatial-thinking skills. Students were assigned the task of solving the flooding problem within a specific community. The students tackled the problem within their own community which helped to drive home the relevancy of the problem. They were introduced to several concepts and devices to enhance their technological skills. The project allowed students to incorporate reading, mathematics, geography, and science skills. Dialogue among the students led to possibilities of improving thinking and communication skills. Students welcome opportunities to get outside the traditional classroom setting to explore "authentic" learning.
 * //Finding Their Way with GIS//**
 * //Content Area://** Science, Technology, English, Writing, Mathematics, and Geography. **//Technologies Used://** Geospatial Information Technologies (GIT), Google Earth, Global Positioning Systems (GPS), and Geographic Information Systems (GIS).

Bodzin, A., Calrio, S., Carr, J., & Hammond, T., (2009). Learning Connections: Finding Their Way with GIS. Learning & Leading with Technology, 34-36.

//**The Adventures of the 109's**// Just as the title implies students were provided with opportunities to adventure across the Arctic region. These cyber adventures gave fifth grade elementary students the chance to tap into their creative minds to spark interest in seeking to explore the unfamiliar. Students were allowed to engage in conversations across the region gaining exposure to a variety of customs, values, and lifestyles. This allowed for an appreciation of diversity for a group of young learners. This is so important to me because I believe if we as educators encourage our students to respect the differences of others and open their minds to inquiry about these differences this can lead to dialogue. Furthermore, increasing opportunities for meaningful learning within the classroom on a consistent basis. These students were exposed to new technology at an early age which I am sure is advantageous and beneficial to them for improving their technological skills. Utilizing specific programs that encouraged researching and exposure to the different modes of writing would also prepare students for upcoming assessments. This adventure I am sure proved to be challenging for all involved primarily because of the many facets the students were able to explore. Integration of this type of technology provided the students with opportunities to enhance technological, communication, critical thinking and even improve academic content area skills.
 * //Content Area://** Geology, Cultural Diversities, Language Arts, and Mathematics. **//Technologies Used://** Wireless Computer Labs, Internet, ULead Video-Editing Software, and Excel graphing.

Randolph, Diane. (2009). Learning Connections: The Adventures of the 109'ers. Learning & Leading with Technology, 26-27.

The idea of integrating technology into the content-related learning process is almost inevitable within classrooms of today. Teachers should definitely seek varieties of instruction in order to stimulate the learning process. Technology offers a wealth of knowledge and variations for content-based instructional strategies. Technology, pedagogy and content knowledge (TPACK) offers students an opportunity to receive innovative and challenging varied instructions. In order for TPACK to impact student achievement teacher's have to spend planning time developing activities that promote effective instruction in which educational technologies will be synchronous integrated into activity focused and curriculum specific material. The article offers several helpful taxonomic learning activities that teachers may utilize and incorporate into daily lesson plans and even brief descriptions of how implementation might occur. When choosing to implement technology into the learning process it is incumbent upon teachers to select methods that will challenge and engage students in effective and meaningful instruction.
 * //Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development//**
 * //Content Area://** Elementary Literacy, Secondary English, Physical Education, Mathematics, Science, Social Studies and World Languages. **//Technologies Used://** Web sites, electronic books, Podcasts, Powerpoint, Word, Photostory, iMovie, MovieMaker, Blackboard, Wikispaces and Bubbleshare.

Harris, J., & Hofer, M. (2009). Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development. Technology and Teacher Education, 99-108.

Allowing a child to tell their story utilizing multimedia can be a powerful tool. Many times students feel as if we stifle their voices or do not understand ideas they are trying to convey. Telling their story through varied forms of multimedia is one way students can channel feelings of compassion, concern, and sometimes even anger that will capture an intended audience attention. For example, the video presented by Consuelo Molina was a touching and sensitive issue. However, it is an area of great concern for many individuals and certainly informative enough to capture National attention. I feel that sometimes our students feel as if their voice is silenced and their thoughts, ideas, and concerns do not matter. Multimedia is just one way students can stimulate and captivate their audience while sharing informative information.
 * //Students Find Their Voices Through Multimedia//**
 * //Content Area://** English, Language Arts, and Technology **//Technologies Used://** Digital Cameras, Editing software, Web cam, Computer, Camcorder.

Science + Technology = Creativity (and Fun!) is an interesting and realistic article. This article appealed to me especially being a science teacher. Having taught in the middle/high school arena for the past twelve years. I do agree with the author s views on encouraging students to be unique and innovative with their ideas. Students should be allowed to think, imagine, and explore outside of the box. When this is done opportunities for academic achievement increases transforming traditional styles or modes of instruction. Teachers should embrace the many forms of technology available to them for presentation of course content. Implementing specific technology that will allow students to experience the three step process mentioned by the authors of this article is very important to the learning process. Mader and Smith recommend the following: Providing students with the tools involves giving materials needed for completion of task. Sometimes teachers have access to the latest gadgets and devices and the students never get the opportunity to utilize the technology. Often times, this is the result of the teacher being fearful of not being comfortable using pieces of technology. Secondly, when assigning students a task we should allow time for completion of the assignment. Remembering that questions may arise and extra time may be needed. Finally, a teacher should not give the project away. In other words, leave it up to the students' imagination. Sometimes you will be amazed by the final projects when students are simply left alone with simply a few guidelines and a good rubric for evaluation.
 * //Science + Technology = Creativity (and Fun!)//**
 * Provide students with tools
 * Provide them with the time
 * Provide them with vagueness
 * //Content Area://** Science, Language Arts, Technology **//Technologies Used://** Probes, Digital Cameras, Microphones.

Mader, J.,& Smith, B. (2009). Learning Connections: Science + Technology = Creativity (and Fun!). Learning & Leading With Technology, 30-31.

We are living in the age of technology. However, I think that we must keep in mind that just as with everything else technology is not exempt from fault. All too often, while assisting students with projects or surfing the web myself I have encountered pieces of information that just was not valid. Many times, especially while teaching students within my science class I have to talk to my students about utilizing the internet properly and surfing credible web sites for retrieval of information. I can recall several classroom discussions while we were interacting within the classroom and several students may mention stories read while on the internet. It is appalling to me how easily students believe the information simply because it is on the internet. Without regards of the source or even how ridiculous the stories or facts are presented still some students and adults fall victim. Speaking as a science teacher, where we thrive as "thinkers" I assume the responsibility of guiding my students to be able to examine pieces of information to determine validity. Practicing skills such as, questioning, analyzing, interpreting, and evaluating are just a few explored within the science curriculum. As educators, we must remember that it is our duty to ensure that not only are we exposing our students to technology but at the same time we are teaching them how to utilize it effectively and responsibly.
 * //Alligators in the Sewer//**
 * //Content Area://** English, Technology, Reading, and Writing. **//Technologies Used://** Computer, Net Trekker d.i. (a school focused web browser), Google Docs., and Rational (software).

Egbert, J. (2009). Learning Connections: Alligators in the Sewers? Really? Learning & Leading with Technology, 28-30.

Exploring the NASA web site offers a wealth of information for classroom instruction. The web site offers beneficial information for educators and students. The web site allow students the opportunities to receive visual simulations, provide images of specific content related objectives and a wide variety of space-related activities. The NASA Education site can enhance classroom instruction by providing real life experiences within the regular classroom setting. Fortunately, being within the proximity of visitation I have provided my students with several scheduled fieldtrips and simulated activities provided by NASA.
 * //DIY Space Exploration//**
 * //Content Area://** Science, English, Language Arts, Mathematics, and Engineering. **//Technologies Used://** Podcasting equipment, Camcorder, Digital audio recorder, and Computer.

Hardin, K. (2009). Learning Connections: DIY Space Exploration. Learning and Leading with Technology, 31.

I have really enjoyed reading this article. I immediately began to identify with the students mentioned in the article. I am a level 2, 3, & 4 classroom discussion participant and I have been throughout my entire educational years. I can relate to being reluctant to participate because of the fear of not being correct, being misjudged because of your views, or even just feeling as if what you are going to say is just not important enough. I especially feel that this is particularly prevalent on the middle school level. Students at this level can be harsh to one another. For example, I can always recall at least having one or two students in every class that when it came to classroom presentations or group presentations they would always write me notes about not wanting to share their projects. Being a level 2, 3, & 4, participant I would allow the first project to not be presented. However, I would speak to the child one on one and consult with the parent about preparing the child for presentation of the next project. This article highlights several points identified bellow: Teachers who are willing to promote classroom interaction should be opened to offering students a variety of responding to questions. Dialogue among students can be a melting pot for breathing life into classroom discussion all sparked by the level 2, 3, & 4 participants.
 * //Giving Reluctant Students a Voice//**
 * All students have a voice
 * Provide students with a variety of ways to respond to questions
 * The reluctant student can bring light into a classroom by sharing ideas, creativity, and dialogue about specific topic
 * As an educator, explore all four corners of the classroom to ensure that children feel included instead of excluded
 * //Content Area://** English, Language Arts, Science, Geography and Mathematics. **//Technologies Used://** Computer, Editing software, Web cam, Digital Cameras.

Bourbonniere, E. & Redekopp, R. (2009). Learning Connections: Giving Reluctant Students A Voice. Learning and Leading with Technology, 34-35.

The job of an educator is one that is filled with numerous tasks. Many educators entered into the profession expecting to stimulate students' minds to process specific pieces of information. However, the job of an educator may range anywhere from managing, counseling, disciplining, and in some cases even parenting. Unfortunately, for many teachers and students the learning process becomes entangled among other things deemed more essential to the day to day functions of school. Teachers must incorporate a variety of methods to encourage classroom interaction that should spark the learning process. The idea of meaningful learning is embedded within the premise of enhancing students learning by giving them the most support as they are starting a task and withdraw the support gradually as they gain levels of mastery. The ability to provide support when and where it is needed is a powerful tool. Helping students to achieve meaningful learning requires educators to acquire new ways of interacting with students. This interaction should provide an opportunity for students to explore new innovative ways of processing information. Meaningful learning transpires when students build the knowledge and cognitive processes required for successful learning. The focus of meaningful learning seems to be consistent with the view of learning as knowledge construction through which students seek to make sense of their experiences. In constructivist learning, students engage in active cognitive processing, such as paying attention to relevant incoming information, mentally processing incoming facts into a coherent representation, and mentally integrating incoming information with existing knowledge. (Mayer, 1992)
 * //What Is Meaningful Learning?//**
 * //Content Area://** Across the Curriculum: Science, Mathematics, Language Arts, Art, Engineering and Architecture. **//Technologies Used://** Computers, Digital Cameras, and Web cams.

The virtual world of the technology offers educators opportunities to engage students in provoking and stimulating educational experiences. This cyberspace experience offers a variety of instruction for students challenging them with mathematical schemes, scientific trivia, geographical gyms, and literary laboratories all to add a little spice to their educational experience. The Second Life experience for me is one that is truly "outside of the box". I say this because I do not consider myself a technology guru and Second Life offers many facets within the program. The program would definitely appeal to the age group that I teach on a daily basis. I could see numerous possibilities for incorporation due to the many options of the program that I am sure would appeal to the typical teenagers of today. I believe the program could be utilized within certain disciplines depending upon content area and outlined goals/objectives. I could easily see where the programs could be utilized within the science/social studies curriculum. For example, both content areas deals with calculations and conversions relative to specific geographical locations and the students could use this program to explore specific areas. They may also gain knowledge of specific habitats or environments. This program to me offers opportunities for students to enhance problem-solving and critical thinking skills. I can recall as I was traveling through a few of the areas I was actually thinking of how I would respond if or when something totally unexpected would happen to me. The program definitely keeps you actively engaged from the moment you enter your destination. I do not feel as if the program would be effective with younger learners. However, I am sure that if I spent more time inside Second Life maybe I would change my mind about exposing young children to this program. Overall, I do feel the article offers a viewpoint for teachers to explore the program as a form of varied instructional opportunities for students.
 * Walk, Fly, or Teleport to Learning**
 * //Content Area://** Across the Curriculum, Mathematics, Science, Geography, Language Arts, English, Art, Engineering, and Technology.
 * //Technologies Used://** Computer, Microphone, and Recorder

Yoder, M. (2009) Walk, Fly, or Teleport to Learning. Learning & Leading with Technology, 16-20**//.

Tech Integration in Social Studies//** Upon reading the title of this article I found myself pushing it towards the back of my mind simply thinking I am not a social studies teacher. I could not have been more wrong. The article highlights several relevant points that I feel are thought provoking and beneficial to classroom teachers. First, the authors pointed out that technology should not be utilized as an extension of instruction rather interwoven within the overall identified goals/objectives. Stressing the importance of integrating effectively technology so that the focus is centered on the curriculum based learning needs of individual students. The authors also recommended integration of several activities based on what the students are expected to learn instead of what type resources should be used. I was particularly interested in the learning activity types and the application of them within my content area. I could see easily where some of the identified activity type areas could be utilized within the science content area. I plan on revisiting the website for more ideas and activities for incorporation within my class.
 * //Content Area://** Social Studies, Technology, and across the curriculum. **//Technologies Used://** Computer, Podcasts, Timeliner, Photostory, Voicethread, and a variety of other technological tools may be incorporated according to the specific type of activity.

Harris, J. & Hofer, M. (2009). Tech Integration in Social Studies. Learning & Leading with Technology., 26-28.

I must admit that I was not familiar with the idea of podcasting until enrolling in this class. I consider myself to be a traditional type person and the idea of all of these variations of technologies available to improve instruction can be a bit overwhelming. However, I am a young innovative teacher who realizes that in order to reach our students we must first appeal to their interest. This means providing them with an educational experience that they can relate to and feel free to interact among their peers in an effort to gain specific knowledge that evolves into meaningful learning within the classroom setting. I found this article to be rather interesting and truthful. I think we all can admit that most students that we teach on a daily basis are involved with technology in some way or another. For example, they are constantly communicating on their cellular phones, surfing the internet, or texting on a daily basis. This is why it was not surprising to me that podcasting can be utilized as an educational tool within the classroom. I think that this device adds opportunities for many avenues of varied instruction to take place. It has the potential to connect classrooms across many cities, states, and even countries. Therefore, allowing students the chance to experience global connections. Secondly, as a result of this connection students gain a new found respect for cultural differences and even expand their knowledge of different cultures. The article also mention opportunities for students with disabilities to benefit from podcasting through sensory-aid support specifically those diagnosed with dyslexia. I definitely think that podcasting has a place in the classroom setting and will improve teacher instruction. Most students would welcome the opportunity to connect outside of their regular classroom setting and share ideas, thoughts, and dialogue with other individuals. Podcasting can also be utilized as a marketing tool. The article mentions how some colleges/universities are using podcasting to reach potential students and inform them about their universities as a possible recruiting tool. Therefore, I do believe that podcasting has a positive impact on the educational arena and is definitely beneficial to improving students' educational experience especially within economically stressed school districts where teachers have to rely on their own savvyness to encourage and promote "authentic" learning.
 * //Educational Uses of Podcasting//**
 * //Content Area://** Across the Curriculum, Technology, and Marketing Tool. **//Technologies Used://** MP3/MP4- Podcasting device, Computer, various mobile devices, subscription feeds may be required.

Harris, H., & Park, S. (2008). Educational Uses of Podcasting. British Journal of Educational Technology, 39, (3) 548-551.

The idea of blogging within an elementary classroom is both a wonderful and motivating tool that enhances classroom instruction. I commend Rachel Peters for allowing her desire to empower her students to explore possibilities outside of traditional classroom instruction. While reading the article, I began to think of ways that I could possibly incorporate blogging within my classroom with regards to my population of students. Although I work with a unique population of individuals, I want to expose them to varieties of technologies that they may not be familiar with due to their present situation. Incorporating blogging into Ms. Peter's class was an exciting, innovative and stimulating way for her to expose students to cultural and geographical differences all while provoking them to think critically about responding to her blogs. It was evident early on in the article that Ms. Peters wanted her students to gain a new found respect for other cultures and experience something much more than any textbook could ever provide them.
 * //Hooked On Classroom Blogging//**
 * //Content Area://** Science, English, Photography, Technology, Cultural Diversity and Geography. **//Technologies Used://** Internet, Computer, Satellite phone, Multimedia (varied), Google Analytics, Blogger.com, Earthwatch, and Gabcast.

Peters, R., Learning Connections: Hooked on Classroom Blogging. Learning and Leading with Technology, 26-28.

This article seems to mimic the premise of some of the past articles assigned for reading. I agree with the authors views that integrating technology across the curriculum is essential. However, this article focused on collaborating and communicating with technology. With the many varied forms of communication devices today it is important that students are exposed to these varieties of technological tools. I think of educators who are not enrolled in graduate courses and do not receive beneficial professional development services. How can they reach their children in the classroom when they have not been exposed themselves? This is way I can appreciate enrolling in graduate school so that I can gain the knowledge and exposure to all of the new technologies and eventually share with my students the skills that I have acquired. As the article mentioned, technology is continuing to change and educators are expected to encourage and promote collaboration/communication among students then, we must continue to search for innovative and effective ways to produce meaningful learning environments.
 * //Tracking Collaboration//**
 * //Content Area://** Science, Technology, and Politics**//.//** **//Technologies Used://** Google Docs, Computer, Wikis, Texting and chatting tools.

Mader, J. & Smith, B. (2009). Learning Connections: Tracking Collaboration. Learning and Leading with Technology, 30-31.

Reading this article was very informative and beneficial to me. I realized that all of the file cabinets full of resources and paper clutter that I have accumulated over the years need to be retired. I have been enlightened about ways to manage and create a working file of resources through utilizing technology. As I read this article, I immediately wanted to jump up and dump years of paper files into the dumpster outside. Establishing my own personal learning networks will allow me to serve my students better and require me to update and review resources on a more consistent basis. Although, I do keep a list of resources that I utilize on a regular basis I never referred to them a PLN's. Creating and maintaining my own PLN would definitely relieve some of the clutter and allow me to explore and update resources in an effort to expose my students to the latest technological tools.
 * //Grow Your Personal Learning Network//**
 * //Content Area://** Across the Curriculum **//Technologies Used://** Information Communication Technologies, Skype, Google Reader, Second Life, Mailing Lists, Diigo, Ning, Delicious, Google talk, Wikis, Blogs and the Computer.

Warlick, D. (2009). Learning Connections: Grow Your Personal Learning Network. Learning and Leading with Technology, 12-16

I have mixed feelings after reading this article. The author brings out several important viewpoints that I agree with when it comes to preparing students for the 21st Century. However, I do not think that schools should move away from the traditional approach of requiring students to be present at school daily and teachers should be allowed to provide in class instruction on a daily basis. Educators on the other hand, are charged with the responsibilities of providing students with varied instruction that is challenging and meaningful to the students. I do agree with the authors thoughts of exploring the needs of the whole child.
 * //Partnership for 21st Century Skills Calls for Reevaluation of Learning Environments.//**
 * //Content Area://** Across the Curriculum **//Technologies Used://** Computer and a variety of technological tools needed to encourage 21st Century skills.

Nagel, D. (2009). Partnerships for 21st Century Skills Calls for Reevaluation of Learning Environments. The Journal, 1-3.

Writing for a real purpose allowed students to do exactly what the title implies. I was amazed by the fact that teacher John Blain introduced his fifth grade students to the idea of threaded discussions and access to such to such emerging technology as nicenet. I am presently a graduate student and for the majority of this semester I have experienced pieces of technology for the first time. Consequently, Mr. Blain's idea exposing these young learners to a variety of technology at such a young age was impressive to me. I commend his efforts and can only say that I am sure his classroom was transformed and the educational experience shared by all of his students created an atmosphere for collaboration, communication, and dialogue on a daily basis.
 * //Writing for Real Purpose//**
 * //Content Area://** English/Literature **//Technologies Used://** Nicenet, and the computer.