As I mentioned before, before I started this semester I had very little knowledge about and around technology. Thus, for my Inquiry paper, I decided to explore various forms of technology that can be used in the classroom. I decided to explore the Internet for any resources/websites that teachers could use.
Perhaps one of the most Useful books I came across was How to . . . Weave the Web into a K-8 Classroom. This was a useful resource for me because it allowed me to see and explore dozens of different websites. One of the things that I didn't like about some of the websites, however, is that some of them required the teacher to register with the website.
One of the exemplars that I used was My French Coach. I did have other titles from this series (My Word Coach and My Spanish Coach), however, I chose not to focus on them in this inquiry because they are very similar. I do not use this software for my own benefit, but it does look like it could be a useful tool in the classroom. As I mentioned in my paper, it would not replace learning another language in the classroom, but rather, it would benefit the students if it was used as a supplemental tool/resource.
Another website that I found useful was the Smithsonian Zoo's website. The link that I provided in my paper linked directly to live footage of animals. However, if one explores the website in more depth, one would notice that there are many other useful links on the site. There are many pages of information about each animal (habitat, diet, etc.). Children can also watch animals in as "natural" a setting as is possible. For example, if studying the lifecycle of animals, students can choose to observe an animal on a daily basis and see what changes/behaviours the animal experiences. Students can write reflective journals and take daily logs as well. In addition, students can have conversations with the experts. This makes the experience more authentic as they can ask a question and have a true expert answer that question immediately.
In order to "personalize" the paper, I included many quotes that I feel very strongly about. My favourite quote about education is the one by Socrates: "Wisdom begins in wonder." This has always been the case for me - if I am not interested or personally engaged in the subject that I am learning, I will probably not learn much about that topic. Thus, I believe it is very important to always get to know your students so that you can appeal to their interests. For example, if one of the students in my classroom is a dancer, I would allow that student to create a project that revolves around dancing. Again, if a student cannot present his learning in a paper, then perhaps he can represent his learning in an artistic piece.
I chose to write about this topic (bringing technology into the classroom for "technological immigrants") because I feel that many teachers are afraid to explore the "unknown." Many people do not feel it is worthwhile to spend the time to experience something new because they may feel that it is too hard, or once the experience is complete, they will not return to it. Or, people may feel that "If it ain't broke, don't fix it." I enrolled in this class because I know that the world is changing and that the 21st century is a very different kind of learner than the 20th century learner. Films shown on projectors no longer excite students like they used to. Children want to touch and feel and experience what they are learnin, not just witness it. There is a Chinese proverb that I like to follow as well, and it goes something along the lines of: "Tell me and I forget, Show me and I remember, Let me do and I understand."
Learners need to do in order to understand. You can't build a house if you've never done it before. This is why I did my paper, I will never know about technology unless I try it out!
Friday, April 17, 2009
Final Self-Assessment
When the semester first began, I remember telling everyone in my SIPS class that I knew NOTHING about technology . . . that I barely even knew how to burn a CD. However, throughout the semester I have been shown that using technology is not that hard, and that it is actually a benefit to student learning.
My attention has been brought to many great websites, my favourite being www.ted.com. This website doesn't necessarily teach people how to use technology, but it does allow for a lot of thinking and self-reflection. Many of the talks are thought provoking and leaves me wanting to hear and research more about the topic.
I also liked that we had a chance to talk about the use of blogs, etc. I always thought blogs were a waste of time and mostly done by "computer nerds," but I have since learned that this is not the case. It is a great way for classrooms to showcase their learning and to collaborate as well. In addition, our class had many discussions about web safety, which is a big deal in 2009. Safety is my number one concern for my students, and it was great to learn what to expect (in terms of internet safety) and where to go for more information/help.
Technology has become such a common part of everyday life - one can't go a day without the use of any recent technology . . . in fact, one can't go an hour without the use of recent technology. As I gain more experience in the classroom, I hope to also gain experience with technology.
My attention has been brought to many great websites, my favourite being www.ted.com. This website doesn't necessarily teach people how to use technology, but it does allow for a lot of thinking and self-reflection. Many of the talks are thought provoking and leaves me wanting to hear and research more about the topic.
I also liked that we had a chance to talk about the use of blogs, etc. I always thought blogs were a waste of time and mostly done by "computer nerds," but I have since learned that this is not the case. It is a great way for classrooms to showcase their learning and to collaborate as well. In addition, our class had many discussions about web safety, which is a big deal in 2009. Safety is my number one concern for my students, and it was great to learn what to expect (in terms of internet safety) and where to go for more information/help.
Technology has become such a common part of everyday life - one can't go a day without the use of any recent technology . . . in fact, one can't go an hour without the use of recent technology. As I gain more experience in the classroom, I hope to also gain experience with technology.
Thursday, April 16, 2009
TPGP
Wow, the last day of school (ever?) has finally arrived. It has been a very short (and long) six years to earn my two degrees which will enable me to teach. However, the last six years has not educated, nor prepared me, for this profession. My learning has come from 23 years of experience - and I will continue to learn more from new experiences. I will never be a "perfect" teacher, but there are things that I can do to become a "better" teacher:
Goal #1: To Become Organized
Being organized is one of my weaknesses. I often stuff everything into a folder or my bag and not go through it until a week (or two!) later. This is not good practice! It is very imporant for teachers to be organized so that they know what to expect. It also helps with planning. In addition, if everything is organized and kept in the proper place, planning and marking can be done in a more timely and efficient manner.
Objectives to reach this goal:
Goal #1: To Become Organized
Being organized is one of my weaknesses. I often stuff everything into a folder or my bag and not go through it until a week (or two!) later. This is not good practice! It is very imporant for teachers to be organized so that they know what to expect. It also helps with planning. In addition, if everything is organized and kept in the proper place, planning and marking can be done in a more timely and efficient manner.
Objectives to reach this goal:
- Create files/folders/bins for each grade and subject
- Place everything that belongs in a certain file/folder/bin in the correct one - as soon as possible
- Organize and go through on a weekly basis
- Create a "To-Do" list - daily, weekly, and monthly
Goal #2: To Enrich My Knowledge
I believe it is very imporant to have a strong knowledge base to be an effective teacher. The elementary curriculum is so vast and broad, that it is difficult to know everything about everything. However, I would like to have a good foundation of all the subjects and topics that I am expected to teach. I am aware that I will not, and should not, become an expert in any/all areas.
Objectives to reach this goal:
- Develop good professional and personal relationships with colleagues and teachers
- Read "teacher books" on a regular basis - the latest research on exceptionalities, classroom management, etc.
- Attend Professional Development workshops at least once every two months
- Continue to have a personal reflection journal to reflect on my practice
Goal #3: To Become Familiar and Comfortable with Technology
When I began this semester I was very uncomfortable with technology. To be honest, I was afraid that many of our assignments would be "technology related." Really? A technology class with assignments related to technology? Fortunately, my SIPS instructor was so passionate about the use of technology that my fears immediately disappeared. I quickly learned how easy and useful technology can be. Students are surrounded by technology, thus, teachers should use technology whenever appropriate/available.
Objectives to reach this goal:
- "Play" around with technology - visit the Apple store/Futureshop, etc. on a regular basis to see what new technologies are available
- Spend at least 20-30 minutes a day "playing" with technology that I am unfamiliar with
- Incorporate the use of technology in the classroom whenever appropriate so that I can learn from the students if necessary
Goal #4: To Maintain a Life Outside of the Classroom
It can be very difficult to take a day off when you are a teacher. When I was in my field schools I would often come early, stay late, work through lunch, go to work (my job that paid!), then go home and research/plan/prepare, etc. It was very exhausting and no one should have to feel that way every night. I hope to ensure that I do not do this again!
Objectives to reach this goal:
- Do not go to the school more than 60 minutes before the morning bell rings
- Do not leave the school more than 75 minutes after the afternoon bell rings
- When it is time for bed, do not think about school/work - allow myself the time and opportunity to sleep
Saturday, April 11, 2009
Intelligence Online
Our IO unit plan turned out pretty well. We had been working on it for some time, although Stephanie had been working on it with her partner teachers from her field school. We focused our unit around building things that move and simple machines as well as the Renaissance period. This unit allowed students a variety of ways to showcase their learning. We wanted to be sure that students with different learning styles were able to participate - blogs, books, movies, and so many other types of media were presented.
Our idea about Dragon's Den didn't actually come about until close to the end of our unit. We had discussed ideas that were very similar to this show before, but we didn't seriously consider it until later - we were glad we did. It is a neat "hook" for students - to see that they have something "meaningful" to work towards, and not just some arbitrary poster/presentation.
The groups that looked at our project liked it a lot - we received many positive comments. One of the difficulties that I had with the unit, however, was coming up with a rubric that allowed all students to succeed, but also allowed the teacher to "mark" students on several different aspects. What happened, in the end, was a self-assessment for the students, and a relatively general one for the teacher. The teacher's was straight forward and addressed the expected outcomes in the curriculum. Looking at the rubric, it is nearly impossible for any student to get "1s" or even "2s."
I believe this unit will be useful in an actual classroom. However, I will probably make a few minor revisions to it, such as, provide websites that are more "kid friendly" (one of the videos we provided were more geared to older students/adults). It would be interesting to see how a unit like this play out in the classroom.
Our idea about Dragon's Den didn't actually come about until close to the end of our unit. We had discussed ideas that were very similar to this show before, but we didn't seriously consider it until later - we were glad we did. It is a neat "hook" for students - to see that they have something "meaningful" to work towards, and not just some arbitrary poster/presentation.
The groups that looked at our project liked it a lot - we received many positive comments. One of the difficulties that I had with the unit, however, was coming up with a rubric that allowed all students to succeed, but also allowed the teacher to "mark" students on several different aspects. What happened, in the end, was a self-assessment for the students, and a relatively general one for the teacher. The teacher's was straight forward and addressed the expected outcomes in the curriculum. Looking at the rubric, it is nearly impossible for any student to get "1s" or even "2s."
I believe this unit will be useful in an actual classroom. However, I will probably make a few minor revisions to it, such as, provide websites that are more "kid friendly" (one of the videos we provided were more geared to older students/adults). It would be interesting to see how a unit like this play out in the classroom.
Friday, February 27, 2009
Focused Task
For our Focused Task we looked at the Grade 6 Social Studies section of the illustrative examples. The task asked students to look at China in the last 50 years and find relevant pictures for those 50 years. Students are then required to copy and paste the pictures into a Word document, with captions/brief summaries for each picture. At first, we decided on an interactive timeline. After some initial work with this, however, we decided to create a movie instead. The idea was still there, however - to choose a series of pictures that would illustrate China within the last 50 years.
We went back centuries, however. We felt that, in order to understand any country's present state, one must have a general understanding of that country's past.
The movie itself took many hours to create, as we both had very little experience with the program (Windows Movie Maker). However, it was actually quite easy to get used to and understand. Unfortunately, it was not uncommon for the program to shut itself down. We quickly learned to save our work often . . .
I enjoyed doing the task because I have a personal connection to it - I am Chinese! Though I have never been to China before, it was really interesting to learn about the country. As I searched for pictures I became more and more interested in China . . . I would love to visit someday. In addition, I already had the music that was chosen for the movie on my computer. The difficulty was choosing just one or two songs. All of the songs have a traditional, but modern, flair to it.
I would actually like my students to perform this focused task. Of course, the students can modify the task to make it meaningful to themselves. They can do a Power Point, create a website, or even a photo-journal. The students can use pictures, video, sound, or anything that they feel will relate to the task. This is not a difficult task. Even though the task takes time, if the students have an interest in the topic, the students will put their best effort into it.
As I went around the room, looking at the other focused tasks, I became quite interested in Comic Life. I think this is a great media for kids to do projects on. I believe that everyone enjoys stories, and when kids can make stories with pictures (even stories with pictures of themselves in it!) students will always succeed. The ability to stretch, change, or distort all pictures and words is very appealing to me.
Some comments that people had about our focused task included, "what kinds of lessons or activities lead up to this focused task?" and "I really liked the pictures that you chose, but maybe provide a limit to the students on the amount of pictures they can use." These comments got me thinking a lot. Maybe providing a limit on the amount of pictures a student can use will limit their creativity . . . or maybe it will help keep them focused . . . maybe it depends on the kid . . . what kinds of lessons would lead up to this? It seems that this focused task would work well as a culminating, or final project. The students will probably have had a lot of exposure to the type of material already . . . or, maybe they will come across a lot of new information as they work on their project . . . again, it depends on the individual . . .
We went back centuries, however. We felt that, in order to understand any country's present state, one must have a general understanding of that country's past.
The movie itself took many hours to create, as we both had very little experience with the program (Windows Movie Maker). However, it was actually quite easy to get used to and understand. Unfortunately, it was not uncommon for the program to shut itself down. We quickly learned to save our work often . . .
I enjoyed doing the task because I have a personal connection to it - I am Chinese! Though I have never been to China before, it was really interesting to learn about the country. As I searched for pictures I became more and more interested in China . . . I would love to visit someday. In addition, I already had the music that was chosen for the movie on my computer. The difficulty was choosing just one or two songs. All of the songs have a traditional, but modern, flair to it.
I would actually like my students to perform this focused task. Of course, the students can modify the task to make it meaningful to themselves. They can do a Power Point, create a website, or even a photo-journal. The students can use pictures, video, sound, or anything that they feel will relate to the task. This is not a difficult task. Even though the task takes time, if the students have an interest in the topic, the students will put their best effort into it.
As I went around the room, looking at the other focused tasks, I became quite interested in Comic Life. I think this is a great media for kids to do projects on. I believe that everyone enjoys stories, and when kids can make stories with pictures (even stories with pictures of themselves in it!) students will always succeed. The ability to stretch, change, or distort all pictures and words is very appealing to me.
Some comments that people had about our focused task included, "what kinds of lessons or activities lead up to this focused task?" and "I really liked the pictures that you chose, but maybe provide a limit to the students on the amount of pictures they can use." These comments got me thinking a lot. Maybe providing a limit on the amount of pictures a student can use will limit their creativity . . . or maybe it will help keep them focused . . . maybe it depends on the kid . . . what kinds of lessons would lead up to this? It seems that this focused task would work well as a culminating, or final project. The students will probably have had a lot of exposure to the type of material already . . . or, maybe they will come across a lot of new information as they work on their project . . . again, it depends on the individual . . .
Sunday, February 8, 2009
Showcase - Blogs
Here are the resources from our presentation (blogs). They can also be found on Stephanie's blog.
Edublogs
http://edublogs.org
-can sign up as an individual or as a school/campus. School/Campus ranges from $900/year to $6500/year
EPals
http://www.epals.com
-Great educational blogging site. Useful for teachers that want to be able to easily connect to other classrooms. **Need to sign up for a free license before you can use it
Word Press
http://wordpress.com
-Free blogging site. Great free features. Also has “premium” features that range from $10/year to $90/year.
Teachers First
http://www.teachersfirst.com/content/blog/blogbasics.cfm
-If you are unsure about how to use a blog or why to use a blog.
21 Classes
http://www.21classes.com
-can sign up an entire class for free, or have a paid classroom for $8.95US/month
Xanga
http://www.xanga.com
-quick and easy sign up for a personal blog
School Of Educators
http://schoolofeducators.com
-example of a blog for all types of people with a career in education
Dextr’s Xanga Site
http://www.xanga.com/dextr
-has many resources of lesson plans on a variety of topics from novels and books to holidays or special days (groundhog day).
In addition to the resources, I want to add a couple more things to the presentation. I was unable to present everything that I found on the ePals website . . . I barely scratched the surface . . .
The ePals website has 16 million students and teachers registered in over 200 countries. It is also the internet's largest global community of connected classrooms. There are also many features and benefits to the website:
- The website provides a straight forward overview of the site. The overview explains all the benefits of creating an account with ePals.
- There is a "Classroom Match" feature that allows you and your class to connect to any class around the world. By doing this, you and your class are able to collaborate in projects, exchange emails, share ideas, and communicate through blogs.
- You and your school can apply for an ePals SchoolMail account. This email account has all the features of regular emails, including special features such as: privacy and content control, instant language translation (in eight languages), anti-spam filtration (able to customize this as well), and much more. Administrators can also monitor all incoming and outgoing messages. Filters can be set up as well (choose from a list of words to be filtered or create your own)
- Teachers can also create a SchoolBlog account. Some special features include: public areas, parents-only areas, student/teacher-only areas, streaming audio and video, and much more.
- There are also forums and discussion boards as well. Students and teachers can join in existing discussions or create their own. Users can search the teacher forums, student forums, or parent forums. This is a great feature as it allows anyone to see what certain groups are interested in. For example, in the parent forums, parents can post requests for electronic pen pals for their children. In the student forums, students can recommend books to each other . . . I've seen a few book clubs in the forums.
- There is also a section called, "efilms." Unfortunately, access is permitted to the US only. However, I was able to see the types of films available for viewing (National Geographic videos, Supersize Me, etc.). This section allows for comments as well where teachers and students can discuss the film. There is also a review for the featured film by an ePals administrator.
- There is also a section called "Focus Areas." This section is rather comprehensive in its content. For example, the US Inauguration is one focus. There are links to president Obama's weekly address. There are links to forums, blogs, pages, and projects related to this focus area. There are also "contests" that pertain to the topic as well.
- The "Projects" allows teachers to use full projects. These contain essential questions, objectives, a culminating activity, project elements, and national standards being met. Teachers and students can connect to other classrooms and work collaboratively on these projects. Projects range from Global Warming to Natural Disasters. A project calendar is also provided (what should be in each email when collaborating with another classroom).
- There is also an extensive "How To" section. Which makes it extremely easy for anyone to get started.
- As I mentioned in class, there are many links to resources as well. My favourite one, which I briefly mentioned in class, linked to National Geographic's website.
In addition, a link to an essay written by David A. Huffaker from Northwestern University, can be found on the ePals website. He explains what blogs are, how they are used, and what benefits may arise from using blogs:
http://www.soc.northwestern.edu/gradstudents/huffaker/papers/Huffaker2005_LetThemBlog.pdf
Also, there is an information piece on the website that teaches you how to meet National Standards with ePals:
http://images.epals.com/nets_whitepaper.pdf
This Showcase has made me realize the potential that online collaboration and blogs have in the classroom. It is so neat to be able to communicate with people all over the world, and because of the instant language translator, not have language barriers get in the way. Students can see how their lives in Canada differ from the lives of students in Japan. How does our way of life contribute to Global Warming compared to the way of life of an Australian student? What books are popular in China?
Edublogs
http://edublogs.org
-can sign up as an individual or as a school/campus. School/Campus ranges from $900/year to $6500/year
EPals
http://www.epals.com
-Great educational blogging site. Useful for teachers that want to be able to easily connect to other classrooms. **Need to sign up for a free license before you can use it
Word Press
http://wordpress.com
-Free blogging site. Great free features. Also has “premium” features that range from $10/year to $90/year.
Teachers First
http://www.teachersfirst.com/content/blog/blogbasics.cfm
-If you are unsure about how to use a blog or why to use a blog.
21 Classes
http://www.21classes.com
-can sign up an entire class for free, or have a paid classroom for $8.95US/month
Xanga
http://www.xanga.com
-quick and easy sign up for a personal blog
School Of Educators
http://schoolofeducators.com
-example of a blog for all types of people with a career in education
Dextr’s Xanga Site
http://www.xanga.com/dextr
-has many resources of lesson plans on a variety of topics from novels and books to holidays or special days (groundhog day).
In addition to the resources, I want to add a couple more things to the presentation. I was unable to present everything that I found on the ePals website . . . I barely scratched the surface . . .
The ePals website has 16 million students and teachers registered in over 200 countries. It is also the internet's largest global community of connected classrooms. There are also many features and benefits to the website:
- The website provides a straight forward overview of the site. The overview explains all the benefits of creating an account with ePals.
- There is a "Classroom Match" feature that allows you and your class to connect to any class around the world. By doing this, you and your class are able to collaborate in projects, exchange emails, share ideas, and communicate through blogs.
- You and your school can apply for an ePals SchoolMail account. This email account has all the features of regular emails, including special features such as: privacy and content control, instant language translation (in eight languages), anti-spam filtration (able to customize this as well), and much more. Administrators can also monitor all incoming and outgoing messages. Filters can be set up as well (choose from a list of words to be filtered or create your own)
- Teachers can also create a SchoolBlog account. Some special features include: public areas, parents-only areas, student/teacher-only areas, streaming audio and video, and much more.
- There are also forums and discussion boards as well. Students and teachers can join in existing discussions or create their own. Users can search the teacher forums, student forums, or parent forums. This is a great feature as it allows anyone to see what certain groups are interested in. For example, in the parent forums, parents can post requests for electronic pen pals for their children. In the student forums, students can recommend books to each other . . . I've seen a few book clubs in the forums.
- There is also a section called, "efilms." Unfortunately, access is permitted to the US only. However, I was able to see the types of films available for viewing (National Geographic videos, Supersize Me, etc.). This section allows for comments as well where teachers and students can discuss the film. There is also a review for the featured film by an ePals administrator.
- There is also a section called "Focus Areas." This section is rather comprehensive in its content. For example, the US Inauguration is one focus. There are links to president Obama's weekly address. There are links to forums, blogs, pages, and projects related to this focus area. There are also "contests" that pertain to the topic as well.
- The "Projects" allows teachers to use full projects. These contain essential questions, objectives, a culminating activity, project elements, and national standards being met. Teachers and students can connect to other classrooms and work collaboratively on these projects. Projects range from Global Warming to Natural Disasters. A project calendar is also provided (what should be in each email when collaborating with another classroom).
- There is also an extensive "How To" section. Which makes it extremely easy for anyone to get started.
- As I mentioned in class, there are many links to resources as well. My favourite one, which I briefly mentioned in class, linked to National Geographic's website.
In addition, a link to an essay written by David A. Huffaker from Northwestern University, can be found on the ePals website. He explains what blogs are, how they are used, and what benefits may arise from using blogs:
http://www.soc.northwestern.edu/gradstudents/huffaker/papers/Huffaker2005_LetThemBlog.pdf
Also, there is an information piece on the website that teaches you how to meet National Standards with ePals:
http://images.epals.com/nets_whitepaper.pdf
This Showcase has made me realize the potential that online collaboration and blogs have in the classroom. It is so neat to be able to communicate with people all over the world, and because of the instant language translator, not have language barriers get in the way. Students can see how their lives in Canada differ from the lives of students in Japan. How does our way of life contribute to Global Warming compared to the way of life of an Australian student? What books are popular in China?
Sunday, January 18, 2009
Technological Illiterate
My ability to use and understand technology is very mixed. Hand me a brand new electronic device that I have never used before, and I will be able to set it up with very little difficulty. However, ask me to create a spreadsheet . . . and I would have to pull out some graph paper, a ruler, and a pack of coloured pencils . . .
I am fully aware that technology will continue to be more complex, more functional, and more used in society, but I have no idea how to keep up with the speed in which this is happening. A couple years ago I got my first ipod Nano. I thought it was an amazing piece of technology. Now, less than two years later, I have my first ipod Touch (I believe it is the "second generation") and I couldn't be bothered with the extremely old and outdated ipod Nano.
As I already mentioned, my ability to use technology is very mixed. The ipod Touch became second nature to me. However, ask me to create an imovie with sound, animation, video, and pictures . . . and I will be locked in the computer room for months.
The kids at school, now, amaze me. I would never have dreamed of creating a podcast at the age of eight. I was actually quite thrilled to be playing video games with "3D" graphics! My life as a student is vastly different than their own. I would like to know how I can meet the learning needs and interests of the children: they most certainly would not be impressed with an overhead/transparency (well, actually, they probably will be amazed with its simplicity and "archaic" design).
What kinds of technology are available to students in the 21st century? How can I use these in the classroom? How can I use them in the classroom if I have no idea how to "use" them? The 21st century is bringing a big change to the classroom setting as well. There is a shift from note-taking to inquiry and discovery. Though I have "seen" inquiry in the class, I am not fully comfortable with incorporating inquiry based learning into the class. How can I effectively bring it into my classroom?
I am fully aware that technology will continue to be more complex, more functional, and more used in society, but I have no idea how to keep up with the speed in which this is happening. A couple years ago I got my first ipod Nano. I thought it was an amazing piece of technology. Now, less than two years later, I have my first ipod Touch (I believe it is the "second generation") and I couldn't be bothered with the extremely old and outdated ipod Nano.
As I already mentioned, my ability to use technology is very mixed. The ipod Touch became second nature to me. However, ask me to create an imovie with sound, animation, video, and pictures . . . and I will be locked in the computer room for months.
The kids at school, now, amaze me. I would never have dreamed of creating a podcast at the age of eight. I was actually quite thrilled to be playing video games with "3D" graphics! My life as a student is vastly different than their own. I would like to know how I can meet the learning needs and interests of the children: they most certainly would not be impressed with an overhead/transparency (well, actually, they probably will be amazed with its simplicity and "archaic" design).
What kinds of technology are available to students in the 21st century? How can I use these in the classroom? How can I use them in the classroom if I have no idea how to "use" them? The 21st century is bringing a big change to the classroom setting as well. There is a shift from note-taking to inquiry and discovery. Though I have "seen" inquiry in the class, I am not fully comfortable with incorporating inquiry based learning into the class. How can I effectively bring it into my classroom?
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