Final Project

For this lesson, I wanted to create a lesson about a topic that will challenge students' critical thinking while embracing their creativity simultaneously. Therefore, I chose to create a lesson from a Poetry Unit: Haiku. I chose Haiku because it reflects culturally responsive teaching as well as learning. Students are always having difficulty in the poetry field so I believe integrating technology for this lesson will ease their nerves and allow them to become more familiar with Haiku, understand its structure and background so they can embrace their creative side and produce their own version of a haiku. The lesson rationale and context is to expose students to a form of poetry that is popular and commonly used. The goal of this lesson is to teach students the history of haiku, understand the basics and structure, break down its essentials and write their own sample.

For the first part of this lesson, I chose to use a cross- curricular standard from History because students will be reading a brief online article about the history of haikus as well as learning about different cultures and how they influenced a popular forms of literature. Once students read the article, class will reconvene into a group discussion to activate the students’ prior knowledge by filling out the first two columns of a K-W-L chart using the Smart Board. This part intertwines with the NETS-S standard: develop cultural understanding and global awareness by engaging with learners of other cultures. Because Haikus originated from Japan, students will benefit and expand their knowledge from learning about poetry and cultures.

The next part of this lesson requires the teacher to give a brief lecture about the background of haikus. Furthermore, I will teach the structure of haikus through demonstration. There will be a haiku on the Smart Board and students will use information they already know from previous lessons about poetry to dissect the chosen haiku. As a class, we will analyze the haiku for symbolism, themes and other literary devices. Following, there will be a brief Q&A session simply to eliminate any of my students’ confusion and answer their questions. Once my students become fairly comfortable with the new information, they will be given a haiku to dissect independently. After 5-7 minutes, students will evaluate themselves and their work then switch with a partner for peer-assessment. Because this part is mainly lecture-based, the only technological tool I will be using is the Smart Board. Similar to the first part of the lesson, this intertwines with the NETS-S standard: develop cultural understanding and global awareness by engaging with learners of other cultures.

The next part of the lesson requires students to get into groups of five or six and dissect a chosen haiku for symbols, imagery, diction, etc. They will need internet access because they will be using PowerPoint as well as the Smart Board to explain and present their conclusions about their haiku. They will be given ten minutes to complete this task then class will reconvene into a group discussion. Because this is a collaborative activity, it aligns with NETS-S standard: plan and manage activities to develop a solution or complete a project.

The fourth part of this lesson requires students break off into groups in order to creatively write their own haiku as a part of a collaborative learning environment. Students will be using computers and PowerPoint to produce their projects. This activity will be part of a friendly school-related competition. Because students will be using technology to create an end result for their project, it aligns with the NETS-S standard: select and use applications effectively and productively.

Finally, the last part of this lesson requires groups to present their projects using PowerPoint and Smart Board. Once all presentations are done, there will be a large group discussion where we will fill out the remaining column of the K-W-L chart. Students will then work independently on the computers to reflect on today’s Haiku lesson. After they have created their blog posts, they will comment on a peer’s blog (preferably one they have not worked with today). This will then end today’s lesson. The NET-S standard that follows this final part of the lesson is: exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

Using and creating a spreadsheet when creating a lesson plan is very beneficial when trying to align my content standards, teaching strategies and technologies I will be using within my classroom. It helps me be more organized with my lesson planning and further understand the effectiveness of integrating technology within the classroom.

Link to Spreadsheet!

Online Testing Problems

To what extent should we as educators integrate technology in the classroom? In the article entitled, "States' Online Testing Problems Raise Common-Core Concerns" by Michelle Davis from Education Week, illustrates the difficulties and disruptions of testing. Davis says, Thousands of students experienced slow loading times of test questions, students were closed out of testing in mid-answer, and some were unable to log in to the tests. Hundreds, if not thousands, of tests may be invalidated." Students were already nervous to begin with when taking high-stakes tests and these disruptions did not help settle and calm their nerves. Instead, they added more panic and apprehension. A teacher from an Oklahoma City school says that students were in tears, which is heartbreaking to watch. Disruptions reached a point where the system failed and crashed. These testing problems are unacceptable. In regards to the Common-Core, implementation of technology in the classroom, especially for assessments is encouraged because it prepares students for college and the outside world. In my opinion, things like this always happen when testing and experimenting with a new instrument or new instruction. Despite the failures and problems that have been occurring, the advantages remain and will continue to remain. Now, there just needs to be a solution so students can continue to take online tests. These problems may have set the educational systems in these districts back a bit, but all they can do now is move on and increase the outcomes of integrating technology. I have provided the link to the article below and recommend you all to read it.

http://www.edweek.org/ew/articles/2013/05/03/30testing.h32.html?tkn=RUYFMdBNhN1RrbXEH5wVFhW1qlqzr9NNXxQF&cmp=clp-edweek

Fast Paced World

I was looking at a few cartoon pieces about technology and education and this one made me laugh out loud! Connecting this with my previous blog about the education-technology revolution, students are quickly adapting to digital tools, causing them to become active learners. They are no longer aware of certain things that were once popular, such as newspapers. Technology today plays a significant role in a student's education. It is rapidly changing the way teachers teach and the way students learn. It is absolutely pervasive to their education. It is no longer for the student to catch up, it is now up to the teacher to catch up. However, many teachers and districts are having difficulty keeping up because of budget cuts. Although this is understandable, something must be done quickly because technology is quickly evolving and so are our students outside the classroom. We can’t have them power down when entering a classroom because that will ultimately stunt their education. Even if it as simple as a smartboard or using a computer once a week, students and teachers will adapt to the new innovative instruction and become engaged in their education. Introverts in the classroom can actually offer their insight and opinions when using blogs and social medias and connect with their peers. In the technology realm, participation and communication increases drastically. Technology is and should continue to be a integral part of education. 

The Educational Revolution

"Higher education is the next bubble. Facebook will replace classroom instruction. Textbooks will go away, and some colleges will, too."

I recently read an article entitled, "The Education-Technology Revolution Is Coming" by Sig Behrens who is the president of Blackboard INC. Behrens says that there are many reasons and advantages of technology in the classroom but the main reason is because of active learners. These active learners can be found in any classroom, all because of the technological tools they use at home (computers, TV’s, smartphones, etc). Because of these everyday technological tools, educational changes will no longer be pressured and derived from the institution but the learner instead. Think about it. Students know what engages them best outside of school so why not use similar ways to engage them in the classroom? Behrens offered an example of how powerful technology could be on a company. Borders (remember that store?) was having difficulty adapting to the technological changes which ultimately lead to the drastic change of going bankrupt. Amazon, however, adapted quickly to the digital era and allowed customers to have control online. He connects this to education by saying:” Education institutions are now grappling with the same challenge Borders faced: how to connect with savvier and more discerning consumers who have more options today than they did even a few years ago.” These active learners know what they want and get it in a matter of minutes. Instead of spending hours researching and looking for valid sources at the library, they can simply use their mobile apps to do all that in a fraction of the time. Simply described, it is convenient, which is why this should be heavily emphasized in the education spectrum. It saves teachers and students time which ultimately leads to more learning instruction. Furthermore, it is no longer the teacher who provides all of the instruction because once students become engaged in their education, they offer their insights and influence and inspire their own lesson plans. These active learners move fast outside of school, all due to their digital tools but once they enter the classroom, they are forced to slow down or as Behren says, “power down” because their classrooms aren’t as updated as they are. On an endnote, it is no longer for the student to keep up with the teacher, but the teacher to keep up with the student.

Article: http://www.usnews.com/opinion/articles/2013/03/01/the-education-technology-revolution-is-coming 

Interactivity #5

 Spreadsheet link!

An 11^th grade English teacher in Central High School in Newark, NJ was more than happy for me to interview her about NETS and its implementation in her district. She was unfamiliar with NETS and did not know whether it was being implemented in her school district or not. After she read through the grades 9-12 student profiles, she noticed that her lesson plans fit some, but not all of the criteria. For example, number 8- Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources- and number nine-Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources- were implemented in her lesson plans. She tries to do as much media centered and savvy lessons in which students viewed biographical and inspirational videos of female leaders discussing ethical and moral issues regarding the subject of women in literature. Most of the criteria require each student to be behind a computer and she says some schools do not have the resources. Although they have an amazing library media center, she says that media focused lesson planning takes more time to plan, especially if there is a lack of resources. She says one issue about the school district was that many teachers may be afraid to use technology within their lessons because they are uncomfortable with the use of digital tools. Also, teachers’ lesson plans are already written out and created so if they were to implement NETS, they would have to tweak or change their lesson plans and some teachers may not have the time to do so. She ends by saying teachers need to get comfortable around media and digital tools because our students are surrounded by it all the time outside of school.

 I agreed with this statement and felt that as teachers we should want to implement more digital usage in our lesson plans because our students will become more motivated and intrinsically pleased with their education. Although I was surprised by her responses to NETS, I feel that it should not be ignored. The best option we have is professional development. Teachers should attend workshops to learn more about what tools to use and how to appropriately use them. As a future educator, I feel that teachers should heavily implement NETS within their lesson plans because it provides students with a stronger base for critical thinking as well as showing off their creativity. The usage of technology is already being heavily implemented in many work fields; therefore, I think it’s best to start implementing digital tools at an early age to prepare them for their futures.

Finding the Silver Lining

Today marks one week of the Boston incident. My heart is out to those in Boston and to those who lost loved ones. Unfortunately, things like this happen and will happen unexpectedly. As teachers, it is our duty to provide insight and help our students look for the silver lining. Students are already reading the news through their social media accounts and engaging in opinionated and meaningful conversations so why not shift their thoughts into the classroom? Technology is already integrated in our lives, as well our students’ lives. Let’s face it, technology is expanding and becoming more and more part of our reality and education. Furthermore, teachers are always looking for ways to not only integrate technology within their lesson plans but make the lesson more meaningful. Easier said than done. Something came to mind after the Boston incident: students should write letters to the residents of Boston or to those who lost loved ones. And to make this more interesting, students would have to incorporate a piece of literature they feel represents what the residents of Boston are undergoing. This could range from a line of poetry to a fictional character they feel would sympathize with the residents. Students would enjoy this assignment because it would allow them to be themselves for once. They would want to give back as much as they can, and what better way than writing an intimate letter to someone who lost a loved one or underwent a tragic event in their life? They would gain the satisfaction of lending a hand, even if it wasn’t physically. As an aspiring teacher, I would my students to not only be a part of a safe and secure learning environment but to also have some kind of understanding of international and world issues. It is imperative that they know what is going on and want to offer their assistance, even if it is minimal.They need to critically think about these unfortunate situations and find the silver lining.

For Emergency Use Only?

After reading John's blog post about cell phone use in classrooms and being that it has only been a few days since the horrific Boston Marathon incident, I thought I'd give my two cents. Yes, cell phones, especially smartphones, are a huge distraction in the classroom. With the endless amount of apps and games people can download, and not forgetting the sneakier way of cheating on an exam, students think they don't have to pay attention in class. I admit, I use my iPhone in class but mainly because I want to look up words using my dictionary app. So as a teacher, how would I enforce the "no cell phone" policy? Should I or shouldn't I? I feel that students should be allowed to carry their cell phones in school but only for break time and emergency uses only.

Many of the Boston Marathon runners were parents and had children in schools during the time of the run. With today's quick and easy access to statewide, international and worldwide news, students heard the horrific news within minutes. Wouldn't those children want to call their parents and check up on them? Yes, this may make things tense and cause chaos within the classroom if they do but same goes if they do not call. They would not be able to concentrate in their studies because of not being able to contact their parents. So, what do we teachers do? I think it all depends on the teacher and the school policy. On an end note, keep your classroom environment peaceful and calm at all times, especially at times like these.

When or When Not to i-Teach

I have become quite skeptical about integrating technology within an English High School classroom. Being more than 60% through the semester, my Curriculum classes: READ 411, CURR 314 and 316 have covered many topics, one being how to use technology in a classroom setting. My question is: When do we do so? Is it during every lesson, every Unit, or just every time we feel comfortable with or feel that it is appropriate? As a teacher, I do not want to abuse, misuse, or under-use the use of technology in my classroom. In my opinion and from what I've seen in observing English classrooms, it all depends on appropriateness. For example, every lesson does not always have to integrate a technological tool because students will then lose focus on the lesson. If the thirty minute lesson is mainly about discussing the beginning of the unit and reading passages from a novel, there is no need for a TV, computer or other forms of technology. Unless accommodations need to be made for certain students, then Audiobooks and e-books would be appropriate. Once again, I think it all depends on whether or not the teacher sees it appropriate when creating the lesson plan.

Students just need to get comfortable using computers and other forms of technology for educational purposes and that will be one of my challenges as a teacher as well as one of my goals. I know my students will be using computers or other forms of technology outside the classroom setting but are they using it for educational purposes or just solely for entertainment? I want to encourage my students to use these technologies outside the classroom setting for educational purposes such as classroom and homework projects, activities, collaborative work such as blogs and research. Here is my question to my fellow bloggers: what do you think? When should it be appropriate for teachers to integrate technology? I would love to hear your opinions.

Growing Increasingly Confident in Integrating Technology in Classrooms

This past weekend, I attended a professional development seminar hosted by the New Jersey Council for Teachers of English, or commonly known as NJCTE. There were various different workshops for aspiring teachers as well as teachers themselves. We had to attend three workshops and one of the workshops I chose to attend was the one about integrating technology within an English classroom. If this workshop had been offered two weeks ago, it would have been convenient and beneficial to our Interactivity #3 because it offered various new and upcoming technologies. Just to list a few: iPevo, Socrative, PiratePad, Edmodo, Evernote, Haiku Deck, PollEverywhere and Nearpod. The one I would like to elaborate on is Edmodo. First, to give background on Edmodo, Co-founders Nic Borg and Jeff O'Hara wanted to create a tool that closed the gap between how students live their lives and how they learn in schools. This is ultimately every teacher's challenge and goal when creating lesson plans. At the end of the school day or even school year, teachers want to know and be assured that their students are leaving their classrooms knowing their material/content and adapting it to their own lives. So, in 2008, Nic and Jeff created Edmodo. 

Edmodo is free! And safe! It allows teachers to digitally connect with their students and create a safe online collaborative learning environment. Plus, it looks similar to Facebook! This helps students become more comfortable with the tool. An appealing look, what more could students want? Edmodo is similar to Blackboard but it's free. 

After taking a look at the website and watching the tutorials and other videos, I already know that I will be using this within my classroom and lesson plans. An idea I have is having a book talk, which is similar to a book circle but, of course, it is all online. I can present a passage from the book, a theme, or even a posing question I would want my students to critically think about. These book talks can build up background and create a circle of responses. It's pretty much a live give and take technique. All in all, this is very convenient in a classroom and beneficial when it comes to critical thinking and collaborative work. Plus, it's free and safe! What more could teachers want? I have provided the link to the Edmodo website below and advise you to check it out! It will change your future as a teacher and lesson planning!

Link: EDMODO

DIVE into your IMAGINATION! Pt 2

Earlier today, I wanted to play a music video on YouTube when (of course) a commercial came on. There was a young boy, with his headset on talking about some kind of monster. Now normally, I'd overlook a commercial about monsters but this time I didn't because I noticed there was a computer in front of the kid and words were appearing on a blank word document. I was automatically intrigued, and it only took 30+ seconds to do so! The commercial was about a software called Dragon Naturally Speaking (one technology my group member Vince listed. Hooray Vince!) So I decided to look into it a little more. Simply put, you talk, it types! 

This can be very beneficial and convenient in a classroom, at home or even a school library. Teachers can brainstorm lesson plans, put ideas together write emails to colleagues and even control the mouse. Students can voice to create and edit documents or even be creative and write short stories. Plus, it's not as expensive as I thought it would be. Schools can invest in a few of these, keep them in the school library or computer lab for students to access during their free time or after school time. Another plus! It not only integrates technology within a classroom and school setting but also incorporates and encourages literacy! Another thing! It's very beneficial to student with disabilities. It improves their core skills as well as motivating them to reach their goals. All in all, this software increases student productivity and increases their educational  independence. 

Sometimes, it's just easier to think out loud. What better activity than one that's brings your imagination to life? I just cannot figure out why it's called Dragon! Maybe because it encourage creative thinking and writing? Possibly. Anyways, I put the link of the commercial that caught my attention below, check it out fellow bloggers! 

http://m.youtube.com/watch?v=X62Trvdb4yM

Interactivity #4

I've always loved my English Literature classes but one assignment I disliked very much was doing a book report. Aside from them being fairly easy (assuming the book was read), they did not challenge me. Plus, creating an alternative book report has been on my mind ever since that one READ-411 class discussion about integrating technologies within our content areas and our third interactivity. So, when I searched for a lesson plan online, I coincidentally found one that was similar to what I had in mind. And it was very thorough! 

After analyzing the NJ Common Core Standards, the lesson plan I chose and creating the spreadsheet, I saw that most of the teaching strategies aligned with the NJCCS and technologies used. However, one strategy I wanted to emphasize was the use of annotation. Annotating when reading is very beneficial to readers because they will be able to prove their arguments thoroughly as well as question a character’s (or even author’s) motives and beliefs. This aligns with a few NJCCS in regards to citing textual evidence and using context clues. I also added another technological tool- electronic dictionary/thesaurus- because students will need to be able to define words they do not know, as well as use context clues to infer different meanings.

This lesson plan ultimately achieves the curriculum goals. Students are being challenged to think critically about a specific character by analyzing that character. They are looking for specific quotes said by that character, external (appearance), as well as internal (personality) description about that character from another character or the narrator. They do so by annotating (highlighting, underlining, noting on margins, etc) when reading in order for them to provide evidence of their analysis. Furthermore, it allows students to demonstrate their creativity by using a technological tool they are familiar with-Social Networking! What more could they want? 

Book Report Alternative URL:

https://docs.google.com/spreadsheet/ccc?key=0AuIR4zYHMEJndEl6eHRUZi1OY1V2QUVmRlBxZUhCSFE#gid=0

DIVE into your IMAGINATION!

      Ever have to do an assignment for your English class and find yourself grunting or whining "UGH! Not again?!" Well, this is exactly how I felt about book reports. Although I found them fairly easy and simple to do, I did not wish to do them because they did not challenge me, at all. All we had to do was read the book/novel, and pretty much regurgitate what our teacher said in front of the class or our class discussion. It was all about setting, plot (beginning, middle, ending) and list and briefly describe a theme or two. I promised myself that I would never ask my students to write book reports because I want them to know and understand that they have more potential and more possibilities to do more than just summarize. Also, book reports (among many other kinds of summaries and analyses) can be found online, so it's a waste of time (hey! that rhymed!).
     So I have always wondered what kinds of alternative assignments I can create for future lesson plans. In my READ-411 course, we were discussing the various technologies that can be used within each content area as well as content areas overall. One technological (and very educational!) tool I discovered was something called "Fakebook." This online tool allows students to become creative and dive into their imagination when creating a fake facebook page for a novel they are reading or even a certain character they want to analyze. When I was done with my research on this tool, I automatically thought of the Great American Novel (drum roll please!) The Great Gatsby! This novel seemed perfect (at the time because I had just finished reading it), especially if students want to analyze characters. Some may want to analyze Nick, others Jay Gatsby. Also, students who analyze he same character will not have the same profile picture, background, biography or favorite quotes, because it all depends on how the student perceives that character, which makes it all the more interesting! There is a 90 second tutorial online about this online tool which I included below. Check it out!

FAKEBOOK:
http://www.classtools.net/fb/home/page

You're NOT the Boss of Me

Let's just say that collaborative work isn't always as easy as we think it may be. One person usually takes control of the project or assignment and the rest follow along. However, this was not the case in my group and I thank Danielle for starting and creating the spreadsheet, allowing us to understand the assignment and contribute. And honestly, I thought an online collaborative assignment would be more stressful and rigorous because each member would contribute on their own time rather than figure out a time we can all meet up to work on it. It's hard when we all have different schedules, have to deal with technical difficulties and as well as staying on top of things to meet deadlines.  

 Looking at the different technologies my group members posted that can be used in our content area was fascinating because I never realized how much technology advanced over the years and how little overlap we had. All in all, everything on this list can benefit both the teacher and student in an English Literature classroom. Our list varied from convenience to creativity. A convenience example would be the electronic dictionary and a creative one would be the use of FakeBook. Convenience is always a plus, especially during a time constraint. Furthermore, allowing students to show their creativity through the various options of technologies is another plus. As an aspiring teacher, I do plan on incorporating collaborative work within my lesson plans because I feel that it would benefit my students in numerous ways. Any one of these technologies can be integrated in any Unit plan, it just takes time and a well thought out plan.

Emerging Technologies: 1900's-present

Our technological world has been undergoing a constant change and progression. Emerging technologies has continued to change our educational landscape. The quick evolution of technology is phenomenal and has been integrated within classrooms since its early stages of lead pencils, papers, books, and ballpoint pens. Many people disregard these tools as forms of technology simply because they cannot be plugged in to an outlet. They were, however, the early stages of technology and are still used today. Throughout history, the usage of pencil and paper dominated the English classroom. Writing was used as the dominant form of communication; whether writing a letter, recipe or simply working on class work and homework. I feel that handwriting is still a powerful form of expression because people can get creative in their journals. Handwriting is a form of art and increases creativity. A child begins to use a pencil and paper when learning the alphabets, its formation, as well as sounding out the letters. However, the first teaching machines in 1958 were probably the most influential technology and had the greatest impact within the English classroom during this time period. In regards to spelling, it provides students with positive feedback for every correct answer. Of course, there are always advantages as well as disadvantages with every for of technology. Aside from the teaching machines being convenient for both teachers and students, it does not, however, allow students to learn to spell on their own. Today, we tend to use SpellCheck when we want to correct our spelling and grammatical errors. Unfortunately, my spelling has not improved in the last few years because I have relied on SpellCheck quite often.

            The online article, “A Social History of Media, Technology and Schooling” by Vanessa Domine explores different research in regards to technology and literature in the classroom. Grace, a veteran teacher who comes from a long line of teachers, says her mother said the teaching machines benefited the English classroom and was “valuable when it came to reinforcing spelling or teaching foreign language skills” (45). As mentioned before, as well in the video, teaching machines were used for a means of convenience for teachers and students. When a student needed extra practice on spelling but the teacher did not have the time to have a one-on-one session, she would allow that student to use the teaching machine. A passage in chapter 2 of Rethinking Technology in Schools states, “Teachers who subscribe to this perspective acknowledge new media and technologies simply as effective tools that aid the process of instruction and the communication of information” (page 36). These teachers do not abuse the use of technology; they do not allow technology to become the dominant tool of teaching. It should never replace the need of a teacher in the classroom. It should only be used as a motivational tool to increase students’ focus and learning.

Convenient, but lacks an intimate audience.

There needs to be some sort of connection between teachers, students and technology within the classroom. Students need to be able to know and understand what is going on beyond the classroom. They need more experience and hands-on activities which is why technology should be integrated within the curriculum. Nowadays, there are hundreds of thousands of software to engage students in learning. For example, younger children can use software or play games that help them with their spelling and phonics, whereas teenagers and adults can listen to an audio book. It is a kind of outside source that helps them become more motivated and engaged in their education. It helps stimulate their minds. As an aspiring teacher, I would want to give my students the best, and most productive and exciting lesson; I want to teach and entertain! I want my students to actively participate in their education. Technology will help increase their motivation for education and also help it become an intrinsic pleasure. We want them to want to learn and continue to want to learn after high school. Technology is emerging and we are seeing its creations and uses everywhere we go, so it’s going to be hard not to use it within an English classroom setting.

Interactivity 1

As a teacher, I think it’s important to understand where my students are coming from. New Jersey is a very diverse state so I know I will have students from different backgrounds and those who may not have access to computers at home so they may rely on their school computers or public library. Students like Olivia, who do not have certain privileges like computers, are put into everyday obstacles they have to overcome. She mentioned in the video that she lives in an impoverished neighborhood and mentions that her mom wants to leave but because of their situation, they cannot move. It is my role as a teacher to help students like Olivia overcome these obstacles. She says she has an off day without listening to music on a daily basis. Some students like Olivia use technology as not only a motivation but also an escape from their reality. I would like to teach in an urban setting, where students from different backgrounds are put into one high school, some privileged, others not. I want to guide my students and provide them with the best education I can. Sometimes, students learn and become more motivated with technology around. They like to get creative and in order for that to happen, technology has to be included in their lives. Technology is incredibly resourceful and helps students overcome their obstacles. It is imperative to incorporate technology into the curriculum, especially with students like Olivia. It helps students take control of whatever it is they are doing. Whether it’s a school project or a personal project, they have to sit and figure out what recourses they have and how they can possibly create an end result. Technology helps students like Olivia become proactive.

Three forms of technology that helped shape who I am today are computers, phones and the television. I used these technologies not only for entertainment purposes but also educational. When I was younger, I would use computers for school projects and papers. Nowadays, because of the internet, I can do almost anything on the computer. I receive all my news from the internet, whether it’s actually on my laptop or the Huffington Post app on my iPhone. One student in the “Learning to Change, Changing to Learn” video said that technology is “an extension of being who you are.” I can agree with this statement because we seek and gain knowledge from the internet, we communicate with our peers through the internet and we are able to upload anything from pictures, videos to blogging about our lives through the use of the internet. Furthermore, everything is portable now. I use my iPhone for almost everything; calendar, note taking, social networking to communicate with my friends around the world. Everything has become easier and convenient because of technology. For example, anything I need help with I can easily access the internet and find a step by step solution to it. A student mentioned how she was learning Chinese on the internet, another example of how technology is not only convenient but constantly and quickly evolving. The fact that we are now able to learn another language on the internet is fascinating. However, I do not agree with one student who said she does not like acronyms because she is not a robot. Acronyms are not only used when texting but also in real life. For example, in education, there is a law called the No Child Left Behind Act and is commonly known as the acronym NCLB. So I do not think we are transforming ourselves to function like technology. Aside from that, another statement I agree with is when a student said that technology is all about experimenting; trial and error. We are able to begin a task or project with the use of technology, play around with it and experiment to see what we are comfortable with or what works for us to create an end result. Furthermore, we are able to delete almost anything, whereas in life, what’s done is done and we have to move on. With the use of technology, we are able to fix our mistakes and perfect our tasks. Lastly, technology is for all ages. Anyone can be creative, from children to adults. Also, in regards to using technology for educational purposes, anyone can turn on a technological device and either watch a show about learning new words and sounds or read about what is going on around the world. Whether it’s for language learning, obtaining information, reading the news, expanding your knowledge or just being creative on a personal project, technology is a bare necessity in our lives.