8TH WEEK REFLECTION / SECOND HALF

In the 21st century classroom rapidly evolving technology and education are inseparable. Most educators cannot imagine using a typewriter after having used a PC. However, when it comes to more advanced applications of new technology, teacher knowledge often falls below student knowledge.

Lamentably, teachers do not take advantage of or are simply not aware of the many uses of technology in the classroom.  Instead of integrating technology into a lesson, teachers often rely on outdated methodologies.

We’re here to help.  

Reflection of teaching with technology

There is a very interesting infographic making the rounds on how many college and university faculty are using social media personally and professionally.
Personally, I find it a bit hard to believe that the numbers are that high.  And, unfortunately, the source of the data, while indicated, cannot be inspected!
I think it depends on how one defines social media.  Is using material (text or graphics) from Wikipedia considers using social media?  Is signing up for a Facebook or Twitter account, but never really using it, considered having used social media?  
If yes, then OK, I can see the high numbers.  But I know so many people who have signed up for social media sites, but never use them.  Although, I do admit that they may use their accounts some day

Teaching with online tools

4Teachers.org works to help you integrate technology into your classroom by offering online tools and resources. This site helps teachers locate and create ready-to-use Web lessons, quizzes, rubrics and classroom calendars. There are also tools for student use. Discover valuable professional development resources addressing issues such as equity, ELL, technology planning, and at-risk or special-needs students.

The importance of computer application’s class and what features will you use

Many work places use Microsoft word daily to get reports done or to create poster adverting their sale and events. With this in mind if you decide to head out in the work place after high school it would be beneficial to take a computer applications course.  If you plan to head to college or trade school then these course may be even more valuable for someone to take.

For someone like me who plans to work in the computer science field then this course is an importance step toward reaching my goal. The amount of essays and papers that you will have to type and write will me humongous. Knowing how to properly use Microsoft word or PowerPoint will make the process a lot easier.

There are many strict processes that teacher and bosses in the work field use to evaluate your skill level and your work ethic.

Even if you plan to head into a field of work or study that does not have you using computers very frequently. It’s still best to have these skills so that you have something to fall back on in case of emergencies. There are too many computer related courses that are being offered and not taken. There are reasons why people that work in or with computers get paid the big bucks.

With all I have said on this subject I hope that you will take my advice to heart. There are too many unskilled workers and students that struggle to meet deadlines. With this essay I hope that it has convinced you to look at learn more on computers

Read more: http://www.bukisa.com/articles/228237_the-importance-of-computer-applications-class-and-what-features-will-you-use-on-the-job#ixzz1N6ufacjM

7TH WEEK REFLECTION

As I have mention in the past few weeks, I do not have access to the lab more than twice a week. By having this limited access to technology, I had opted to use my personal laptop and projector to use in my class.
I know that using computer in a class session can make the students more engage in the task that is being asked. I have used different colorful and interactive PowerPoint presentations, which I think have benefited my students in their learning. I have seen them to be more motivated for learn than using the text-book only.

Once a week, I ask them which movie the y would like to watch, and I buy it. The movies in Ecuador are very cheap, so I can afford buying them. I also use the projector to play some videos from youtube and I provide my students with the lyrics which have black spaces where they can fill in. It is very rewarding to see how motivated they feel when we do these interactive activities in class.

In addition to this, I google search for videos with native speakers conversations, and I ask them what the conversation was about, and how they will react if they were in that situation. I think that technology has done a lot for teachers and students because it is a very important tool which helps us to have better outcomes.

If you have any comments or suggestions please let me know,

Santiago.

Autonomy and Foreign Language Learning.

Dimitrios Thanasoulas in his article suggest that students have the ability to take an active role in the learning process. I consider that there are many aspects that could influence student's greater autonomy. Students are encouraged to be more self-motivated to find ways for improving their skills in a new language.
There are several methods that I use to help my students acquire the language in a most autonomous ways. For example, I usually challenge them to only use English in class, and I challenge them to listen to English music and watch some movies in English because it can help them to improve their skills. By doing this, I help them to increase their self-confidence when speaking in another language. It helps them to feel free to speak in another language without feeling shy. I try giving awards to the student who do not use Spanish during the class session, so students are encouraged to speak English only. I do also use technology as an aid for helping students be more autonomous because they can log in the computer and use my blog if they want to rehearse listening. I always try to use WebPages that have vocabulary with audio, so students can hear the pronunciation and repeat after they hear the word.
I also use weekly diaries where students are asked to write anything they did during the weekend. I ask them not to worry about grammar punctuation and mistakes, so they can feel free to write whatever they want. I usually recommend my students to self-monitor when they practice for their speeches, so they can have an idea of where to improve the presentation. By using technology and non-technology, I help students become more autonomous. I have seen a greater engagement, greater conceptual learning and higher academic achievement.

One computer options

As I have mention in the past few weeks, I do not have access to the lab more than twice a week. By having this limited access to technology, I had opted to use my personal laptop and projector to use in my class.

I know that using computer in a class session can make the students more engage in the task that is being asked. I have used different colorful and interactive PowerPoint presentations, which I think have benefited my students in their learning. I have seen them to be more motivated for learn than using the text-book only.
Once a week, I ask them which movie the y would like to watch, and I buy it. The movies in Ecuador are very cheap, so I can afford buying them. I also use the projector to play some videos from youtube and I provide my students with the lyrics which have black spaces where they can fill in. It is very rewarding to see how motivated they feel when we do these interactive activities in class.

In addition to this, I google search for videos with native speakers conversations, and I ask them what the conversation was about, and how they will react if they were in that situation. I think that technology has done a lot for teachers and students because it is a very important tool which helps us to have better outcomes.

If you have any comments or suggestions please let me know

The Importance of PowerPoint

In the event you are a professor, the importance of PowerPoint skills cannot be stressed enough. You need to know how to present effectively in order to keep the attention of the class. Using monotonous presentations will bore the class and affect their attention levels. Presentations need to be stimulating and interesting as students learn maximum though a combination of visual and auditory mode. Only then will students respond and retain information you wish to impart.

6th WEEK REFLECTION SECOND PART

Hello everybody,

I went through the process of creating my power-point. I chose the topic of " the food pyramid". I really wanted to use this opportunity to create a power-point on this topic because it is very informative and students can get a lot from this presentation. I tried to implement a lot of visuals because that can help the student to be more engaged in the process of learning. I added a video, but I didn't add it directly to my power-point because it was too heavy. However, I added the URL to open it. I also added some worksheets that could help me evaluate my students.

Overall, it was fun to do this presentation.

I'm open to hear your comments.

6th WEEK REFLECTION AND PROJECT

After reading the assigned articles for this week, I could conclude that technology is very important and useful when teaching large classes. Based on the information from the reading, I could see how important it is to keep students engaged in lecture. I think this is one of the most difficult tasks for teachers because the student sometimes comes to class sleepy and without enthusiasm.

I agree with the fact that by using technology and having a group work could help the students from large classes learn a lot more than just lecturing. I liked the idea of using multiple choice questions after each class assignment to test the student knowledge after being exposed to the material covered in class.
As I mention last week, I will implement a blog in my class designed specifically for my students needs. I will be adding youtube videos along with multiple choice questions which will help me asses how the student Is doing in the class. Last week, I mention a little bit about my project, but I would like to take this time to expand on that. One important addition to the solution of my student's problems using technology will be by using my blog , adding videos, and diving students in groups. Students will be divided in groups of four.
First, students will have access to a video which is related to the assigned topic. The video will be posted in the blog. Second, students in each group will have to comment on a discussion board. Each discussion board will be open only for the members of the same group, so students from the other group will not have access to the other student's comments. Third, students will be given different links to search for information on the topic. An example of the links will be:

Webmaster's dictionary.
Encarta online.
Google.com
http://www.ericdigests.org/
Fourth, after collecting all the information, students will have to create a power point presentation using images and some supporting sentences to describe the designed project. Each group will be asked to talk for about 5 minutes. The presentations will consist of : introduction, supporting information and a conclusion. Students will be evaluated using a rubric which will be posted in the blog with the aspects I will be expecting from them, so they can work on that and improve their presentations. They will be also evaluated on the comments they post in the discussion board, and finally I will also ask my students to do peer evaluation to see if all the members of the group worked and contributed equally.

By doing this project I will be accomplished a lot of aspects that are suggested in the readings such as cooperative and active learning, team work, using the internet to promote learning, and classroom communication system.

I am open to hear any comments because they will help me to improve my project.

Santiago

Strategies for Engaging Students

Val Farmer-Dougan and Kathleen McKinney
Illinois State University

NOTE: When and how you use any of these depends, in large part, on the learning objectives of the course as well as student and faculty characteristics!

Make Content and Assignments Relevant to Students’ Lives

1. bring in and have students bring in articles from the mass media publications
2. relate class work to college life
3. relate class work to students’ future goals and careers
4. use case studies or problem-based learning with topics of interest to students
5. involve students in research on topics relevant to them
6. help students find applications for theoretical concepts

Provide Students With Choice and a Sense of Control

1. give students options and choices in planning the course, in assignments, in ways to demonstrate their learning, and in how they are evaluated
2. allow students to pursue their own questions and interests whenever possible (in discussion, on projects, for paper topics...)
3. have part of the course be via individual learning contracts
4. use student-run review sessions
5. have students draft exam questions (edit and use some of the best ones)
6. be clear about your expectations and objectives (students need to know why they are being asked to do something)
7. stop and talk to students about what is going right/wrong (use classroom assessment techniques)

Keep Grading/evaluation Fair

1. provide frequent, prompt, meaningful feedback
2. avoid competitive grading
3. learning objectives, required tasks, and evaluation should all “match”
4. use several and diverse forms of grading activities
5. have students help define “A”, “B”, “C”, “D”, and “F” work (they may be tougher than you)

Use Peers

1. use peers to offer support and feedback
2. value and give credit to students’ contributions
3. use formal and informal group work when appropriate
4. help students form study groups and to use them well
5. divide the material among students or groups of students. Require each group to teach their peers the material they have studied
6. help students resolve conflict, but don’t settle it for them

Involve Students’ Affective Responses

1. select topics and reading that are relevant to students
2. use controversial topics
3. have students engage in structured, intellectual debates
4. have students argue the opposite of what they think/believe
5. role model appropriate affective responses

Use Writing

1. use short, in-class reaction papers
2. have student produce a newsletter about course content
3. assign out-of-class speakers or events; have student write a critical summary
4. have students write views and opinions opposite of their own

Use High Tech

1. use multimedia (broadly defined!) - text, audio, video, overheads, computers, discussion, group work, lecture, poetry, art, touch...to present and learn material
2. make use of technology as another mode of learning and for asynchronous learning
3. use technology to “talk to” students outside of class (email, WebBoard discussions, etc.)

Use Discussion

1. require each student to bring in a “good” discussion question covering the material of the day or some other form of the “ticket in”
2. require each student to take a turn as class discussion leader (must “train” them)
3. have students answer the following two questions while reading and bring those answers to class: What was the most difficult part/concept/idea in the reading? What did you like the best/most exciting idea?
4. use small group discussion assignments (sum a reading, respond to question on a reading, compare two readings, draw a group concept map) have a group scribe or reporter from each group share with whole class

Encourage Student Self-Reflection on Learning

1. have students keep learning journals
2. ask about barriers and supports for learning in one-minute type papers or midterm evaluations
3. take a class period to discuss strategies for learning in the course
4. take time to talk with students about their progress in individual conferences

Other Instructor Behaviors

1. know and respect each student as an individual
2. learn students’ names
3. don’t use intimidation or belittlement
4. demonstrate your passion for the subject matter
5. challenge your students but offer appropriate supports
6. get personal: give examples from your own life
7. use eye contact and move around the classroom to include all students in your interpersonal space

. The importance of Rubrics

This week's readings were very interesting and important for the understanding of assessment through the class period. I particularly liked the alternative assessment because through some activities, students can show their strengths rather than their weaknesses when using the language. This method is enforcing the learner rather than discouraging him/her, so it improves the motivation when doing a task. A very interesting point that was taken into consideration was that the student can improve their learning through self evaluation. By doing this, students not only can show their linguistic abilities, but they can also show their learning process. Another important aspect that seems to be very effective is the fact that leaning occurs not by looking at how many right answers you got, but by how well you can communicate the message. Probably, the biggest advantage when using this method would be that the student actively participates in the activity; which indeed helps to develop their skills.
I have used check list in my classes for keeping track of the observed performance of the student, and this gives me a better idea if the student is meeting the required task. For example, for one my class activities, I asked my students to do a group project where they had to do some drafts before submitting and actually presenting the work to the class. I used checklist as a way of keeping track that they have submitted all of the required materials that were asked fro the class and if not, I deducted point from the project.
For my writing class, I always use rubrics because it gives the student a clear and brief explanation of what is expected for the paper. I always design these rubrics by diving it into 4 parts: the introductory section, the body, the conclusion and finally the strengths of their paper. By using this kind of assessment, students have clear understanding of what Is going to be assessed when turning in their papers
Finally I would like to say that incorporating alternative assessment into the classrooms activities can become one of the most powerful tools for teachers to implement in their assessment program,.

On the other hand, Web Quests is a powerful website where students can get information, explore and also evaluate. The information gotten is all from the web. I personally think that it is one of the best ways of learning and teaching because there are some advantages. It can be done in one class period and it also involves work from all the students which increases their motivation level.

Considerations in Change Management Related to Technology

OBJECTIVE: The authors describe the complexity of social processes for implementing technological change. Once a new technology is available, information about its availability and benefits must be made available to the community of users, with opportunities to try the innovations and find them worthwhile, despite organizational resistances.


 METHOD: The authors reviewed the literature from psychiatry, psychology, sociology, business, and technology to distill common denominators for success and failure related to implementing technology.


RESULTS: Beneficial technological innovations that are simple to use and obviously save everyone time and effort are easy to inaugurate. However, innovations that primarily serve management rather than subordinates or front-line utilizers may fail, despite considerable institutional effort. This article reviews and outlines several of the more prominent theoretical models governing successful institutional change.


 CONCLUSIONS: Successful implementation of difficult technological changes requires visionary leadership that has carefully considered the benefits, consulted with influence leaders at all organizational levels to spot unintended consequences and sources of resistance, and developed a detailed plan and continuous quality assurance process to foster implementation over time.

Assessment, rubrics and PBL

This week's readings were very interesting and important for the understanding of assessment through the class period. I particularly liked the alternative assessment because through some activities, students can show their strengths rather than their weaknesses when using the language. This method is enforcing the learner rather than discouraging him/her, so it improves the motivation when doing a task. A very interesting point that was taken into consideration was that the student can improve their learning through self evaluation. By doing this, students not only can show their linguistic abilities, but they can also show their learning process. Another important aspect that seems to be very effective is the fact that leaning occurs not by looking at how many right answers you got, but by how well you can communicate the message. Probably, the biggest advantage when using this method would be that the student actively participates in the activity; which indeed helps to develop their skills.
I have used check list in my classes for keeping track of the observed performance of the student, and this gives me a better idea if the student is meeting the required task. For example, for one my class activities, I asked my students to do a group project where they had to do some drafts before submitting and actually presenting the work to the class. I used checklist as a way of keeping track that they have submitted all of the required materials that were asked fro the class and if not, I deducted point from the project.
For my writing class, I always use rubrics because it gives the student a clear and brief explanation of what is expected for the paper. I always design these rubrics by diving it into 4 parts: the introductory section, the body, the conclusion and finally the strengths of their paper. By using this kind of assessment, students have clear understanding of what Is going to be assessed when turning in their papers
Finally I would like to say that incorporating alternative assessment into the classrooms activities can become one of the most powerful tools for teachers to implement in their assessment program,.

On the other hand, Web Quests is a powerful website where students can get information, explore and also evaluate. The information gotten is all from the web. I personally think that it is one of the best ways of learning and teaching because there are some advantages. It can be done in one class period and it also involves work from all the students which increases their motivation level.

PRESENTATION TOPICS

THIRD SC PHYSICS
1	AMPUDIA MONTUFAR CRISTHIAN FERNANDO	PREPOSITIONS OF TIME
2	AÑASCO MUÑOZ ERIKA MARIA	PREPOSITIONS OF TIME
3	AZUERO TORRES EUGENIA CELENE	FREQUENCY ADVERBS
4	CORDOVA BASSANTES DIEGO LEONARDO	FREQUENCY ADVERBS
5	CORDOVA HEREDIA PABLO DAVID	PRESENT SIMPLE AND PRESENT CONTINUOUS
6	ERAZO COBOS EDISON FERNANDO	PRESENT SIMPLE AND PRESENT CONTINUOUS
7	GARCIA ENRIQUEZ ANDREA LUCIA	STATE VERBS
8	GARCIA SOLIS FREDDY ISAAC	STATE VERBS
9	GARZON VILLACIS DAYANARA BELEN	A FEW, A LITTLE, MANY, MUCH, A LOT OF , LOTS OF
10	GONZALEZ SALGUERO NICOLE BELEN	A FEW, A LITTLE, MANY, MUCH, A LOT OF , LOTS OF
11	HERRERA RODRIGUEZ ANDRES DAVID	PREPOSITIONS OF PLACE
12	JACOME LOPEZ HUGO XAVIER	PREPOSITIONS OF PLACE
13	JARA FIGUEROA LUIS FERNANDO	QUESTION FORMS
14	LAVERDE CUEVA JOSUE ESTEBAN	QUESTION FORMS
15	MORA GARZON CAROLINA ALEXANDRA	PAST SIMPLE AND PAST CONTINUOUS
16	NOBOA ENDARA JORGE DIMITRI	PAST SIMPLE AND PAST CONTINUOUS
17	OREJUELA CHANGO CRISTINA ELIZABETH	USED TO
19	ORTEGON BRAGANZA SAMANTHA RAQUEL	USED TO
20	ORTIZ GAVELA  ELIANA SOLANGE	VERBS FOLLOWED BY TO OR -ING
21	PONCE MORALES JOSETH RAQUEL	VERBS FOLLOWED BY TO OR -ING
22	POZO GAETE MISHEL ANDREA	COMPARATIVE ADJECTIVES
23	RODRIGUEZ GABELA HENRY ALEJANDRO	COMPARATIVE ADJECTIVES
24	VERGARA ESTRADA KATERINNE MICAELA	SUPERLATIVE ADJECTIVES
THIRD SC CHEMESTRY
1	ALVAREZ VELÁSQUEZ DIEGO GABRIEL	A BIT, A LITTLE, MUCH, FAR, A LOT
2	BONILLA ERAZO EMILIO ANDRES	A BIT, A LITTLE, MUCH, FAR, A LOT
3	BRITO CARDENAS NICOLE ALEJANDRA	NOT AS… AS
4	CASCANTE VILLEGAS JENNIFER ABIGAIL	BIG AND ENORMOUS (GRADABLE AND NON-GRADABLE ADJECTIVES)
5	CHACON GALVEZ CESAR SANTIAGO	CAN, COULD, MIGHT, MAY (ABLILITY AND POSSIBILITY)
6	DIAZ CORONEL DAVID ALEJANDRO	CAN, COULD, MIGHT, MAY (ABLILITY AND POSSIBILITY)
7	ENDARA GUFFANTTE CARLOS XAVIER	SHOULD, SHOULDN´T, OUGHT TO, MUST, MUST NOT, HAVE TO, DON´T HAVE TO (OBLIGATION AND PROHIBITION)
8	ENDARA MARCILLO JOSUE VINICIO	SHOULD, SHOULDN´T, OUGHT TO, MUST, MUST NOT, HAVE TO, DON´T HAVE TO (OBLIGATION AND PROHIBITION)
9	FELIX PAZMIÑO SIDNEY MICHELLE	PRESENT PERFECT
10	HIDALGO CARREÑO SOHAM OMAR	PRESENT PERFECT
11	KUBLIK ORTIZ GUNTHER CESAR	REPORTED SPEECH
12	LARCO HERRERA MATEO	YET, ALREADY, JUST
13	LOPEZ ZAMBRANO DANIELA ALEJANDRA	SINCE AND FOR
14	MONTENEGRO AIZAGA MARIA BELEN	SINCE AND FOR
15	MOYA CUEVA WILLIAM DAVID	FUTURE WILL, GOING TO, PRESENT CONTINUOUS
16	PEÑA TRAVECEDO VALENTINA DEL CARMEN	FUTURE WILL, GOING TO, PRESENT CONTINUOUS
17	VILLACIS JUNCO CARLA ANDREA	ZERO CONDITIONAL
18	VIZUETE VILLENA LESLY DAYANA	ZERO CONDITIONAL
THIRD SSCC
1	ALMEIDA ASTUDILLO DAYANA LIZETH	FIRST CONTIDIONAL
2	ARIZAGA BARTHELOTTI NATALIA ALEJANDRA	FIRST CONTIDIONAL
3	DIAZ GOMEZ ANA BELEN	SECOND CONDITIONAL
4	ENRIQUEZ CAMPAÑA KAREN VALERIA	SECOND CONDITIONAL
5	MARTINEZ TRUJILLO DANNYANA ANTONELLA	THIRD CONDITIONAL
6	MERINO FIALLOS JULIO IGNACIO	THIRD CONDITIONAL
7	MOLINA SANCHEZ VALERIA ELIZABETH	WHEN, IF, UNLESS,
8	ROMERO GARCIA MARY CRUZ	WHEN, IF, UNLESS,
9	SALAZAR RUALES MILTON ANDRES	HAVE SOMETHING DONE
10	SANCHEZ BEDON GABRIELA ALEJANDRA	HAVE SOMETHING DONE
11	SUAREZ ARMAS JAVIER SEBASTIAN	SO DO I, NOR/ NEITHER DO I
EACH GROUP WILL BE PRESENTING THE GIVEN TOPICS AND WILL HAVE THE MAXIMUM OF 15 MIN
GOOD LUCK