Task 3 Reflection

1.   Share the web address url of your groups ScreenR presentation.

PBL "Life Beyond Earth" ScreenR

2.   Reflect on your contributions and how you contributed to making your group a success?

    As I reflect on my contributions to the group, I believe my responsibilities and expectations were fulfilled as an individual member.  We had a group rotation for the weekly current events and it went from Natalie, Vanessa(me), Aaron, Jasmin, and Shyann of whose turn it was to be facilitator for the week.  I believe that whenever it was my turn, I had taken the full responsibility to be facilitator and ended the week by reading through all the other current events to choose one upon completing the current event blog. Every week I had posted up a current event relating to the topic and it was beneficial because I learned about many different types of ed technology tools. I also did my best to ask questions to my group members if I had any concerns with a certain topic or to get feedback on how the outcome of a certain assignment turned out. 
     Other ways I have contributed to my group were by completing the Tasks with the role I was assigned within the week of our PBL assignment on Google Docs.  For that assignment I actually answered one question about the definition of Problem-Based Learning and summarized our group opinion toward Authentic Assessments.  I also suggested what technology-based tools the students for our scenario could use to gather up their presentation.  When our group, the Greenfoots, assigned face-to-face meetings I did my best to attend to make sure I am updated with and contribute information to the group project.  Most times we met at Starbucks but I was willing to open up my house, as a place, for one group face-to-face meeting and it was quite productive.  For all our meetings we were able to work through our assignments more effectively and we also had the chance to build that intimate friendship within each other.  
    The Greenfoots were an interesting group of people to work with, and it made the time worthwhile to learn more about ed technology tools.  We worked well with one another and collaborated through the tasks via email, texting, and forums.  Towards the ending of the course, I observed that some of us were starting to become overwhelmed with all the past work, so I did all I could to full-fill any final tasks there were on behalf of the group, such as doing the recording of our final ScreenR presentation.  In the ScreenR I made sure that I stated the names of my group members as well to show that everyone in the group had a part in contributing to the scenario for our PBL.   

Task 3-6 Reflection

1. Why is it important to use teams in PBL?

       It is very important to use teams in PBL (Problem Based Learning) because the steps to this type of learning may require more than individual thinking and concluding.  It may require collaboration with a group to work through all the critical tasks and questions that would have to be researched and answered on.  Problem Based Learning seems to be leaning towards project based assignments where the work load might be too much for only one person to complete, therefore working in groups would make the process more simple and less complex.  This type of learning may geared up towards hands-on activities that would require group collaboration in order to work experiments and gain results. 

2. What are some of the problems you see in student teams?

          Some problems I see in student teams are schedule time contradictory.  Not every person in the group would have the same time available to meet with other people in the group.  Another problem would be lack of commitment where it may seem that only one person is doing all of the work and a few others only contribute seldomnly, therefore not giving enough time to complete assignments. A third problem could be conflict of getting along or working harmoniously.  Arguements could arise between members retaining anything from not contributing enough to the team to what personal beliefs one person may have different from another person. 

  3. What strategies can you use to manage conflict in student teams?

          Some strategies that can be used to manage conflict in student teams is to first set up a meeting as a group via Skype, chatting, or in person, to state any concerns or issues that needs to be addressed all at once.  The group could talk things out through this meeting and eventually come to a terms of agreement.  Each person must be accommodating each others' beliefs in the group.  A second approach would be for that one person who has an issue to state it to the professor or teacher and ask for advice.  Maybe an email conversation or a face-to-face meeting could occur between the two people who have the issue, along with the professor/ teacher as a witness. 

4. Did the group have any questions or problems this week?

       This week "The Greenfoots" worked everything out.  There was rarely any questions or problems.  We cooperated really well because we communicated by texting and emailing.  I personally answered whatever concerns my group mates had and contributed by posting my opinion to the weeks' forum.  I think pretty much everyone in the group knew what they were accounted or responsible for.  

Task 3-5 Reflection

1.       What ideas have you contributed to your team this week?

This week I contributed by doing the overview of our scenario.  I summarized what our challenge or problem is for our lesson.  I shared the main reason for this project for our students. I have also shared the aspects of our model criteria in our rubric.

2.       What role did you play on your team this week?

This week I played as summarizer by pinpointing the overview of our scenario.  I was able to also rally up the group and open up my house for the group to do a face-to-face meeting. 

3.       How did you encourage and support your team members this week?

I encouraged my team members by saying they were all doing a great job so far.  I also accepted and was opened to any ideas that everyone else in the group had.

4.       Did the group have any questions or problems this week?

Some concerns we had were trying to open up the assessment document of the template and typing into it to complete that part of the task.  We were actually a little confused of what was expected out of this assignment.  However we worked our way around it and was able to come up with productive answers and completed parts to the task. 

Task 3-4 Reflection

1.       What ideas have you contributed to your team this week?

This week I added information to the meaning of authentic assessment and how it is useful for our lesson scenario.  I have contributed by sharing the difference between authentic assessment and traditional assessments.  I had done all the final editions of the written portion while Jasmin had done the ScreenR video.  Natalie, Shyann, and Aaron had also submitted written examples of authentic assessments. 

2.       What role did you play on your team this week?

This week I played as the facilitator and assigned roles to my group mates.  Jasmin also assisted in assigning roles.  I had summarized our group opinion and meaning of authentic assessments.  I had made sure the section of the task looked organized and edited.

3.       How did you encourage and support your team members this week?

I encouraged my team members by reminding them to do their parts of the assignment.  I also supported them by agreeing to their examples and telling them they have been doing a good job.

4.       Did the group have any questions or problems this week?

This week our main concern was trying to meet up face-to-face, but most of us were able to make it this time, except for one group member.  This weeks’ assignment task was pretty thorough. 

Task 3-3 Reflection Guiding Thoughts

1.       What ideas have you contributed to your team this week?

This weeks’ task leader was Jasmin, while Natalie, Aaron, Shyann and I had to answer questions to our parts of the assignment.  Aaron suggested ways in which would start the engagement to lesson and approach our SLO.  Natalie and Shyann concluded with more complex questions that students would have to keep in mind as they work through the science project.  They came up with engaging questions that would open the minds of these students and make them think outside of the box.  Finally I had suggested some technological based software that students could use to present their projects and what they figured out new information on the solar system.

2.       What role did you play on your team this week?

I contributed by communicating with Jasmin and sharing with her my answers to what mediums of technology students could use to present their projects.  I researched online some new types of technology software in which I have never heard of before but really caught my attention.  I felt those results I found in software were just right for our SLO. 

3.       How did you encourage and support your team members this week?

I encouraged my team members by responding on the forums and questions they needed answers for.  I did my best to suggest what I thought were useful technology software the students could use to present their science projects.  

4.       Did the group have any questions or problems this week

During the week the only issue I think we had was evenly dividing the tasks making sure everyone had a part of contribute. 

Task 3-2 Reflection SLO

"Task_3-2 Reflection"

1.       What roles did the members of your team have this week?

This week I believe the task leader was kind of a floating role.  Jasmin had suggested that our subject topic be science for upper elementary students and she basically started off the group by listing several SLOs she found that students could do for a science project.  Natalie played as a leader mentor of receiving the feedback of us other group members and updating our News letter.  Then we all posted on the weeks’ forum of other SLOs in science we thought students could be assessed by. I suggested that the best SLO would be for the students to create models that compare and contrast the sustainability of life on earth and other planets.

2.       Given your role in the group this week, how did you contribute to group?

I played as a mediator of the group by suggesting SLOs and then agreeing with the group upon a chosen SLO.  I was there for support of whatever decision we made as a whole group for an SLO and willingness to continue research on the rest of our lesson.

3.       What worked well this week?

This week what worked well was the fact that we were all still able to get in touch with each other and communicate our ideas.  We were able to get the assignment finish and submitted on time.  Our document became very informative and we worked well in putting the information together.  Everyone had contributed in some sort of way. 

4.       What will you do differently next time?

Next time I would be more aware of scheduled meetings and make sure I respond to my group mates a lot faster.  I would also make sure I do contact anyone in the group if I am struggling with my task and seek for additional help.  

Week 13 Current Event "Group Communication"

       It has been an interesting semester, meeting and working with people, through an online Education Technology course.  We learned new various ways of approaching technology and our group, "The Greenfoots", handled our group discussions effectively. Based upon the feedback of this weeks' current event, our group came up with several similar opinions on which forms of communication we connected the best on.  We all agreed that emailing, texting, and looking at the forums weekly were our fastest forms of communication and most convenient ways to update each other with information.  We also felt that face-to-face meetings were the most effective because that way we were able to meet each other in person and discuss through the tasks we had to complete as a group assignment.  Natalie made a good point however that whenever there are major group projects due, the group must always set up a game plan in which all the tasks are assigned, and each member of the group would be fulfilling a role towards completing the assignment.  The downfall of group meetings however, mentioned by Shyann, that everyone schedules might not work out with each others', and some people might be too busy to make it to meetings at times.  Aaron and Jasmin both agreed that emailing was the best form of communication and I also agree, because it is the fastest means of connection and probably the easiest way to get a hold with each other.  
        All in all everyone did a great job contributing and we worked together really well.  We thoroughly discussed current events and when it was time to do their role of the week, the assignment was completed.  Everyone was responsible for their duties and I personally liked how we stayed with the rotation schedule for the weekly current events.  I appreciate that however some of us may have had different learning styles, we still had the capability to communicate and understand the concerns each of us had toward working through any assignment.  This education technology course will definite benefit us in the long run, when we finally become teachers and would then need to incorporate technology, as a means of communication in the classroom.

(picture by Natalie)

Task 3-1 Reflection

1.       What roles did the members of your team have this week?

Natalie was our task leader for assignment 1 this week. She did a very good job on starting us off with the newsletter template and emailing it to all of us in time.  In addition Natalie and I had answered the question on how to address to parents that Problem-Based Learning was beneficial to their children.  Then Jasmin and Aaron contributed to answering the second question which was to identify the possible concerns students might have about Problem-Based Learning.

2.       Given your role in the group this week, how did you contribute to group?

For my role I contributed by answering the first question, which was to inform parents the benefits of Problem-Based Learning for their students.  I got most of my information from this site: http://ed.fnal.gov/trc_new/tutorial/pbl.html and found it very useful.  I typed up a paragraph of the information that I researched.  I chose this question to answer because I really wanted to learn what Problem-Based Learning was and why it is important to know.

3.       What worked well this week?

On this weeks’ assignment task I believe what worked well was that the tasks were evenly divided and there was a lot of input we came up with.  The communication was open, student friendly, and professional.  The newsletter turned out organized and informative.  We also completed the assignment on time.

4.       What will you do differently next time?

Next time I would want to explain more in depth of the information I research besides just restating it my own words on the document.  I would also ask questions if I was confused with any ideas or topics.  I would also check my email or forums more frequently that way I can keep updated with my group members with questions or information they want to share. All in all the Greenfoots is doing a great job being a team! Yes Teamwork!! :)

Task 2 Debrief Web 2.0 Tool

Edmondo.com

Having completed this review of a web 2.0 tool would you use this tool in your classroom?

I would definitely use this tool in my classroom because it could be quite a convenient way to keep communication open with parents, students, and fellow co-workers.  Besides having the typical facebook or twitter, Edmondo is a great substitution where school-environment connections can be kept professional and more focused on school-related concerns. 

Prior to this activity, how did you typically select website or tools to use?

Before this activity I had no sense on how to organize resources and make connections on a professional level.  I usually would just bookmark whatever webpage I thought would be useful in the future and have it stored into my internet files, which somewhat overloaded my computer.  I think having all this knowledge of different internet tools and education resources would help me a lot in my future classroom.

Do you have any ideas, comments or feedback on improving the web 2.0 tool selection process?

The way how I selected this web 2.0 Tool was just by testing it out and making an example out of it.  My first choice was Globalscholar.com, but when I came to Edmondo.com I found it more user-friendly and easier to work with. 

Task 1 Deliverable

Prior to this activity did you use any of these software tools?  If so which ones.

I had not used any of these software tools before.  I find it very effective to have knowledge to use these tools now because it helps me to organize resources that are useful and important to my life. 

Do you plan to continue managing the news resources that you have gathered in your personal learning network?

Yes I do plan on to continue managing news resources through these tools.  Before learning about these tools I had no way to keep track of different resources that I found important.  All I was doing was keeping them on the Bookmark tool on the side of my tab bars.  Having knowledge of these tools is a way that I can keep information stored somewhere else aside from hoarding all that information in my computer. 

Do you think that a refined personal learning network would be valuable to a new teacher?

Yes I believe that a refined personal learning network is valuable to a new teacher because it is like having a backbone to all these different educational resources.  A personal learning network opens doors to important current events that are relatable to the teacher-classroom environment.  It is also a great way for the new teacher to keep new information organized and filed based upon what improvements the teacher could make to the classroom.

Share the web address url of your ScreenR presentation.

Diigo Tool

Week 8 Current Event "Edmodo Web 2.0 Tool"

Hey everyone! 
For the Greenfoots, Edmodo.com is the website, Web 2.0 Tool that was selected.  This website seemed like the best choice because the tool is user friendly and convenient.  The tool can be retrieved from various technology devices, such as an Ipad, Iphone, or a computer.  It is pretty much a site tool for teachers and students to communicate academic situations.  The teacher sets up a homepage of the classroom and can add students, who use the tool with parental supervision, to check student grades, awards, concerns, and notices. Students can be able to converse with other students as well, with the supervision of parents and teachers.  The website also has different apps for different learning styles for students.  It is a very interesting Web 2.0 Tool to use for teachers. 

http://www.edmodo.com/?language=en&auto_selected_lang=true&logout=true

Week 3 Current Event "Technology for Different Learning Styles"

For Group 2 "The Greenfoots"

http://www.eschoolnews.com/2009/02/02/technology-empowers-differentiated-instruction/

     Here is an article about technology being used based upon the knowledge level of the students in the classroom.  According to the article this type of learning would be called "differentiated instruction".  Teachers have agreed that this learning environment is more engaging for the students, sparks their curiosity, and encourages them to become more actively involved with their own learning. Technology in differentiated instruction requires the teachers to first pre-assess their students through surveys, interviews, etc. and that leaves the students the freedom to choose their type of learning.  It had proven that differentiate instruction that offers multiple paths of learning satisfy the students' readiness level, interests, and learning profiles.
     One method the article suggested about choosing learning styles was through the tic-tac-toe board which consist of activities the students can choose from. As a result that gives the teacher options of teaching strategies upon the students' interests.  One example would be for the students to 'I-Search' to learn about earth explorers. Another technology tool would be WebQuests in which the students can work in groups to solve one single math problems posting up possible answers. The students then also learn about different subject areas. This article is a very good resource for teachers who definitely want to use technology for different learning styles.

Week 1

Hi everyone my name is Vanessa Goze.                                   

Favorite Technology

My favorite technology gadget that I have used so far is the Macbook Pro.  I really like this piece of technology because first of all I liked the size of it.  It was very easy to carry around and so light to take when I travel from home to school and back.  The Macbook Pro also had great speakers and the picture when playing videos on youtube came out very clear.  I also liked how the keyboard letters light up when the environment was dark around you.  That made it way easier to type when it was dark.  The speed of the Macbook was also very decent, there was never any problem where the system slowed down, was buffering, or was freezing a lot.  The Macbook Pro can also sustain long hours of battery usage even without it being plugged into the wall.

Working in Groups

Since we will be put into groups to work I would have to say my learning style is quite a mixture.  I am both a visual and auditory learner.  I like to see how a certain type of work should be done and hear how the instructions.  I do not mind however to read out the lesson and learning in that sense.  Most of all I would prefer visual and auditory learning.  I am not quite the techie person, but one thing that I can contribute to an online group is that I know how to make power point slides on Microsoft Office and make movie videos on Movie maker.  I am also capable of attaching documents onto email and Laulima.  I am open to learning new ways of using technology.

Here is a video that I thought intertwined education with technology...

One thing I liked about this video was that it clearly explained top 10 reasons why teachers today should use technology in the classroom.  It also shared the different types of technology that teachers can use in the classroom such as the My touch, Smart board, or the Amplivox.  That Amplivox is actually something I did not know about until I watched this video.  It is a piece of technology that teachers can use to catch the students attention a lot better with a better sound system from the front of class.  The video explains how technology makes it a lot easier for teachers and engages the students learning.

My Google Username is: VGoze689