Using Generative Tech Tools in the Classroom

One way I thought to use wikis in the classroom was to interact on keep in touch with parents at least once a week and throughout the day (if necessary and possible). I see wikis as an interactive way for parents to become more involved in the school day. For parents who have access to the internet throughout the day, it would a wonderful way for parents to communicate with the students and myself. Using wikis, I would hope that parents would be more likely to be informed. Also, wikis would allow the students and me to get information from outside sources. For example, the class could post a question and ask for answers from parents and other trusted sources.

One specific instructional use for wikis could be group book report projects. I was thinking that I could assign a group of no more than four students to read the same book. I would divide the book into four sections and allow the students to choose the section that they would become an expert on. Although the students would be required to read the entire book, they would also be required to write and post their findings on their assigned section of the book.

I thought to use blogs similar to the way I would use wikis. However, with blogs, I would use a blog as more of a way to keep my parents informed and updated on classroom happenings. If possible I could also let students develop blogs where they could post works and other school related activities. This would allow parents to see their children’s work and again hopefully will help parents be more informed and updated on classroom activities. As stated in class, blogs could be used for homework postings, announcements, and other important postings. I am thinking this would reduce extraneous papers that are often sent home. In this way, parents, especially those with consistent internet access could access needed information at any time. Also, for parents who are busy and or less likely to come in for traditional conferences, blogs could be used to conduct informal meetings and again, keep busy parents informed without the sometimes extra duty of physically visiting their child’s school. Not that I am a opposed to face-to-face meetings between parents and teachers, but knowing the busy schedules of many parents and teachers and also being aware of the conflict that can arise between the two parties, I think blogs would be a good alternative to such issues.

An instructional way to use blogs would be to allow students to have e-pen pals at other locations. I would hope to find another teacher in the same grade level and have our students write to each other using blogs. For one, this method is much quicker than traditional mail and I am thinking will allow the students to develop more meaningful relationships with their pen pal because contact with one another will be more frequent and hopefully more relevant. Student cannot only discuss personal issues, but also if the students are studying the same topic, they can share ideas.

Although I do not know the practicality and appropriateness of webcams as related to generative technologies, I was thinking that perhaps webcams could be used to again give parents insight to what happens in this classroom. I am guessing that webcams could present an array of privacy and protective concerns, but I am thinking is done discretely and in a way that strictly protects the students and only allows authorized individuals (i.e. parents) to access the footage would be a good way to keep parents informed and allow a more interactive home and school atmosphere.

Generative Technology & Technology Integration in Education

The generative technology makes use of a number if not all of the principles of technology integration. However, I will just list five ways:
1) engaging students by allowing them and in a since making them take on an active role in thier learning. Through their podcast, students are required to actually think about and plan what they want to say and publish it in a professional manner.
2) assists students with special needs by utilizing a variety of the multiple intelligences. Some students may not be as versed in writing, so perhaps speaking is a better way for to convey knowledge. Others students may be shy or afraid of public speaking so while they may take a minimal role in actually speaking on the podcast, perhaps those students are able to do the behind the scenes planning such as writing scripts or figuring out the electronic side of publishing the podcast. Conversely, blogs allows those better at writing to express themselves and also allows for a wider audience.
3) students definitely realize they are apart of the bigger picture because they become aware that their audience goes beyond their teachers and peers within their school, but now encompasses anyone with access to the internet.
4) life-long learning and exploring new concepts is done by allowing children to learn how to create a podcast and the many (and proper) uses for a podcast. Although we live in a society where children have increasing access to technology, not all children will have the same or quality access to technology, so classroom podcasts allow children to experience what some may not experience otherwise.
5) capturing the imagination and making learning interesting by allowing children to escape from typical and traditional school lesson in which the teacher instructs and a worksheet or other mundane activity follows. Using activities such as blogs and podcasts, students are allowed to think about and use other forms of technology, instruction, and learning to achieve the same goals. Also, children are more likely to retain knowledge, be engaged in learning, and be inspired to continue learning because new and different activities represent instructional outlets for students.

These forms of technology allow teachers to take a backseat when it comes to student learning. This is not to say that teachers are allowed to be laxed in instruction, but they are able to allow the students to take an active and leading role in learning. Generative technology allows teachers to act as more of "guide on the side" and a facilitator. Also, generatiave technology allows takes into account multiple intelligences by allowing teachers to assess students in a variety of ways rather than the traditional testing. In this manner, student learning is not stifled as it has been in the past, and assessment is more complete, thereby capturing more of what the student has learned and what the student is capable of.

These generative technology forms can be used in the classroom to allow students a broader range for collecting data and bringing the outside world into the classroom. Parents and teachers can have more efficient contact. It is also easier for teachers to connect with other teachers and professionals to increase instructional strategies and professional development which in theory will only encourage student achievement. I could definitely see using the podcasts in my classroom as a means for keeping in contact with parents and other professionals across the country and internationally. I think generative technology will begin to work better than and replace a lot of traditional professional development and other seminars by allowing people to network in connect from a variety of places and at a variety of times. Blogs would be helpful in keeping a running conversation with the parents of my students without having face to face contact. In this manner, if physical contact is for some reason impossible, then parents, teachers, and professionals have another way of keeping in touch and accomplishing virtually the same goals as traditional parent-teacher conferences or other seminars and meetings.