Week 3... Twitter

Oh Twitter, how do I start!? I started a Twitter account for another class last semester and that's about as far as I took it. I wanted to be a cool tweeter, but it just didn't work out that way. I tried following people, I Got a few followers, but all the # and @ signs were annoying me. I'm willing to give it another go though ! I really like the thought of connecting with others and gaining insight into topics that interest me, something I can't really do on other social media sites. I am addicted to Facebook and am constantly checking my newsfeed and stalking :0 , but it's not the platform for professional interactions. The past two days I've been on Twitter more , retweeting and trying to get myself into it. I've even gone as far as researching it ! What?! http://www.edudemic.com/guides/guide-to-twitter/. This is a good article or those like me who want to learn more. I hope to add some more content to my feed soon! Happy tweeting!

PLNs.....

In reading the Introduction, chapter 1 and 2 of “Personal Learning Networks: Using the Power of Connections to Transform Education” the author brought up some very good points when discussing technology today and in the classroom. I like how he breaks down the steps to network learning in our schools by first identifying the changes that have to be made starting with “understanding the power of PLNs” (Richardson & Mancabelli, 2011, p. 12) . In order to expect our students, or fellow educators, to utilize the technology, we must first be comfortable with the technology and be able to explain and use it ourselves. I know myself I am not as comfortable as I need to be with different technologies, so how can I expect my students to be experts? Even though they are computer literate and have their own devices, this does not necessarily mean they know how to properly use them for educational purposes!! I have found that even thought my students ( and colleges) are all at college level, have taken computer courses, and all use social networking for communication, some don’t have a clue beyond that. Basic knowledge is limited to Facebook, gaming and fun use of the internet, while no time has been spent on how to fully use the internet for what it is worth. Most instructors are the same. Beyond the ability to use PowerPoint and Word they are limited on their computer knowledge and afraid of change. The authors sum up this vary idea in chapter 1 by saying “ We may not all feel comfortable living in a digital world, crating and sharing digital products, but there’s no doubt the world is moving in that direction, and fast” (Richardson & Mancabelli, 2011, p. 16). Even though we are changing the way we function in our daily lives, depending on technology to perform even the simplest of tasks, we don’t utilize it for all its worth and whole heartedly believe we must to move forward with our classrooms. There is so much available to us these days. I for one feel more connected to my classmates online than I ever did in the classroom. Through the use of technology I have been able to get to know my classmates, learn from them, interact and be more open, things I never did in a traditional classroom. Before, I simply went into lecture, took notes, did my homework and repeated weekly, never collaborating or sharing life/classroom experience and definitely not networking online! I feel we owe it to our students to give them the same opportunity so they can grow in their personal and professional lives as well. Chapter 2 discusses several of the technologies I have already grown to love as a lay person but also to love as an educator: Twitter, Diigo, Google, Blogger, and Facebook. Through the use of these tools I have learned to expand and incorporate more technology into my classroom and communicate with people I would have never communicated with before. Richardson, W., & Mancabelli, R. (2011). Personal Learning Networks: Using the Power of Connections to Transform Education. Bloomington : Solution Tree Press.

I had not posted this earlier ,but for my final reflection for my e-portfolio, I felt I needed to add my graphic organizer to my blog. I feel that the use of the graphic organizer really helped to form my opinion, thoughts and flow of information. Here is a link to my document... https://docs.google.com/file/d/0B8P7T056FSRIVEZzUnlxQ2RZLW8/edit?usp=sharing

My info graphic--- Radiation doses

Digital Story

My Digital Story....Kinda long but I hope you enjoy it!!

 

It's about my journey from a student to a teacher.

 

 

http://www.youtube.com/watch?v=Fv4FQlzokrc&feature=youtu.be

My citation struggle

Question:   Many students inadvertently plagiarize because they lack the skills they need to properly cite and reference sources.  In what ways can lessons on citations be tied to those on plagiarism?  How can you model and think aloud throughout the year to reinforce these skills?
I am facing the "citation struggle" now with my college students. Even though all of my students have been made to have pre-reqs of English classes, ethics classes, and computer literacy BEFORE they get to me, they still struggle with correct was to cite sources. I want to take the time to teach them the correct way, but there isn't room in my curriculum for this. I have given them resources, online help, PowerPoints to view on their own, but they still don't "get " the importance. I try to prepare them for technical writing and research papers that they will need to do for competitions as much as I can , but I think there is a breakdown far sooner than they get to me. I feel they don't get the knowledge they need prior to getting into a professional program. Most have be taught MLA formatting, which is ok, but APA is preferred in everything they do post high school. I am currently trying to come up with different small projects to get them acquainted with APA: I have them use the discussion board to post opinions but also site one source. Ethics is also a portion of my curriculum that I can incorporate plagiarism into, and in fact it is part of their student handbook that if they get caught plagiarizing they may be subject to expulsion. Drastic I know, but it makes them understand the importance of the matter!!
I can't wait to see what you others use for this one!!

Literacy

I have often fought on how to better incorporate literacy, specifically new vocabulary, into my content area. This chapter in Pearson has helped give insight on new and innovative ways to do just that.  The area I teach in radiology is full of new, often unheard of terms, for the student. They often struggle with new vocabulary , definitions and content . Not only new radiology terms, but medical terminology and abbreviations that they will not only need to remember, but utilize in their everyday life.  On page 70 of “Technology to Teach Literacy” it addresses giving the student vocab words before introducing the text and having students actively engage in the vocab in some manner( (Anderson, Grant, & Speck, 2008). I have often left it up to the student, as an assignment, to define new words DURING the review of a new chapter. The idea of introducing them ahead of time may help students get a better understanding of new terms. When it comes to the medical terms, I break down the words and teach prefix, suffix and root word separately, having them gain a good understanding of these before we put them together as a whole word. I then test them on those before we move onto complete words. I find this to be helpful in the overall understanding of new words. I also believe this strategy helps with future encounters, being able to break down new words into familiar terms. I would like to work on a “technology” that would help students in this area…..if there are any suggestions out there J

Anderson, R., Grant, M. M., & Speck, B. W. (2008). Technology to Teach Literacy, A Resource fo K-8 Teachers. New Jersey: Pearson.