Educational Technology Context & Foundation

I absolutely love my Instructional Technology course I am taking this semester at ISU! Integrating technology into all aspects of the classroom to benefit both student and teacher is extremely important to me. Part of the requirement of this class will be to create a Philosophy of our own in regards to placing tecnhlogy into the classroom. In order for us to complete this, through the course we are finding professional resources and material within our textbook to expand and define our current technology ideals.

Here is my takeaways from our readings this week:

     In Chapter 1 of our textbook, Roblyer states,

For the processes, or instructional procedures for applying tools, we look to … applications of technology that help prepare students for future jobs by teaching them skills in using current tools, as well as skills in ‘learning to learn’ about tools of the future that have not yet been invented – or even imagined (p. 5).

     I find the idea of “learning to learn about tools of the future” to be an extremely important guide in today’s teaching of technology and preparing our students for the future. This changes the focus of learning technology, we need to learn enough to complete the tasks we are to complete; however, its not about having lessons on the particular technology that we know it deeply as software, hardware, etc changes so rapidly. Yet we should direct lessons on the ability of learning to learn. Being able to take the basic knowledge and apply it to any program that comes our way. I read once that computer programmers, computer design students, and the like graduate with a degree with most of the information they have learned is outdated. Similar to our students, It is important for them to know how to learn and adapt to the rapidly changing technology in our world. 

     In Chapter 1 of our textbook research completed by Devaney in 2010 teaches us, 

Schools with one-to- one computing programs had fewer discipline problems, lower dropout rates, and higher rates of college attendance (p. 22).

     I am not surprised by such research results. As a future teacher, I would love to adapt or be apart of a school in which is involved within a 1:1. Eliminating factors of students not having the technology accessible in and outside of the classroom. This research on technology in education tells us that there are many more benefits to the use than what we originally thought. My thought that the fewer discipline problems, lower dropout rates, and higher rates of college attendance is in the idea that students are engaged, lessons are adaptable to many learning styles, and they feel better prepared to go on to higher education because of their experience!

     In Chapter 2 of our textbook, Roblyer states, 

Teachers will always use some directed instruction as the most efficient means of teaching required skills; teachers will always need motivating, cooperative learning activities to ensure that students want to learn and that they can transfer what they learn to problems they encounter. Proficient technology-orientated teachers must learn to combine directed instruction and constructivist approaches and to select technology resources and integration methods that are best suited to their specific needs (p. 49).

     I tend to lean toward the constructivist methods, ideologies, and epistemologies in the modern day classroom. It is innovative, collective; it is about movement and collaboration. It is appealing to me as a teacher to make the classroom appealing to today’s student. Yet there is an importance in the ideals and methods of directed instruction. As a future teacher and as I go about creating my integrating technology philosophy is in important to develop a balance between the two.


Roblyer, M.D. (2016). Integrating educational technology into teaching (7th ed.). Upper Saddle River, NJ: Pearson             Education, Inc. 

Happy Bengal Wednesday!


Growl, Bengals, growl 

Fight, Bengals, fight 

Gnash your teeth and 

Bare your claws and 

Drive with all your might 

Fight, Fight, Fight 

Roar, Bengals, roar 

You decide our fate 

Bring the vict’ry home to us, You 

Bengals of Idaho State

NSO & Fall Semester Prep

This week has been bittersweet as I begin to prepare for my first semester towards my Bachelors Degree at Idaho State University 🐯 And coming to terms that my summer vacation is coming to an end ☀️

One of the swag items received at NSO-TF.

Tuesday evening I participated in Twin Falls- ISU New Student Orientation and College of Education Orientation. After two and a half hours of information that overloaded my spoiled summer brain, we enjoyed fellowship, the sun and a BBQ. A few participated in the Ropes Course, I prefered to stay on the ground 😱. Besides I wore white khakis and pink flats! You cannot participate in the zip line wearing those 😇 (all excuses)

It appears as though I am attentively listening, with my coffee of course!

The rest of this week has been dedicated to getting my planner set up, finalizing my Fall Semester schedule, and purchasing my books. I really like to be prepared, it helps me know that I have a great start to a successful semester and my syllabus week is not so stressful. 

I am loving all this room I have for each day!

I even created a wallpaper for my iPad lock screen with my schedule. I find this will make it easier during the first few weeks while I am learning the location of all my classes.


In just a week and a half, I will continue my journey of what I have wanted to do since 1989! It is so very exciting. Here are the classes I will be participating in, I absolutely love that all the courses will be very beneficial to my future as a middle school English teacher and most importantly does not involve Math! 


I am going to try to enjoy a few more days of summer until then!

☕️ My thoughts on discipline in the classroom

interviewWhen I tell people that I would like to teach kindergartners or middle-schoolers; I am often told that managing one of those classrooms are similar to having to herd cats or catch squirrels. These comments remind me of something my Dad told me when I was young, “You can lead a horse to water, but you cannot make them drink.”
The statement is correct, you cannot force a horse to drink; if you take it by the straps, and sit it down at a bucket of water; however, there is a role that we have in regards to getting the horse to drink the water. We can run the horse until is hot and tired, or we can even offer the horse a salt lick. Either one could bring you one step closer to getting the horse to drink. If these do not work; time will.
My thoughts on classroom discipline is similar to my response to getting a horse to drink water. As teachers, we cannot force our students to behave (no mater how authoritarian we are). This behavior is a choice, similar to a horse choosing to drink the water or not. As teachers, we must act on this choice. A few keys to assisting students with the correct choice are: relationship, routine, engagement, and clear expectation.
Relationship is the most effective key toward gaining correct behavior in the classroom. James Comer said, “no significant learning can occur without a significant relationship.” George Washington Carver said, “all learning is understanding relationships.” In Rita Pierson’s Ted Talk, Every Kid Needs a Champion (a must watch, seriously… go watch it now! I will wait) she speaks of the power teachers have through relationships with their students. When a student knows you are genuinely interested in who they are, and they are able to achieve success in your classroom; I believe they are capable of doing whatever it takes to do it, including following the classroom rules.
In addition to relationship, clear expectation and routine are keys in gaining students to making the correct choice in classroom discipline. I paired these together as they go together like coffee and cream. If a student has in front of them clear expectations of what you want, and you provide them with a routine of these expectations; there will be less behavior issues in the classroom. We are all creatures of habit. As teachers we can assist in forming positive habits in our students through consistent (an extremely important factor to these keys) expectations and routines in the classroom.
The last but not the least key to actively assisting students toward choosing correct behavior in the classroom is engagement. An involved student is a well behaved student. Short attention spans, distractions, and unable to concentrate on material are problems that are evident in the modern day classroom. Understanding how the brain works helps solve these known problems. Our brain is stimulated by its environment, and it will pay attention to whatever it is stimulated by. As a teacher we need to provide the stimulation for our student’s brain, or the brain will find something else to focus on (to think that the clock on the wall ticking second by second can be more stimulating to some lectures). Do you disagree? I recommend that you watch a child play a video game… then let’s talk about not being able to get through to students due to a student’s short attention span, distraction, and unable to concentrate. When engaged, these students are able to sustain activity for as long as they are allowed. I suggest: breaking up material in smaller portions, offering brain breaks, and making the lessons come alive to your students.
Relationship, routine, clear expectation, and engagement are effective keys to classroom discipline. Used together these tools can be powerful actions towards getting students to choose the correct behaviors; creating an environment for growth and learning.

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☕️ Teacher Education Program Admission Interview

Monday, I will be completing my interview requirement in hopes to obtain a position in the Idaho State University’s Teacher Education program. In my EDUC 290 class, our professor provided us with a list of questions in order to complete a Mock Interview. Since I enjoy writing, and it helps me process my thoughts; I am going to share my responses with you. Maybe it may help you in the process of preparing for your admission interview!

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Plan of Action

graduation-hat-graduation-clip-artCSI Major: Elementary Education EDUC 290

Indicate University/College (transfer institution): Idaho State University

Purpose: The purpose of this assignment is for you to begin to address the graduation requirements for your major and to address the entrance requirements for your chosen four-year institution. Please address the questions below. Please type your responses.

1. What courses are you currently taking this semester?
BIO 100 Concepts of Biology (4), EDUC 290 Education Exit Seminar (1), HACT 119 Yoga (1)
ENGL 268 Survey of English Literature 2 (3), HLTH 210 PE Elementary Teachers (3),
MATH 257 Math for Elementary Teachers (3) Total Credits: 15

2. What courses do you need to graduate with your AA degree?
The courses above are the last of my requirements, except YOGA I am taking that to help me with stress this semester.

3. Have you applied for CSI graduation?
Yes, I am all set for Spring 16 graduation (3 months and 25 days till commencement).

4. What are the entrance requirements for your chosen four-year institution?

 Received a 2.0 or better cumulative GPA in fourteen (14) or more semester hours of transferable baccalaureate-level credit.
 Submitted final official transcript from each college attended.
 Paid $50 application fee.
Admission to Teacher Education
 Acceptance to Idaho State University
 2.75 overall grade point average including all transfer credits or credits earned in a previous degree program.
 A grade of “B” [3.0] or higher in at least two of the following areas with a grade of no lower than “C” [2.0] in any of the three areas:
 ENGL 1101 (English Composition), ENGL 1101P (English Composition Plus), or ENGL 1102 (Critical Reading and Writing) (satisfies University General Education Objective 1) or College of Education-approved ¬equivalent.
 COMM 1101 (Principles of Speech) (satisfies University General Education Objective 2) or College of Education-approved equivalent.
 MATH: 1143
A successful background check (see above in Background Checks and Fingerprinting).
 A grade of “C” [2.0] or higher in EDUC 2201, Development and Individual Difference
 A grade of “C” [2.0] or higher in EDUC 2215, Preparing to Teach with Technology
Presentation of minimum scores achieved on the Praxis I Academic Skills Assessments: Reading = 172; Writing = 174; Mathematics = 169.
Submission of Professional Portfolio entry with rubric scores completed as course requirement for EDUC 2201
 A recommendation form completed by the EDUC 2201
Submission of signed affidavit indicating awareness of the Idaho Code pertaining to teacher certification requirements.
Successful completion of the Teacher Education Program Admission Interview.

What are the application deadlines?
Education Program March 1 & June 1

If you plan to apply for scholarships, what are the scholarship application deadlines?
February 15th, March 1st & varies
Have you applied for financial aid? Yes

5. Does your chosen four-year institution require Praxis 1 (or other tests)?
Yes
What scores are needed?
Reading = 172; Writing = 174; Mathematics = 16
What are the dates for Praxis 1 (or other tests)? Dates varies, I am scheduled to take mine on the 11th of February in Pocatello

6. Do these tests have to be completed before the application deadline? Yes
If so, how long does it take to process test scores? 10-16 days

a latte of blessings & giggles,
Jeanie ☕️