The fact that 24% of teens are online "almost constantly" is pretty scary. Overall most of the statistics in the article didn't surprise me, but thinking about the generation just behind us being controlled by the internet is pretty sobering. My gut reaction is not criticism; it's more conviction that we should be on our phones so much less. But, as future teachers, I think that we have to somewhat embrace this phenomenon, and teach our students how to effectively and maturely utilize social media in a positive way. Honestly, it is kind of like this class; we are learning how to use technology well as future educators. I think we can teach our students to do the same by somehow incorporating social media in our practices, carefully and thoughtfully.
One result that surprised me is that Instagram and Snapchat are so far behind Facebook in terms of teen usage. My younger brother, who is 20, is part of this tech-obsessed generation, and I see him and his friends using Snapchat, Instagram, and Twitter much more than Facebook. I, personally, prefer Instagram to Facebook as well. Still, as a teacher, I think keeping up with these trends is important because we can use the mediums they are using to reach them. For example, if they are mostly on Facebook, we can use Facebook pages as teaching tools and ways to give updates. But, since 52% of teens are still on Instagram, we can use that as well.
In thinking about how to incorporate these social media findings in the classroom, I think about Vince, my teacher for Teaching, Democracy, and Schooling. In his class, he communicates in a relatable way. One day, he wanted us to use our phones to download an app for safety during his class. I think of him because I think he is a great example of how we can reach out to our teens, and meet them where they are at.
Friday, September 30, 2016
Monday, September 26, 2016
History of Technology: Film Projector
First of all, I wasn't able to finish my PowToon, unfortunately, due to time when I actually went to put the video together. But I feel good about what I started, so I wanted to go ahead and post it! I at least got to introduce my topic and history up to that point.
https://www.powtoon.com/embed/dp1dtyDIhsJ/
I had a lot of glitches getting PowToon to load, and it was very slow in responding as I created the PowToon. However, I do really like its capabilities. Once PowToon finally loaded, I found it pretty easy to understand. I like the details of being able to change when and how graphics come in and out.
I watched several of the tutorials over several days before I got started, and one that was especially helpful was about writing out the script before I made the presentation. I found this strategy to be very helpful because it gave me a feel of what my message was, and about the tone of the message. Another of the tutorials talked similarly about having a clear goal for your PowToon.
What I've learned from this is to allow way more time to actually create the PowToon. I spent so much time prepping but didn't allow for the slow response of the software when I actually went to put it together. In my classroom, I could see myself using it when introducing a new concept or explaining historical contexts of pieces of music. Often with music, I want the students to know so much more than just the notes and words, and tools like PowToon could help me present more in-depth information to the students without them disengaging.
https://www.powtoon.com/embed/dp1dtyDIhsJ/
I had a lot of glitches getting PowToon to load, and it was very slow in responding as I created the PowToon. However, I do really like its capabilities. Once PowToon finally loaded, I found it pretty easy to understand. I like the details of being able to change when and how graphics come in and out.
I watched several of the tutorials over several days before I got started, and one that was especially helpful was about writing out the script before I made the presentation. I found this strategy to be very helpful because it gave me a feel of what my message was, and about the tone of the message. Another of the tutorials talked similarly about having a clear goal for your PowToon.
What I've learned from this is to allow way more time to actually create the PowToon. I spent so much time prepping but didn't allow for the slow response of the software when I actually went to put it together. In my classroom, I could see myself using it when introducing a new concept or explaining historical contexts of pieces of music. Often with music, I want the students to know so much more than just the notes and words, and tools like PowToon could help me present more in-depth information to the students without them disengaging.
Friday, September 23, 2016
Using Technology To Boost Confidence
More than anything, I want my students to believe in themselves. The teacher in this video uses technological resources such as Google Hangout to help. She offers Hangout times in the evening when students can chat and struggle with her and other students in a relaxed setting. Ms. Paraiso is dressed down and in her own home while on these Hangouts. She allows the students to reach out to her and "see" her as a real, caring human being. I can see this becoming a beautiful, communal, evening Hangout hour open to my students. I would sit near my piano and be available to play a certain part of a piece, or just to talk and listen.
Ms. Paraiso gives the students in-class opportunities to have Hangouts with other students in different schools, as well as to watch themselves, current students, and former students in video recordings. One student shared that seeing other students communicating on the screen gave her confidence because she felt that if they could do it well, so could she. To put this in practice, I would love to create small groups that become friends and mentors. These groups could meet on Hangouts just to chat about life, school, and what they are learning. This is also a safe space to practice singing in front of others and getting constructive feedback.
Allowing students to see themselves on a screen gives them a real sense of how they are presenting themselves, both musically and personally. As an artist, you are communicating a story as a human, so it is important to have confidence in who you are. It is shocking at first, but extremely helpful later. In my own music training, I have always been asked to record my vocal lessons, and sometimes to watch videos of myself. As awkward as it is, it continues to get easier and, in the end, gives me confidence in who I am and what I can do.
Ms. Paraiso gives the students in-class opportunities to have Hangouts with other students in different schools, as well as to watch themselves, current students, and former students in video recordings. One student shared that seeing other students communicating on the screen gave her confidence because she felt that if they could do it well, so could she. To put this in practice, I would love to create small groups that become friends and mentors. These groups could meet on Hangouts just to chat about life, school, and what they are learning. This is also a safe space to practice singing in front of others and getting constructive feedback.
Allowing students to see themselves on a screen gives them a real sense of how they are presenting themselves, both musically and personally. As an artist, you are communicating a story as a human, so it is important to have confidence in who you are. It is shocking at first, but extremely helpful later. In my own music training, I have always been asked to record my vocal lessons, and sometimes to watch videos of myself. As awkward as it is, it continues to get easier and, in the end, gives me confidence in who I am and what I can do.
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