Technology Infused Classroom

Overview
Technology infused classrooms are a transformed environment from the traditional teacher lead, to an inquiry based, student directed environment. Technology infused classrooms provide students with tools to research information, answer questions and present findings.  Instruction is quickly moving to the common core style where students are actively engaged in real world problem solving.

Technology within my classroom
Within my classroom technology is used daily within each assignment and for project based learning.  The classroom is equipped with a teacher computer attached to a projector, student computer, document camera, response clickers and TI-80 calculators.  The students are involved in activities such as environmental research, career research, and current event research that has a mathematic implication.  We recently researched math requirements for different careers.  It was great to see the students really think about their future and what role mathematics had within it.  The also had to create a situation within their field that would require the current math skill within our class. 

The use of technology must be closely monitored but teaching is becoming so much more facilitation than lecture style.  Students are more successful in their learning when they can connect the content to the world they live in and have a personal experience with gaining their knowledge. 





Videos
http://www.schoolimprovement.com/resources/strategy-of-the-week/preparing-a-technology-infused-lesson/

 http://www.bing.com/videos/search?q=technology+infused+classroom+videos&qs=AS&sk=AS1&FORM=QBVR&pq=technology%20infused%20class&sc=3-24&sp=2&qs=AS&sk=AS1#a

Resources
A new way of Technology takes Hasting School Districy by Storm. http://idecorp.com/wp-content/uploads/2013/04/article_Hastings_0413.pdf

Teaching in a technology infused Classroom. http://www.schoolimprovement.com/resources/strategy-of-the-week/teaching-in-a-technology-infused-classroom%20/

Visual Literacy

What is visual literacy?

There are several definitions that I found when researching visual literacy.
     1.  A person's ability to interpret and create visual information-to      understand images of all kinds and use them to communicate more effectively (Burmark, 2002, p.v).
     2.  The ability to recognize and understand ideas conveyed through visible actions or images (as pictures) (www.merriam -webster.com).
     3. The ability to understand images.  Similar to reading and writing, but involves reading pictures and diagrams instead (Wollacott, 2013).

Visual literacy in my classroom

When picturing visual literacy within my algebra class, I see it as a way for students to connect with ideas and concepts in mathematics that are sometimes difficult to define and explain.  Seeing a picture of architectural buildings for measurement or space as a picture for infinity, or even just a three dimensional look into shapes for formula use,would help students make a more permanent definition and connection. 

Visual literacy for vocabulary

One strategy that visual literacy can be used in the classroom is with the introduction of new vocabulary terms.  In mathematics there are so many terms that connect to literature and prior language but students fail to make the connection because they are in a "math" class.  Terms like "equation, distribute, communicative, and similar" are familiar when seen for their root words or within a story but seem to stump the students when they see them in a math context.  Giving students a visual introduction to these words will help them see the term across the curriculum and within their own lives. 

Before introducing a new term the students are shown  an image, clip, video, or pitcture to get them thinking.  They are then given time to discuss what they think about it and what connections they can make to the visual.  Next, students create an individual image or word web which can be put into a wordle or poster for display on our word wall.  Only after all this has been completed will I give them the academic definition of the term.  Vocabulary is then used on a daily basis within the lessons and activities. 

Role of Internet in my classroom

The role of the Internet within my classroom is for academic growth and learning.  When using visual literacy, the Internet has an unlimited supply of graphics, images, and videos for students to view.  Students should be familiar with copyright laws and proper use of these materials so that they can create their own visual dictionary for math terms.  The Internet in my classroom is used as a tool to aid in their learning, not take place of their memory or knowledge. 

References

Wollacott, M. (2013). What is Visual Literacy? Wisegeek.com

Burmark, L. (2002). Visual Literacy: Learn to see, see to learn.  Alexandria, VA: Association for Supervision and Curriculum Development

merriam-webster.com/dictionary/visual%20literacy 

Instructional Strategies in the 21st Century

     Using a variety of instructional strategies within the classroom is a necessity for the 21st century classroom.  Between teacher centered strategies and student centered strategies there are numerous ways to introduce, involve, and examine information as well as ways to deliver and assess the gained information.  I would like to look at one strategy from teacher centered and one from student centered: presentations and discussion.

Presentations
    While this is a teacher centered strategy it is not a lecture.  A presentation uses various forms of media to engage students in a topic and inform them of needed information.  A presentation may be done on several formats such as PowerPoint, Prezi, Present Me, Keynote, or video.  An effective information would be appealing to several learning styles, not just the visual learner.  Using a creative presentation to interest students in a topic at the beginning of each unit is one way that teachers implement them to their classroom.  Using presentations as the only method of delivery or using them repetitiously would not be effective. 

Discussion
    While discussions are very similar to cooperative learning, the important thing to remember is that they are content driven discussions.  This student centered strategy is also a wonderful tool for CLD and ELL students as they are given a chance to use the academic vocabulary along with their social vocabulary.  Discussions also allow students to debate and solve problems that in the past would just have been answered for them.  Integrating technology with this strategy could be easily done by allowing students to share a tablet, computer, or create a presentation focusing on their discussion.