Technology Survey

Technology Survey for Norwood Elementary

How many computers are the classroom? 3
Do they have internet access? Yes
Can you access Google tools? Yes
Do you have access to a laptop cart? Yes
Can they get on the internet? Yes
Is there a computer lab? Yes (32 computers in lab)
Do the computers have internet access? Yes
Can you access Google tools? Yes
How do you reserve it? Teachers write name on calendar located outside of computer lab
How many of your students have computers with internet access at home? 13 out of 23
Are there any locations in the community where students can access the computers and internet? Yes, the public library

Additional Information:

• All classrooms at Norwood elementary have Smart-boards, Projectors, and Elmo's
• All primary teachers have an i pad to administer dibels testing
• All intermediate teachers have tablets that interact with smart-boards 
• The school also has a cart of 24 i pods that can be checked out by teachers

Double Entry Journal #10 (Kid Watching)

Kid watching is a critical practice for teachers to use because it allows them to gain knowledge about their students. By watching and observing students, teachers can design instruction based on their needs. Kid watching also provides teachers with the opportunity to observe students in their own natural environment, and aids them in identifying students weaknesses and strengths.

Kid watching is informed by cultural difference theory because as a teacher you need to understand and realize that each student is uniquely different. Each student has their own "funds of knowledge" and experiences. Teachers need to draw on students knowledge and experiences to provide meaning and connection to the curriculum. In essence, kid watching helps teachers create a classroom environment that is more conducive to learning and meeting students’ developmental, emotional and academic needs.

Double Entry Journal # 9 (Getting to Know Your Students)

It is important to encourage learners to use their primary language or code switching during literacy events because it allows students to feel more comfortable with the reading and writing activities. It also provides the opportunity for language development. Code switching allows students to draw upon their own vernacular and broaden their language skills. It is important to allow students to use code switching because it is a great to tool to use for transference of meaning. I feel that this should apply to the students of Appalachian dialects. Drawing on students' backgrounds, knowledge, and language is important in that it gives students meaning and acceptance. Giving students the freedom of literacy allows them to express their ideas and beliefs without the fear of embarrassment.

Reading aloud from a teacher centered perspective is when students gather an understanding from the teacher during reading or listening activities. Students interact solely with the teacher. The teacher initiates interaction with students through questions. Reading aloud from a student centered perspective is much different than the teacher centered perspective. Students read or listen to stories and ask questions or have conversations to make connections to the book. 

Related Resource:
I found an article that discusses how teachers at the Appalachian Writing Project are studying Appalachian dialect and the ability to code-switch in student writing and how to support students. Click here to read the article

Double Entry Journal # 8 (Getting to Know Your Students)

Why is it a mistake to group all English as second learners together? 

It is a mistake to group all ELL students together, because they do not all have similar backgrounds. In the article "Getting to Know Your Students" the teacher placed two girls together because of the commonality of their language and the need to learn English. However, she did not take into consideration that they each had different backgrounds, academic levels, and experiences. For example, Bianca was able to speak both English and Spanish while Rosa was less proficient in speaking English. The two girls were also most likely from different parts of Mexico. Therefore, making their beliefs and experiences uniquely different. In the end grouping of the two girls did not work as planned. 


What is a virtual backpack and how does it relate to Funds of Knowledge?

A virtual backpack is a students knowledge and experiences that they carry with them. It is up to the teacher to reach into a students virtual backpack and pull out those resources into the classroom. A student’s Funds of Knowledge are culturally developed ideas that students bring to the classroom, such as their backgrounds, families, beliefs, values and experiences Funds of knowledge relates to a students virtual backpack, because they are all factors that teachers should draw upon in the classroom.


 Related Resource: 
I found an article from CAL (Center for Applied Linguistics) which really connected to the "Getting to Know Your Students" article. The article discusses how classroom practices can be developed, transformed, and enriched by drawing upon the existing funds of knowledge in minority students' households. Click here to read the article

Where I'm From Reflection

Where I’m From Reflection

Recently in class we were asked to create a digital story titled “Where I’m From.” The purpose of the digital story was to create a counter narrative about the perceived notions that people hold about certain cultures. Many of the students in our class are from West Virginia and have experienced cultural stereotyping. Most outsiders see us as having a “culture deficit” in that we are poor, uneducated, and backwoods. However, through the creation of the digital stories our class was able to showcase the “cultural capital” of being from West Virginia. Many of the digital stories spoke powerfully about the cultural values of independence, self-reliance, religion, music, families, farming, pride, and a love of place. I think that the digital stories also did more than portray our strong sense of culture, but it also allowed us to make deeper connections to our peers. Watching my peers’ videos allowed me the opportunity to dig deeper into their backgrounds and find that we each had many similarities as well as unique differences.

In the process of creating my digital story, I realized that it gave me the ability to tap into my funds of knowledge as well as my classmates. The term "funds of knowledge”, refers to the culturally developed ideas, skills, and beliefs that we carry from our families into the classroom. I think that creating the digital story provided me the freedom to express my beliefs, morals, and values in a non-traditional way. Outside of expressing myself, I feel that creating the digital story gave others the opportunity to get to know me as person, and not just as a name on a list. In m opinion, creating the digital stories demonstrated what culturally responsive teaching should like within the classroom. Creating the stories allowed each of us and our teacher to make connections from home to the classroom. I was able to communicate ideas and celebrate my own culture and gain insight into those of my peers. It was a two-way process of learning and communicating.

Overall, I really enjoyed the experience of creating the digital story. It was a fun and in depth way to get to know others. I also feel that it allowed for expansion of learning and creativity. The stories permitted students to reach a variety of learning styles, through pictures, music and text. As a future teacher, I definitely want to implement a project like this into my classroom. It is a great way to meet the needs of diverse learners. But, most importantly I feel it is a way that I can learn about my students intellectually and emotionally as human beings; and in the end, I think that this is going to have the greatest impact on student learning and performance.

Photostory Final Draft

Culturally Responsive Teaching

One activity I did at Fairmont State that was an example of culturally responsive teaching was that we each had to create a  "Me Book" for Dr. Berryhill's class.  The "Me Book" was similar to the photostory that we created. However, the "Me Book" was created liked a scrap book with pictures and text about ourselves. Many students included their interests, hobbies, families, pets, and future goals.  It was a really nice activity for getting to know your classmates. Dr. Berryhill also suggested that we keep our "Me Books" on hand when going out into the schools. Having our books would be a good way to introduce ourselves to students.

Related Resource:
I found this video on youtube that I really think connected well to the reading. It is about nine minutes long, but interesting to watch. It shows a teacher, who in my opinion really demonstrates what culturally responsive teaching should look like.



References:
Erker. (2011, February 11). Culturally responsive teaching and learning. [Web Video]. Retrieved from http://www.youtube.com/watch?v=_uOncGZWxDc&feature=related

Double Entry # 5

3 Things I learned:

I learned that usually takes place in the midst of relationships. Usually writers surround themselves with particular people, such as friends, family, or a particular community. Most writers usually write with an intended audience in mind.

All writers start in different places, and have different experiences. The goal of writing should be to allow flexibility, but to move students from the style of writing to a wider audience.

Writing is just more than mere pen and paper. In today's society, technology is rapidly changing the way we view writing. Thanks to the changes writing can come in many forms such as pictures, websites, still images, sound, and video. Writing should accommodate the explosion in technology.

2 Things I found Interesting:

 Students writing should should include adding language to what already exists, not subtracting from it.

Teachers need to have a wide range of technological knowledge in order to embrace new forms of writing and draw upon multiple modes of thinking.

1 Question I have:

How can we connect technology outside the realm of the classroom, when there are many students who still yet have internet access at home?

Related Resource:

I found the you tube video, which was really neat. It talked about how literacy is changing, and students need to be prepared in all forms of literacy. To be literate requires rapid decoding of print, non-print, text, pictures, music, and sound. 



Reference:
21st century literacy [Web]. Retrieved from http://www.youtube.com/watch?v=d9ZRDRPqoXo&feature=related

Journal Entry # 4 (Funds of Knowledge)

Quote:

"An important aspect of the teachers' participation in the household research became the more sophisticated understanding they developed about the children and their experiences. There is much teachers do not know about their students or families that could be immediately helpful in the classroom. ("Funds of Knowledge," 1992)

Reaction:

I picked this particular quote because I think it speaks directly to one of the many problems teachers face in education. I believe that it goes without saying that students come into the classroom with unique backgrounds and life experiences. I think that many teacher's overlook the individual characteristics and backgrounds of each student. It should be the teachers goal to figure out what students know and believe about certain topics or issues and how learners are likely to “hook into” the subject at hand. Learners are more likely to be engaged if the teaching is connected to their own experiences.  This type of teaching requires the teacher to become the learner and seek out the differences that may arise from their student's culture, family experiences, and life experiences in order to provide a meaningful learning experience. 
 

Reference:

Moll, Luis. Cultural Funds of Knowledge 1. Web. 3 Sep 2011.

 

Related Resource:

Below is a you-tube video that is narrated by a teacher. She shares her teaching philosophy, which is that you have to know your students and their backgrounds in order to create a foundation for learning.

Where I'm From Poem/ Photostory

Where I'm From

I am from where mountain rivers’ flow; from gentle summer evenings filled with fire flies glow.

I am from the valley of woodland shade; from where my kin folk are laid. I am from the where the rhododendron grows, and wildflowers build the meadows and gentle creeks flow.

I am from the sound of banjos and fiddles and sitting on porch stairs; from where the smell of homemade cornbread, fried chicken and mashed potatoes fill the air.

I am from where grace and thanks are always said and family ties are like precious threads.From where cousins run and play and stories and memories are told of yesterday.  

I am from the little white church where after Sunday services many hands help to prepare a feast. Adults gather around the table and children eat outside, on spread out sheets.

I'm from the small town of Burnsville where the rhythm has a slow care-free easy beat; where at night the stars and cool crisp air lull the folks to sleep. 

I am from my father’s heart and my mother’s love; from aunts, uncles, grandparents, character traits and personalities abound. But most importantly, I am from where love is found.  


Below is my Photostory