I want to be a teacher who can connect with students through the use of technology, a teacher whose class isn’t always predictable (and one in which students can easily nap). My goal is to use technology not simply as a means of projecting information or gathering information via internet (common yet effect uses of technology i will most likely use) but use it in other ways I have yet to explore really. I loved the idea of webquests as well as a few other programs I discovered in my research. Most likely my means of development are going to be through reading; journals, articles, websites, etc. Unfortunately, I don’t always learn best though reading alone so workshops are going to be necessary for me. I know that in my community there is a program to technological development but i was unable to find out the details (i probably don’t know where to look). The journals I am hoping the school will support because I honestly don’t see myself reading it cover to cover often. I seem to only read articles that grab my attention. I hope also to learn a little from student for they know the best way for them to learn (in most cases). Mostly, I need to improve my view of technology, something this class has greatly impacted. The more I work with it in class, the more I think about all the cool things I could do even as an English teacher. Because I want to, I can change my outlook and bring something awesome into my classroom.

“You can’t always trust the internet. Any one can post anything on it.” I remember hearing this a lot in junior high (for almost every teacher) and they could not have been more right. They taught us simple checks to validate the information; if it is unlike anything you have learned… it could be “made-up,” if it was from a .edu, .org, .gov website, it could be trusted, etc. The checks were helpful yet not a very good method of discovering the accuracy of the information provided. The website martinlutherking.org was a good example of the ineffectiveness of the checks. It is an organizational site with references that seem reliable (newsweek, new york times, etc.), but the author and its affliliation were unlisted. The information and links within the website were irrelevant and lacking value. A lot of it was also inappropriate for a young audience because of language, sex, and violence. A number of links were either not available or under construction (a negative indicator). How can a teacher instruct students in choicing accurate information especially since this site was listed as number 25 in a google search (keyword: martin luther king junior)? It is a difficult task and the checks provided by my teachers in the past can still be used, but others should be added and some adjusted. Inform the students that a number of pages on the web may be inaccurate, and allow students the oppertunity to have the websites from which they are gathering information validated by an adult if the contents seems questionable.

One definition of constructivism reads;
“view of learning in which learners use their own experiences to construct understandings that make sense to them, rather than having understanding delivered to them in already organized form….Learning activities based on constructivism put learners in the context of what they already know, and apply their understanding to authentic situations.” (Kauchak & Eggen, 1998, p. 184).” Experience and observation are two of the most influential learning tools. If a student is unable to relate the information, in my opinion it is pointless for how can the information be implemented. A fact is simply that and understanding is not necessarily associated. Is constructivism a “source of evil and the reason for poor student academic achievement nationwide?” Maybe it is based on standardized tests calling for distant facts in subjects such as history. History is more than facts. Much of history is according to perception and is easily manipulated. A student should be able to look at the sources, the facts, and use his/her own judgment to formulate his/her own personal understanding. The same is true in subjects such as literature. One cannot simply use the plot to understand the piece but must gather more information based on prior knowledge of the time period and of human tendencies and further develop his/her own interpretation of the reading. As a teacher, I want my students to have the skills to develop and defend their opinions, skills necessary later in life. Someone is not always going to be there to force feed a person facts and without these skills there will be no development or discovery. A teacher is not, however, useless for it is his/her role to guide the students in developing by presenting information, prompting students to use prior knowledge, and providing a means of discovery. Technology and constructivism in that sense go hand and hand. It can be used to present information, prompt the use of prior knowledge, and provide the means to discover. Hands on activities, simulations, and projects (technology’s features) all play an important role in a constructivist classroom and are necessary to learning (an almost indubitable fact regarding many students learning).

1. Internet browser
The internet is obviously a major source of information and communication but needs to be taught properly. It could be introduced in early elementary (first-third grade) with the supervision and guidance of the teacher as well as a tech. aid. The general concepts should be understood by middle school at which time the browser’s features should be explained in further detail.
2. Word Processor
Word processors such as Microsoft Word are necessary as we, as a society (and world), are becoming more reliant on computers to relay information. It is a major means of communication and essential in school as well as business and other careers. It should be introduced in later elementary (fourth grade) after student have learned the skills of handwriting and have an understanding of the writing process. The processor should be continued to be used throughout middle school and high school and new features should be learned throughout the years.
3. Spreadsheets
Spreadsheets are great for students studying business and engineering but it is not limited to those careers (teaching too). It is a great tool for science and math classes as a means of organizing data for easier presentation. It can be introduced in middle school (fifth-seventh grade) and encouraged strongly in high school (not really the case in my high school classes).
4. Presentation software
Presentation software (known to most as PowerPoint) is a great means of relaying information in a more appealing state. It is the alternative to the awkward shaped poster-board used for visual reports. Teachers could easily introduce the presentation software with projects in classes like history or english in middle school (fifth grade).
5. Anti-virus software
Anti-virus software is a necessity on all computers. If one does not know how to use the software, how effective can it be? I have no idea really how to use the software installed on my computer, not good. I am not always going to have a computer genius a few buildings away. The subject is a little more difficult so maybe I would introduce it in high school (tenth grade).

Tragedy is not distant to most people. It is a reality that, although relatively frequent, is still difficult to endure. It does not know age, race, economic background, or gender. It is “a tough one.” It is not only personal, but public because even without intension, it effects a chain of people. So what role does a teacher play? That is determined by a few factors; the community, the students, and the teacher.
The community is made up of ideas and opinions which reflect the ideas and opinions presented in the schools. The people (through the election of school board members) determine what information should be presented in schools, what is appropriate discussion, and what should be left to be taught by the children’s parents.
One cannot state what should be taught to the class without analysing the students. Are they mature enough to grasp the information? How are they going to deal with the issue? One has to take into account each student’s history, culture, sensitivities, etc.
As the teacher, one has to decide how much time should be spent in dealing with the tragedy, the means of presenting the information, and how involved one chooses to be. One of my teachers, following the attack on september 11, 2001, chose to “ignore” it. She avoided questions and discussion. It was her choice (although I personally believe that it was a poor one). She simply stated that if we wanted to talk to someone about the attack, school counselors were available (I guess they are professionals in dealing with such instances, so why not leave it to them).
As a secondary teacher, I think it is important to address the questions that are asked, to respect the students and provide them with imformation, and treat them as young adults (if they prove themselves worthy of holding such a title). I know that imformation is key before address such questions. The facts must be valid and personal bias should remain sidelined (a very difficult thing to do). Teachers have a GREAT influence on their students’ opinions and they should allow there students to create their own opinions and values. Before discussing the tragedy, it may be a good idea to contact an administrator and have them “approve” or at least be aware of the “lesson” in the case that a parent complains or an issue arises. Discussing it with other teachers (within the school or via forums) may also be benificial so one can be sure that the tragedy is being addressed properly and what types of things to avoid. Lastly, a teacher should remember that as important as the tragedy is, there are lessons to be taught and the work must continue. Use the guidance counslor line and pass off the “burden” to a more qualified individual or encourage them to talk to their parents or a trusted adult.