Week 4 Post - IT6230

Currently, I am teaching 11^th grade mathematics at De La Salle Collegiate High School in Warren, MI.  The courses that I instruct are both Algebra II based, but one is a college prep and the other is an honors level.  In my initial research of Web 2.0 tools and the SAMR Model, I overwhelmed myself with ideas.  I have also been bouncing thoughts off of colleagues, so I hope that this week’s blog isn’t to scatter-brained.

Through researching the SAMR, I differentiated between the SA and MR phases by thinking of them as categories.  The S and A levels are part of the enhancement category and the M and the R levels are part of the transformation category.  I find that right now, I can use the substitution level of the model.  In this level, there is no functional change to my instruction.  Our school went Google a couple years ago, so I can create a class website using Google Sites.  My website will be very beneficial to my students, especially if they miss class.  All the classwork will be posted on the calendar and the students will have access to an online file-cabinet that has worksheets and handouts available for download.

The augmentation level is similar to the substitution level, but the technological substitute offers functional improvement.  An idea that I had for this level was using Google Forms to create shared documents or spreadsheets with my students.  The documents can contain something as simple as a writing prompt that every student must respond to.  This will allow me to check for understanding quickly and receive/give prompt feedback.

The modification level involves considerable task re-design.  This level and redefinition are really occupying my thoughts of late, as I have many ideas flowing.  For the modification level, I can use Google Chrome books (we have a few class sets) in a cooperative in-class project.  The students can work collaboratively on sophisticated math problems.  Then, instead of using the traditional paper and pencil, the can create step-by-step solution manuals using slides/video applications.  As a segue to the redefinition level, the same cooperative style approach can be used to assist the students in creating learning portfolios (using a book creator app) or a series of instructional videos (using something like Educreations).  All in all, the brainstorming has begun and hopefully it will result in my students achieving more in the classroom. 

Week 2 Post - IT6230

I have been utterly confused by what generation I belong to since I was aware of the classifications.  Being born in 1981, it’s safe to say that I was at least at cusp of the transition between Generation X and the Millennials.  That must make me a hybrid between the two, so I will not represent either in this blog.  Additionally, I will not try to act like I am privy to what’s going on inside the heads of these brand-new Generation Edgers.  Throughout my teaching career, I have only instructed the Gen-Edgers.  Although, the assigned videos were very well produced and entertaining, the nature in which the young adults and kids were portrayed was a little hyperbolic.  The exaggeration that this generation of kids are highly narcissistic and apathetic to "traditional" learning is completely asinine.  Social media and media in general may paint that picture for us adults, but I vividly remember being a teen in the 90s and hearing similar things said about my peers and me. 

Don’t get me wrong, some days I leave my high school a little rattled from being surrounded by teenage/young-adult angst, but I’m certain that the consensus among teachers hasn’t changed much over time.  The two articles by Prensky and McKenzie offered two distinct views.  Actually, McKenzie disses Prensky all throughout his article, but I thoroughly enjoyed what both authors had to say.  I perceived that Prensky was going for a more satirist theme, and McKenzie wasn’t having any of that.  However, the overarching idea of both articles deal with change in the classroom and how teachers should respond to it.  Prensky describes us as “immigrants” with thick “accents” that our students can’t decipher.  Although his views made me chuckle throughout, I don’t necessarily subscribe to them.

What I do subscribe to is that teaching and learning is a two-way street, and it has never been more obvious to me.  Today’s students in 2014 require different pedagogy than those students did 10-20 years ago.  However, re-inventing the proverbial wheel isn’t necessary.  Teachers aren’t as stubborn as they are made out to be.  I haven’t meet many teachers in my near decade of teaching that aren’t willing to integrate technology into their curriculum.  I have been to numerous conferences that offer a plethora of different strategies and ideas to reach these new learners.  Furthermore, the transition in technology offers the opportunity for educators to learn from their students.  I know that at least 25% of my tech-savviness can be attributed to my high school students giving me a hand with various new technologies.  All in all, these videos, readings, and all other forms of media should serve their purpose as motivation to educators in regard to keeping their instruction as modern as possible without losing focus of their educational roots.  Students today can receive the best of both worlds, and it’s up to the educators to facilitate that. 

Intro Post

January 6, 2014 marks the date of my very first post as a blogger...

My name is Shaun Legato and I am enrolled in Dr. Siko's IT6230 course at Wayne State University.  This course and IT8140 are among the last of the courses that I will take prior to completing my terminal masters project.  My major is IT with emphasis in K-12 Technology Integration.

During the day, I am a high school mathematics teacher in Warren.  Currently, I am in my ninth year of teaching.  Wayne State University also was the site of my undergraduate work.  My wife and I live in Sterling Heights and enjoy our summers off as she is also a teacher.

I look forward to a productive and informational semester.