Partner Collaboration
EDU 584
I was able to teach a unit with my class this fall despite several challenges. It was not the exact unit that my partner and I had planned, but it worked and met the goals we had established.
My original intent was to teach a pizza unit, make a pizza movie and book, and work with second grade buddies to learn more about nonfiction texts and features. The timing was off and the unit was due before I could get to the pizza unit.
My partner and I discussed doing the same activities, but with fall themes instead. My kindergartners focused on Apples. We read nonfiction texts, labeled parts of an apple, went apple picking, made apple cider, and applesauce. The children compared fiction and nonfiction books, made a class book, created a how to make applesauce book, and completed an Imovie using digital pictures, Iphoto, and garage band.
The second graders did some of the same activities, but geared more toward their level. They went more in depth on the conventions of nonfiction texts, where as my class was lucky to understand the words fiction and nonfiction, photographs, and labels.
As a team, we discussed many issues that arose during the teaching of our unit. We discussed computer time and the availability of the computer cart. We also were slow to get into our accounts. Logging in is such a challenge and my kindergartners are not in the system until they are placed there. It varies depending on the computer technicians and when they are able to get to it.
Kindergartners in the Fall need lots of instruction and guidance. They also need a set routine. It takes the entire month of September to establish a routine. It was a challenge to plan times that worked for both of our classes. I also had a class with some pretty severe behavior issues that we had to take into account.
The perception survey was a new feature that I hadn’t done with my class on a particular unit before. The survey went well. Sometimes I wonder how accurate surveys like this are for young children. I found that my class liked the apple unit. Making the applesauce was their favorite activity. I learned that my more outgoing children liked talking on garageband and enjoyed it. My more quiet and shy children struggled with this and got very nervous. My girls tended to like everything a little bit more than my boys.
I was pleased that we were able to complete the unit using a fall theme instead. We pretty much stuck to the integrated unit outline. We completed lots of activities and the children learned a lot. It was nice to collaborate and work together. It was fun to bounce ideas back and forth, share what was a successful, and discuss areas that we needed to work on.
In the future, it would be much easier to create and complete the unit with the same class. Not plan it with one, and do it with another. We also discussed the ability of children in the fall versus the spring. There is a huge amount of growth that happens, especially with Kindergartners.
Overall, I would say that the unit was a success. I enjoyed working with my colleague and her second graders. I would attempt to do the team collaboration teaching again. I would be more apt to do it later in the school year though. This was a good learning experience for all those involved.
Thursday, December 10, 2009
Technology Update
EDU 580 Module IV
I have used lots of different forms of technology this semester. I am very pleased with myself that I didn’t get stressed or overwhelmed while doing so!
We had plenty of experience working with Excel and Word programs. We used these to create documents and collect data to form graphs and spreadsheets.
When teaching my integrated unit with my class of Kindergartners, we were able to use some technology as well. We worked with garage band, Imovie, digital cameras, Iphoto, and just practiced logging into our computers. What a challenge for my little darlings :) The children especially liked using the ball microphone when talking into garage band.
I was able to create a Skype account and use that a couple of times to practice during class. I didn’t have to miss any class sessions, so wasn’t able to try it out from afar.
As part of a class assignment, we were required to create a resource wikispace. I can honestly say that I was able to do this and add graphics and links. I was able to download files and pictures to put on my wikispace as well as the class wiki.
I have become very proficient in surfing the web for sites and resources in many areas, both for academic and personal purposes.
Our group created a keynote slideshow presentation on Professional Learning Communities. We added pictures, text, colors, and templates.
It has been a good semester. I have learned, experienced, and practiced a variety of technologies. With each technology module, I become a little more aware and confident in my computer skills!
I have used lots of different forms of technology this semester. I am very pleased with myself that I didn’t get stressed or overwhelmed while doing so!
We had plenty of experience working with Excel and Word programs. We used these to create documents and collect data to form graphs and spreadsheets.
When teaching my integrated unit with my class of Kindergartners, we were able to use some technology as well. We worked with garage band, Imovie, digital cameras, Iphoto, and just practiced logging into our computers. What a challenge for my little darlings :) The children especially liked using the ball microphone when talking into garage band.
I was able to create a Skype account and use that a couple of times to practice during class. I didn’t have to miss any class sessions, so wasn’t able to try it out from afar.
As part of a class assignment, we were required to create a resource wikispace. I can honestly say that I was able to do this and add graphics and links. I was able to download files and pictures to put on my wikispace as well as the class wiki.
I have become very proficient in surfing the web for sites and resources in many areas, both for academic and personal purposes.
Our group created a keynote slideshow presentation on Professional Learning Communities. We added pictures, text, colors, and templates.
It has been a good semester. I have learned, experienced, and practiced a variety of technologies. With each technology module, I become a little more aware and confident in my computer skills!
Tuesday, May 12, 2009
Final Collaboration Blog
Christine Harrington
Final Collaboration Blog
I met with my collaborating teacher today. The meeting went very well. I was able to explain to her the Backward Design model and process. I showed her my unit and all the different stages. She asked many questions and I was able to answer them for her. I also explained to her what TPACK was and the purpose behind it. She thought all of the information was interesting and was impressed with the amount of work that was done for this class. I had her view my final reflection piece. Again, she was impressed and learned a lot.
We discussed out next steps for our team taught unit in the Fall. I now know that I will officially be teaching a regular straight graded kindergarten class. I can continue on with my unit as planned with the second grade class and collaborating teacher.
Pam and I set an agenda for this summer to be able to successfully meet the requirements of this unit and for this class. We decided to go over expectations for both grade levels...second grade and kindergarten. We will decide what we want each class to get out of the unit and what our overall goals will be. We will talk about a timeframe and what the schedule will look like once we are established and in our classrooms. We are looking into writing some grants (Barclay's and DonorsChoose) and seeking some additional monies to pursue a field trip and other necessities for the unit. We will look through Scholastic catalogs to find nonfiction texts that will be appropriate and beneficial for our classes. We will collaborate and go over our budgets to make sure we are meeting the needs of our children and the goals of this unit. We discussed briefly possibly changing the cooking show to an animal type show. It is a work in progress.
At one of our future meetings, we will put together a portaportal site for our children to utilize and research other websites and bookmark the ones we feel are appropriate and useful for our children.
Each year, teachers in our building are responsible for creating 2 professional goals to work on throughout the school year. The collaboration and teaching of this unit will be a professional goal that both Pam and I will establish and work on. We will look into professional literature, guides, and resources. We will be integrating technology. The fiction and nonfiction standard is a P.L.C SMART goal already created and established by our building and staff. There will be learning labs to assist children that will struggle to meet the goals and outcomes of this unit (fiction and nonfiction).
I am looking forward to team teaching and collaborating with Pam Brooks and her second grade classroom. I think we both have a lot to offer each other. The children will enjoy working together. I am anxious to see how much my kindergartners will be able to do and how much they will get out of this learning experience.
More collaboration blogs to come!!!
Final Collaboration Blog
I met with my collaborating teacher today. The meeting went very well. I was able to explain to her the Backward Design model and process. I showed her my unit and all the different stages. She asked many questions and I was able to answer them for her. I also explained to her what TPACK was and the purpose behind it. She thought all of the information was interesting and was impressed with the amount of work that was done for this class. I had her view my final reflection piece. Again, she was impressed and learned a lot.
We discussed out next steps for our team taught unit in the Fall. I now know that I will officially be teaching a regular straight graded kindergarten class. I can continue on with my unit as planned with the second grade class and collaborating teacher.
Pam and I set an agenda for this summer to be able to successfully meet the requirements of this unit and for this class. We decided to go over expectations for both grade levels...second grade and kindergarten. We will decide what we want each class to get out of the unit and what our overall goals will be. We will talk about a timeframe and what the schedule will look like once we are established and in our classrooms. We are looking into writing some grants (Barclay's and DonorsChoose) and seeking some additional monies to pursue a field trip and other necessities for the unit. We will look through Scholastic catalogs to find nonfiction texts that will be appropriate and beneficial for our classes. We will collaborate and go over our budgets to make sure we are meeting the needs of our children and the goals of this unit. We discussed briefly possibly changing the cooking show to an animal type show. It is a work in progress.
At one of our future meetings, we will put together a portaportal site for our children to utilize and research other websites and bookmark the ones we feel are appropriate and useful for our children.
Each year, teachers in our building are responsible for creating 2 professional goals to work on throughout the school year. The collaboration and teaching of this unit will be a professional goal that both Pam and I will establish and work on. We will look into professional literature, guides, and resources. We will be integrating technology. The fiction and nonfiction standard is a P.L.C SMART goal already created and established by our building and staff. There will be learning labs to assist children that will struggle to meet the goals and outcomes of this unit (fiction and nonfiction).
I am looking forward to team teaching and collaborating with Pam Brooks and her second grade classroom. I think we both have a lot to offer each other. The children will enjoy working together. I am anxious to see how much my kindergartners will be able to do and how much they will get out of this learning experience.
More collaboration blogs to come!!!
Sunday, April 26, 2009
Chapter 12- TPACK in in-service education: Assisting experienced teachers’ “planned improvisations”
Christine Harrington
Chapter 12- TPACK in in-service education: Assisting experienced teachers’ “planned improvisations”
Most of the chapter, like the rest of the chapters in this TPACK book, were about how to integrate technology into your everyday curriculum and planning. There were some comments and ideas that I really liked in the chapter which I would like to share with you.
There was a comment about technology integration and how it is not defined by the amount or type of technology, but how and why it is used. This is a theme that I was able to take out of this chapter. In-service and experienced teachers are going to do what they see is best for their children and their learning. The integration of technology needs to be appropriate and beneficial and done in a way that is meaningful to children and their learning.
“There is no technological solution that applies for every teacher, every course, or every view of teaching.” What works for some teachers and some grade levels doesn’t necessarily work for everyone else.
As far as professional staff development in the area of technology...”It is important that professional development for experienced teachers that emphasizes TPCK be flexible enough to accommodate the full range of teaching philosophies, styles, and approaches.” I think what is taught for technology should beneficial to teachers and useful in our classroom. Teachers need to have time to effectively integrate technology in a meaningful way. Teachers need time to use technology and practice integrating it into a unit or lesson plan and students need time for use and practice as well. Sometimes it is hard to find the TIME to do all of this!
New terms...I.R.E= teacher initiation, student reply, teacher evaluation
B.N.I.E= bid, negotiated, instantiated, evaluation
With the push to integrate technology, I strongly feel there needs to be a respect for teachers, their teaching styles, and their approach to teaching. There needs to be an understanding that good and experienced teachers know what they are doing and what is best for the children in their classroom. Experienced teachers will integrate technology when they feel it is appropriate and valuable. There is no need to make these teachers feel incompetent and that they are not an effective teacher if a majority of their teaching does not include full blown technology integration. The integration of technology is important and I know it is extremely beneficial and necessary for the children of this generation, however, it needs to pertain to what I am teaching and I need to see it effectively and efficiently impacting student learning. I will continue to try my best to integrate technology in my kindergarten classroom.
Chapter 12- TPACK in in-service education: Assisting experienced teachers’ “planned improvisations”
Most of the chapter, like the rest of the chapters in this TPACK book, were about how to integrate technology into your everyday curriculum and planning. There were some comments and ideas that I really liked in the chapter which I would like to share with you.
There was a comment about technology integration and how it is not defined by the amount or type of technology, but how and why it is used. This is a theme that I was able to take out of this chapter. In-service and experienced teachers are going to do what they see is best for their children and their learning. The integration of technology needs to be appropriate and beneficial and done in a way that is meaningful to children and their learning.
“There is no technological solution that applies for every teacher, every course, or every view of teaching.” What works for some teachers and some grade levels doesn’t necessarily work for everyone else.
As far as professional staff development in the area of technology...”It is important that professional development for experienced teachers that emphasizes TPCK be flexible enough to accommodate the full range of teaching philosophies, styles, and approaches.” I think what is taught for technology should beneficial to teachers and useful in our classroom. Teachers need to have time to effectively integrate technology in a meaningful way. Teachers need time to use technology and practice integrating it into a unit or lesson plan and students need time for use and practice as well. Sometimes it is hard to find the TIME to do all of this!
New terms...I.R.E= teacher initiation, student reply, teacher evaluation
B.N.I.E= bid, negotiated, instantiated, evaluation
With the push to integrate technology, I strongly feel there needs to be a respect for teachers, their teaching styles, and their approach to teaching. There needs to be an understanding that good and experienced teachers know what they are doing and what is best for the children in their classroom. Experienced teachers will integrate technology when they feel it is appropriate and valuable. There is no need to make these teachers feel incompetent and that they are not an effective teacher if a majority of their teaching does not include full blown technology integration. The integration of technology is important and I know it is extremely beneficial and necessary for the children of this generation, however, it needs to pertain to what I am teaching and I need to see it effectively and efficiently impacting student learning. I will continue to try my best to integrate technology in my kindergarten classroom.
Saturday, April 18, 2009
Chapter 11- Guiding Preservice Teachers in Developing TPACK
Ch. 11- Guiding preservice teachers in developing TPACK
This chapter was basically about how to teach preservice teachers the importance of integrating content, pedagogy, knowledge, and technology.
I enjoyed the quotes that started each section.
“To teach is to learn.” There is no better way to learn something new than to have to teach it. I sometimes have my children teach each other what we have learned. If they can teach it, I know that they have mastered the concept!
“If the only tool you have is a hammer, you tend to see every problem as a nail.” Children need to have exposure to a variety of tools. Teachers need many tools available to meet all children’s needs. I sometimes call these tools my bag of tricks. It also means that we need to impact all of TPACK to teach children.
I recently went to a district wide RTI training. The speaker there made a similar comment to the one in this chapter that stated, children...”successfully face rigorous higher education coursework career challenges and a globally competitive workforce.” When the speaker was speaking to us, she was referring to her 5 year old daughter and saying that if she is not exposed to this TPACK model and technology that she is not going to be able to compete for a college degree or future career. It was a very powerful comment and presentation.
Preservice teachers need to have the opportunity to experience and be immersed in technology before they enter their teaching career. I wish this was the case with me. I have a lot to learn and not enough time to learn it in. Some of the skills I need to establish can be done on my own, but I have no time to explore them.
Children must have the basics before they move on to further activities or opportunities. We teach the basics in kindergarten...mouse control, logging in, passwords, parts of the computer. If they are not taught these skills, all other technology activities are going to be a challenge. Each lesson outside of the basics is a huge production! It often takes over the content being taught. Teachers need to use their best judgement when teaching technology with younger students. Another thought when teaching with technology is will this technology enhance the learning experience. I am constantly battling with this.
I liked the last comment made in the TPACK book. It said, “...reflection is an important experience in the making of a teacher for the 21st century- a teacher with the knowledge, skills, and dispositions for teaching with newer and emerging technologies, a teacher with knowledge and understanding of the intersection and integration of content, pedagogy, and technology in ways that ultimately affect student learning (p. 249). I am working on becoming a TPACK teacher. I am definitely a work in progress, but trying my best.
This chapter was basically about how to teach preservice teachers the importance of integrating content, pedagogy, knowledge, and technology.
I enjoyed the quotes that started each section.
“To teach is to learn.” There is no better way to learn something new than to have to teach it. I sometimes have my children teach each other what we have learned. If they can teach it, I know that they have mastered the concept!
“If the only tool you have is a hammer, you tend to see every problem as a nail.” Children need to have exposure to a variety of tools. Teachers need many tools available to meet all children’s needs. I sometimes call these tools my bag of tricks. It also means that we need to impact all of TPACK to teach children.
I recently went to a district wide RTI training. The speaker there made a similar comment to the one in this chapter that stated, children...”successfully face rigorous higher education coursework career challenges and a globally competitive workforce.” When the speaker was speaking to us, she was referring to her 5 year old daughter and saying that if she is not exposed to this TPACK model and technology that she is not going to be able to compete for a college degree or future career. It was a very powerful comment and presentation.
Preservice teachers need to have the opportunity to experience and be immersed in technology before they enter their teaching career. I wish this was the case with me. I have a lot to learn and not enough time to learn it in. Some of the skills I need to establish can be done on my own, but I have no time to explore them.
Children must have the basics before they move on to further activities or opportunities. We teach the basics in kindergarten...mouse control, logging in, passwords, parts of the computer. If they are not taught these skills, all other technology activities are going to be a challenge. Each lesson outside of the basics is a huge production! It often takes over the content being taught. Teachers need to use their best judgement when teaching technology with younger students. Another thought when teaching with technology is will this technology enhance the learning experience. I am constantly battling with this.
I liked the last comment made in the TPACK book. It said, “...reflection is an important experience in the making of a teacher for the 21st century- a teacher with the knowledge, skills, and dispositions for teaching with newer and emerging technologies, a teacher with knowledge and understanding of the intersection and integration of content, pedagogy, and technology in ways that ultimately affect student learning (p. 249). I am working on becoming a TPACK teacher. I am definitely a work in progress, but trying my best.
Saturday, March 28, 2009
Chapter 5- An integrated framework for educating world language teachers
TPACK Chapter 5- Reflection
An integrated framework for educating world language teachers
I loved the comment in the chapter that said “today’s teachers are confronted with a broader range of needs than teachers were a few decades ago” (p.107). I feel that teachers today have a lot on their plates. We are involved on many more committees, larger demands on academics, and the integration of technology. That doesn’t include class make ups and all the needs of each child in your class.
We have a few students in Wilton who are bilingual, but their parents are non-english speaking. The chapter suggested that being immersed and continually exposed to a language helps you to learn it quicker than those who are not. The children are constantly being exposed to English on a daily basis and therefore they have picked it up more quickly than their parents. In my experience, children pick up foreign languages much more quickly than adults. Learning a language is not pure memorization, but also social immersion and frequent use. People need to be exposed to meaningful conversations to pick up the emotions and the context in which the language is being spoken.
The more I am becoming aware of technology, I realize that if I understand how technology enhances the learning process I will be more apt to use it in my classroom. Technology needs to be used when it would be impossible to accomplish the learning in other ways. Some examples would be virtual field trips to museums and art galleries. Studying abroad is expensive and not an option for many. Students could visit the Louve and other famous far away places to learn the culture that is trying to be taught.
TIME for teachers to explore and learn new technologies is very limited. Teachers need inservice days and workshops to help keep up with current and changing technology trends. I know I would benefit tremendously from this.
NEW Vocabulary...CALL= computer-assisted language learning
Some of the ways technology can be used to teach foreign languages is through online chat sites. Students can chat with others from different parts of the world. They will be exposed to the reading, writing, and speaking of other languages. Hypertext and hypermedia technology is proven to be a great benefit for the retention of new vocabulary in a new language. Internet, chatrooms, email, video-conferencing, and digital communication help to shape the ways teachers introduce culture to their students in foreign language classes.
TPACK helps provides foreign language teachers a venue to enhance classrooms with technology while making them more culturally and linguistically valuable (p.123). Technology helps us to learn about the world around us. It exposes us to information that is otherwise not easily accessible to us.
An integrated framework for educating world language teachers
I loved the comment in the chapter that said “today’s teachers are confronted with a broader range of needs than teachers were a few decades ago” (p.107). I feel that teachers today have a lot on their plates. We are involved on many more committees, larger demands on academics, and the integration of technology. That doesn’t include class make ups and all the needs of each child in your class.
We have a few students in Wilton who are bilingual, but their parents are non-english speaking. The chapter suggested that being immersed and continually exposed to a language helps you to learn it quicker than those who are not. The children are constantly being exposed to English on a daily basis and therefore they have picked it up more quickly than their parents. In my experience, children pick up foreign languages much more quickly than adults. Learning a language is not pure memorization, but also social immersion and frequent use. People need to be exposed to meaningful conversations to pick up the emotions and the context in which the language is being spoken.
The more I am becoming aware of technology, I realize that if I understand how technology enhances the learning process I will be more apt to use it in my classroom. Technology needs to be used when it would be impossible to accomplish the learning in other ways. Some examples would be virtual field trips to museums and art galleries. Studying abroad is expensive and not an option for many. Students could visit the Louve and other famous far away places to learn the culture that is trying to be taught.
TIME for teachers to explore and learn new technologies is very limited. Teachers need inservice days and workshops to help keep up with current and changing technology trends. I know I would benefit tremendously from this.
NEW Vocabulary...CALL= computer-assisted language learning
Some of the ways technology can be used to teach foreign languages is through online chat sites. Students can chat with others from different parts of the world. They will be exposed to the reading, writing, and speaking of other languages. Hypertext and hypermedia technology is proven to be a great benefit for the retention of new vocabulary in a new language. Internet, chatrooms, email, video-conferencing, and digital communication help to shape the ways teachers introduce culture to their students in foreign language classes.
TPACK helps provides foreign language teachers a venue to enhance classrooms with technology while making them more culturally and linguistically valuable (p.123). Technology helps us to learn about the world around us. It exposes us to information that is otherwise not easily accessible to us.
Sunday, March 22, 2009
Chapter 8- Placing the magic in the classroom-TPACK in arts education
Reflection- Chapter 8
Placing the magic in the classroom- TPACK in arts education
MSAD #9 just had a district wide meeting around the topic of RTI (response to intervention). The presenter that day spoke about meeting the demands for the twenty-first century and how children are being born into a world very different than the one we were born into. She mentioned the list of learning skills necessary for our children. The list in on page 167 of the TPACK book. I found it interesting that she was speaking about these and the reality it is for our children today.
Arts is easy for me to incorporate into my kindergarten classroom on a daily basis. At first, I was thinking of the arts as the crafty projects I do with my children, but it involves so much more...dancing, singing, music, and projects. It is my favorite part of the day, well, besides teaching them to READ of course!!! The arts cover many of Gardner’s multiple intelligences...kinesthetic, visual, spatial, musical, interpersonal, and intrapersonal skills. These are essential for gross motor, fine motor, and visual spatial development. They encourage self-discovery, self-esteem and creativity.
This chapter gave MANY examples of websites available to help with the arts in the classroom. I checked out the crayola.com, the kinderart.com, and the dsokids.com sites. They were great. Some of the Web 2.0 programs to help with the arts are iPhoto, iMovie, Garage Band, and iTunes.
This may sound kind of silly, but to my more computer savvy friends, what is an applet?
The internet can be used to help find information, but it also gives you the ability to take virtual field trips to see museums, paintings, and dances.
I dance and move with my children everyday. (You would think I would be smaller with all that exercise!) Mr. D (from the Land of the Letter People, my alphabet program) has a Mexican dance does with the children. I don’t always think to give them the background history of the dance or music being played. I also give a little girl piano lessons, and fail to give her the background of the composers of the pieces she plays. This is something I will try harder to do as an educator. I can use technology to help me find the information that I need and relay it to my students.
My children do mini skits or plays. They love performing! What a bunch of hams!! Anyway, I liked reading about the benefits of drama and how it creates self esteem, works on public speaking, and brings out talents in students that might otherwise stay hidden.
I liked the idea of using technology to have pen pals. My children are at a stage where they can write and read. It would be fun to have pen pals over the computer using technology. I will look into this for next year. There is too much on my plate to take on this endeavor right now.
It is important to remember that technology doesn’t replace the arts, but helps to enhance it.
Placing the magic in the classroom- TPACK in arts education
MSAD #9 just had a district wide meeting around the topic of RTI (response to intervention). The presenter that day spoke about meeting the demands for the twenty-first century and how children are being born into a world very different than the one we were born into. She mentioned the list of learning skills necessary for our children. The list in on page 167 of the TPACK book. I found it interesting that she was speaking about these and the reality it is for our children today.
Arts is easy for me to incorporate into my kindergarten classroom on a daily basis. At first, I was thinking of the arts as the crafty projects I do with my children, but it involves so much more...dancing, singing, music, and projects. It is my favorite part of the day, well, besides teaching them to READ of course!!! The arts cover many of Gardner’s multiple intelligences...kinesthetic, visual, spatial, musical, interpersonal, and intrapersonal skills. These are essential for gross motor, fine motor, and visual spatial development. They encourage self-discovery, self-esteem and creativity.
This chapter gave MANY examples of websites available to help with the arts in the classroom. I checked out the crayola.com, the kinderart.com, and the dsokids.com sites. They were great. Some of the Web 2.0 programs to help with the arts are iPhoto, iMovie, Garage Band, and iTunes.
This may sound kind of silly, but to my more computer savvy friends, what is an applet?
The internet can be used to help find information, but it also gives you the ability to take virtual field trips to see museums, paintings, and dances.
I dance and move with my children everyday. (You would think I would be smaller with all that exercise!) Mr. D (from the Land of the Letter People, my alphabet program) has a Mexican dance does with the children. I don’t always think to give them the background history of the dance or music being played. I also give a little girl piano lessons, and fail to give her the background of the composers of the pieces she plays. This is something I will try harder to do as an educator. I can use technology to help me find the information that I need and relay it to my students.
My children do mini skits or plays. They love performing! What a bunch of hams!! Anyway, I liked reading about the benefits of drama and how it creates self esteem, works on public speaking, and brings out talents in students that might otherwise stay hidden.
I liked the idea of using technology to have pen pals. My children are at a stage where they can write and read. It would be fun to have pen pals over the computer using technology. I will look into this for next year. There is too much on my plate to take on this endeavor right now.
It is important to remember that technology doesn’t replace the arts, but helps to enhance it.
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