Reflection on Presentations

1. In our reserach about digital portfolios, I found that one of the benefits of a portfolio, as well as other digital mediums, is that it can be a window to elements of our own personalities that we may not have previously known. Applying that knowledge to my reflection on my classmates’ digital presentations, I find that the theory of multiple intelligences comes across as bluntly as a sledgehammer. I find that I have a new understanding of may of my classmates, as well as myself.

2. Producing an online digital presentation, whether it be a video, a Glogster poster page, or a PowerPoint file, can be just as much of a talent as anything else. You may find that although you are speaking quite clearly the microphone might not be recording your voice as well as you think. Certain kinds of text may not appear very well over certain backgrounds. Things may not translate as well for the viewer as were intended.

It is not my intention to be critical of anyone’s presentation other than my own, however, as a class, we are, more or less, new to this technology and cannot be expected to have any mastery over what we are doing yet.

Fortunately, with proper reflection and time spent honing skills, these issues can be overcome. This issue echoes one of the things I learned from one of the videos, which I believe was Mandy’s. “Teachers must be learners themselves.” I think this is something I’ve known for a long time, but to have the words right there in front of you is a much different experience.

3. I discovered that a vast wealth of information can be can be delivered to a user in a small amount of time. In the 30 to 45 minutes it took me to look through everyone’s presentations, I absorbed the most information of over a dozen technology in education articles all on different topics. The speed with which I obtained this information would not have been possible had I chosen to read all of those articles myself.

What is clear to me know is that this project was not solely about individual learning. It was an exercise in collaborative learning between my fellow classmates and I. Without necessarily being conscious of it, we’ve laid the groundwork fo a collaborative learning experience as we each pursue our teacher’s certificates and to become collaborative professionals beyond this experience.

Portfolio Examples

Good example: http://kids-learn.org/

This portfolio contains complete lesson plans that Susan Silverman taught to her second-grade classes. Each lesson plan has a title that clearly denotes what the plan is about and they are all listed and linked on the main page of the portfolio. Any teacher could happen by this portfolio and immediately take and use one, or even all, of these lesson plans.

Also, a link to email Susan Silverman is clearly posted on the main page of the portfolio to contact her and discuss the plans she has posted.

Bad example: http://durak.org/kathy/portfolio/index.html

In looking through this portfolio, I found nothing of any real substance, save for this woman’s resume. No where was there any material that might be of use or interest to anyone and what was posted was done so in a very informal way.

Additionally, the resume hadn’t been updated since the mid-1990s.

Smartboard Lesson

I’ve found interactive whiteboards to be an extremely useful tool in the classroom setting, however I feel that their importance should be limited to that of one of the myriad tools available to a teacher. Having taught a lesson using an interactive whiteboard, I can say that it is equally as advantageous as it is disadvantageous. I say that because an interactive whiteboard has the potential to be distracting to a teacher, which can be detrimental in terms of classroom management.

However, I would like to have one in a classroom because of the advantages, such as the ability to easily show video to an entire class; the ability to use color, graphics, and sound in a lesson all from one piece of equipment; the various games that can be employed; etc.

But, while this can be a boon, it must never be forgotten that the single most important tool in teaching a classroom of students is the teacher. An interactive whiteboard can help engage students, however it cannot do all of the work. It can be nothing more than supplemental to the teacher.

While it is best for a teacher to make use of all the tools available to teach students, it can be detrimental to the educational process for a teacher to rely too heavily on one tool alone to get the job done.