Internship Reflection One
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Kayla Smith is completing an internship in a second grade classroom to fulfill requirements for an education course. She met with her on-site supervisor to identify needs around improving math and reading instruction with technology. Kayla reviewed various blog platforms and created her first blog to potentially use with students, hoping it will increase their reading comprehension and test scores. So far in the internship, Kayla has reviewed her contract, identified technology focus areas with her supervisor, explored blog platforms, and gathered student reading test scores. She feels accomplished in the initial tasks and looks forward to completing additional artifacts to improve technology use in her school.
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The document discusses the author's experience learning about new technology tools in their ICT course. They created presentations, blogs, and interactive classroom tools using PowerPoint, Wordle, NING, Kahoot!, and Socrative. The author was excited to learn about these tools and build their technology skills for future classroom use. They reflected on how tools like Kahoot! and Socrative can engage students and how blogging can be a joy through classroom examples. Going forward, the author hopes to create their own blog and videos, share experiences to help other teachers, and collaborate widely online to continue expanding their technology knowledge.
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Virtual classrooms are becoming a common tool used by many institutions for online education. They allow teachers to upload course information and materials for students to access remotely, and schedule videoconferences or chats to discuss topics. Students can remain in contact via email and take exams online to receive final grades, in addition to completing required homework. The virtual classroom environment encourages technology use, gives students more control over their learning through independent practice and reflection, and allows teachers to introduce themes earlier by gradually increasing complexity.
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Virtual classrooms are becoming a common tool used by many institutions for online education. They allow teachers to upload course content like information, videos, and readings for students to access remotely. Students can then study independently but also participate in live videoconferences or chats with teachers to discuss topics on a scheduled basis. At the end of the course, students take a final exam along with completing other homework assignments for their grade. Virtual classrooms provide many advantages for teaching English, such as encouraging technology use, giving students more control over their learning, and allowing instructors to introduce themes and interpretations earlier.
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1. The document describes an activity where students use Edmodo to collaboratively write a story online. This allows them to practice their writing skills while learning to use an online tool.
2. Research found supports using Edmodo for writing activities, as it increases engagement and allows students to share work and provide feedback. It also creates opportunities for authentic language use.
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This document is Bryan Davidson's reflection paper on his senior capstone internship with Octagon, NYC. He discusses how his various experiences at Syracuse University and previous internships prepared him for the capstone. These experiences included being a member of the Sport Management Club, interning for the Syracuse Crunch hockey team, and serving on the University Union Concert Committee. Davidson believes these hands-on learning opportunities helped develop his skills and gave him valuable real-world experience in the sports industry.
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Mariah completed an internship at ConTest Analytical Laboratory, an environmental testing lab. She secured the internship through her university's career center and was able to work close to campus. During her orientation, she learned safety procedures and quality control standards. As part of the internship, Mariah weighed soil samples, performed microwave and solvent extractions, and learned to navigate the lab software. Her supervisor ensured she was exposed to different areas of the extractions lab and gained hands-on experience. Mariah developed skills in lab techniques and safety protocols, and believes the internship experience will help her pursue a career in environmental science.
Internship paper final
Adam Gregersen interned at Jack Trice Stadium in Ames, Iowa during the summer of 2011. His main responsibilities included mowing various areas around the stadium, aerifying and painting the sports fields. He also helped with minor projects like mulching and moving equipment. While most of the work went smoothly, there were a few mistakes, such as incorrectly painting hash marks and a mower wheel falling off. Construction of a new scoreboard caused some logistical challenges but was interesting to watch. Overall, the internship provided valuable hands-on experience in sports turf maintenance that Adam enjoyed and hopes to continue next summer.
IRC Internship reflection
1) The author completed an internship at the International Rescue Committee in Phoenix, Arizona where she developed an 8-lesson English curriculum focused on teaching refugees job-related vocabulary and skills for cleaning industry jobs.
2) Some challenges included differing opinions from supervisors, students not showing up for the first class, and varying English skill levels among students. The author learned about doing needs analyses, maintaining a positive attitude, and being over-prepared for varying skill levels.
3) Successes included making activities like timesheets realistic for job skills and using content-based instruction around cleaning topics. The author reflects on how to improve lessons using problem-based learning and making activities more student-centered and group-focused
My reflection paper
The intern worked at Pennsylvania American Water, a water utility company, and addressed four competencies - thinking, communication, teamwork, and information literacy. These competencies aligned with what the intern's university, Harrisburg University, emphasizes.
For the critical thinking competence, the intern solved problems like finding pictures for a brochure and differentiating goals for various projects. The communication competence involved effectively communicating with others during meetings and conferences to understand expectations.
The teamwork competence had the intern collaborating with others on gift bags for an executive reception. Information literacy allowed the intern to evaluate and use content shared by supervisors and coworkers to develop training materials.
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This 12-week pilot course taught course developers and instructors how to teach online using the Desire 2 Learn (D2L) platform. Participants learned how to use various tools in D2L as well as other online teaching tools. They created online course materials like syllabi, discussions, and quizzes. Participants shared tips on using tools like Audacity, Elluminate, and creating accessible PowerPoint presentations. They explored new technologies and reflected on turning face-to-face courses into online formats. The goal was to learn practical online teaching skills and experience online learning from the student perspective.
Scenario Based Portfolio
This document discusses four online learning activities and analyzes which learning theory each one aligns with. Activity 1 aligns with constructivism by having students collaboratively create a concept map using a wiki. Activity 2 aligns with constructivism through an interactive virtual frog dissection and also cognitivism by chunking information. Activity 3 aligns with behaviorism by giving students a quiz with feedback. Activity 4 aligns with all three theories by having students work together on a presentation, promoting social skills, and relating a math concept to real life.
Final reflection practice-2-ezpeleta_paula
The student completed their teaching practice during the COVID-19 pandemic, which presented extraordinary challenges. They had to teach online without real students at first. The student explored different online teaching tools and designed engaging lesson plans with interactive activities and games. This allowed the student to develop their creativity and autonomy. Based on their experience, the student learned the central role technology and interactive tools play in online learning. Moving forward, the student plans to further develop their skills with online educational platforms and experiment with different tools and strategies to improve their practice, as mixed online/in-person classes will likely continue.
Assessment ppt ict
The document provides information about a planned classroom activity integrating ICT skills into an English lesson. It includes an introduction to the school's technology resources, the teacher's position and intentions for the lesson. Learning objectives are to develop reading, writing and oral skills through creating fact books about famous sportspeople using ICT skills like internet research, copying/pasting information and inserting pictures. The class involves 6 boys who will participate in a question and answer session with athletes and create fact books using an iPad app. The teacher aims to engage the boys and support literacy through the motivating topic of sports and use of technology.
Evaluation, reflection, critics & proposals Evaluaton survey& form answers
This document discusses using technology in English language teaching. It explores incorporating tools like webquests, photo essays, Google Drive, and word clouds. These tools can help make teaching more engaging and motivate students. The document also discusses collaborative learning and connected learning approaches facilitated by technology. Overall, the seminar introduced many useful tools and websites that teachers can apply in the classroom to teach in innovative ways. Some suggestions were made to provide more guidance on tool use and explore resources more deeply.
Klyng Week 5 Instructional Leadership Reflection
This document discusses a literacy coordinator's reflections on taking a course about instructional technology. The coordinator realized they were a "digital immigrant" who needed to improve their technology skills to better teach digital native students. Through the course, the coordinator learned about implementing technology into the curriculum, like setting up blogs for a classroom and book study. Their goal is to continue learning and using technology tools slowly over time to enhance teaching and prepare students for a digital world.
Klyng Week 5 Instructional Leadership Reflection
This document discusses a literacy coordinator's reflections on taking a course about incorporating instructional technology. It describes how the course helped the coordinator realize they were a "digital immigrant" and not as familiar with technology as students are. The coordinator developed blogging networks for teachers and students to collaborate about reading assignments. They saw increased excitement from blogging and eliminating after-school meetings. The coordinator aims to continue learning technology skills and implementing more projects and podcasting, but faces limitations from older school buildings and limited budgets.
Week 5 Reflection Assignment
This reflection discusses the outcomes Jennifer envisioned and realized from her Instructional Leadership course. While she initially expected to learn about best instructional practices, the course focused solely on technology. Through readings, her knowledge of new technologies grew and she found relevance for her role as an instructional coach. However, excessive discussion board requirements took away from quality learning. Jennifer also learned about using blogs and Google Docs to enhance communication and shares ideas for how teachers and principals could use blogs to engage stakeholders.
Week 5 Reflections
The document discusses a course the author took on technology in education. The author achieved the outcomes they envisioned, which were to become more proficient in technology and learn about current tools. However, the extensive discussion board requirements prevented deeper engagement with course materials. The author gained confidence in their technology and leadership skills but felt overwhelmed by the workload. Blogs can effectively communicate with stakeholders but require safeguards around student privacy and information credibility.
Eds 137 Final Reflection
Linda Sok reflects on her experience mentoring online high school students through a course at SDSU. She was assigned to three student groups working on a science project but faced challenges connecting with the students. Over 11 weeks, Sok received only two responses from students despite posting resources and trying different methods to engage them. While disappointed by the lack of interaction, Sok is grateful for the opportunity and hopes her contributions were still helpful to the students' project.
A Blended Course for Children
This document provides an overview of a proposed blended course for 8-year-old children in Malta that focuses on teaching ICT skills through core subjects. The course would involve weekly 90-minute face-to-face lessons over 10 weeks to teach skills like keyboarding, internet usage, email, PowerPoint, and digital resources. Coordination between the eLearning and class teachers is important, as is parent involvement to support practice at home. Keyboarding skills are an important focus starting in 3rd grade once fine motor skills have developed.
Instructional Leadership Reflection
This reflection discusses the course outcomes and what was learned from the class about instructional technologies. The author realized their district has many technologies but is not using them to their full potential for differentiated instruction. As an instructional leader, the author would focus on professional development to help teachers implement the technologies already available more effectively. Blogging was discussed as an underutilized but valuable tool for communication and providing students with real-world skills, though security and educational concerns need addressing.
Assessment 2.0: Alternative Assessment for Busy Teachers
The document discusses alternative assessment methods for teachers, particularly online assessment tools. It notes that traditional assessment can be time-consuming for teachers. The document provides examples of teacher responses to online assessment, which range from finding it useful and engaging for students to having concerns about its validity and whether it should be compulsory. It aims to provide simple and easy to adapt assessment methods that are not too time-consuming for teachers. Advice includes learning about students' after-school learning experiences, making students responsible for activities, and blending compulsory work with fun online activities.
Similar to Internship Reflection One (20)
Integrating Technology in a Special Education Classroom
Integrating Technology in a Special Education Classroom
Evaluation, reflection, critics & proposals Evaluaton survey& form answers
Evaluation, reflection, critics & proposals Evaluaton survey& form answers
Assessment 2.0: Alternative Assessment for Busy Teachers
Assessment 2.0: Alternative Assessment for Busy Teachers
More from knsmith620
Internship Timesheet
Kayla Smith completed an internship at Ravenel Elementary School under the supervision of Ms. Suzannah Eleazer. Over the course of the internship from September to October 2012, Kayla spent time researching educational technology tools, developing blogs on Edmodo for classroom and parental use, and gathering student assessment data to inform blog content. The time sheet provides details of Kayla's tasks and hours spent on research, blog development, and use of tools like Smartboards to support student learning.
Internship Timesheet
Kayla Smith completed an internship at Ravenel Elementary School under the supervision of Ms. Suzannah Eleazer. Over the course of the internship from September to October, Kayla spent time researching educational technology tools, developing blogs on Edmodo for classroom and parental use, and gathering student assessment data. The time sheet provides details of Kayla's tasks and hours spent on researching topics like Smartboards, comparing blog platforms, and creating tutorials to help students use the classroom blog for learning.
Internship Proposal
Kayla Smith is proposing an internship that will take place at Ravenel Elementary School or within the School District of Oconee County. She is unsure of her mentor but lists potential options like Greg Sullivan and district personnel. For her project, Kayla is considering developing SmartBoard lessons for math or science, incorporating digital cameras and PhotoStory, creating a workshop on Web 2.0 tools, or an interactive health curriculum using the SmartBoard.
Internship Proposal
Kayla Smith is proposing an internship that will take place at Ravenel Elementary School or within the School District of Oconee County. She is unsure of her mentor but lists potential options like Greg Sullivan and district personnel. For her project, Kayla is considering developing SmartBoard lessons for math or science, incorporating digital cameras and PhotoStory, creating a workshop on Web 2.0 tools, or an health curriculum using the SmartBoard.
Internship Reflection One
Kayla Smith is completing an internship in a second grade classroom to fulfill requirements for an education course. She met with her on-site supervisor to identify areas where teachers need help with technology, including interactive math lessons and games on the Smartboard. Kayla explored different blog platforms to find the best fit for her classroom and created her first blog, though she is still deciding which site to use. She gathered reading test scores from students, which have not been high so far. Through creating a blog and interactive lessons, Kayla hopes to increase student comprehension and engagement.
Smith internship reflection_one
Kayla Smith is completing an internship in a second grade classroom to fulfill requirements for an education course. She met with her on-site supervisor to identify areas where teachers need help with technology, including interactive math lessons and games on the Smartboard. Kayla explored different blog platforms to find the best fit for her classroom and created her first blog. She reviewed student reading test scores, which have been low, and hopes her new blog will increase comprehension through student interaction and learning from each other. By the end of her internship, Kayla will provide resources for educators and students, including her classroom blog.
Internship Timesheet
Kayla Smith completed an internship at Ravenel Elementary School under the supervision of Ms. Suzannah Eleazer and Dr. Tom Smyth. Over the course of three days in September 2012, she spent 4 hours researching blog platforms, reviewing her contract, meeting with her supervisor, and gathering student test scores to inform future work. She documented her tasks, hours, and comments in a timesheet as part of an educational technology internship and master's program.
Smith internship reflection_one
Kayla Smith is completing an internship in a second grade classroom to fulfill requirements for an education course. She met with her on-site supervisor to identify areas where teachers need help with technology, including interactive math lessons and games on the Smartboard. Kayla explored different blog platforms to find the best fit for her classroom and created her first blog, though she is still deciding which site to use. She gathered reading test scores from students, which have not been high so far. Through creating a blog and interactive lessons, Kayla hopes to increase student comprehension and engagement.
Smith internship reflection_one
Kayla Smith is completing an internship in a second grade classroom to fulfill requirements for an education course. She met with her on-site supervisor to identify needs around improving math and reading instruction with technology. Kayla reviewed various blog platforms and created her first blog to potentially use with students, hoping it will increase their reading comprehension and test scores. So far in the internship, Kayla has reviewed her contract, identified technology focus areas with her supervisor, explored blog platforms, and gathered student reading test scores. She feels accomplished in the initial tasks and looks forward to completing additional artifacts to improve technology use in her school.
Smith internship reflection_one
Kayla Smith is completing an internship in a second grade classroom to fulfill requirements for an education course. She met with her on-site supervisor to identify areas where teachers need help with technology, including interactive math lessons and games on the Smartboard. Kayla explored different blog platforms to find the best fit for her classroom and created her first blog. She reviewed student reading test scores, which have been low, and hopes her new blog will increase comprehension through student interaction and learning from each other. By the end of her internship, Kayla will provide resources for educators and students, including her classroom blog.
ED ET 650 Internship Proposal
Kayla Smith is proposing an internship located at Ravenel Elementary School where she currently works. She identifies potential mentors including Greg Sullivan and technology specialists at the school district. For her internship project, Kayla is considering developing SmartBoard lessons for math or science, incorporating digital cameras and PhotoStory in the classroom, creating a professional development workshop on Web 2.0 tools, or implementing a health curriculum through interactive SmartBoard lessons.
Course Portfolio
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she engaged in various assignments exploring research in distance education, critically evaluated examples of distance education implementations, and constructed an online course using CMS tools. Key assignments included discussion boards analyzing learning theories and effective environments, a presentation on quality assurance standards, and an annotated bibliography on learning strategies for distance education.
Course Portfolio
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she engaged in various assignments exploring research in distance education, critically evaluated examples of distance education implementations, and constructed an online course using CMS tools. Key assignments included discussion boards analyzing learning theories and effective environments, a presentation on quality assurance standards, and an annotated bibliography on learning strategies for distance education.
Course Portfolio
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she examined research on distance education and completed assignments exploring course design principles and evaluating learning management systems. Her major project involved collaborating with others to design an online course on integrating iPads into K-5 classrooms based on Bloom's taxonomy. Through these activities, Kayla gained knowledge about distance education research, best practices for online course design, and skills in implementing an online course using course tools.
LMS Build Reflection
My personal reflection and thoughts on developing an educational site on the topic of implementing iPads into the K-5 environment according to Bloom's Revised Taxonomy.
LMS Build Reflection
My reflection on developing a site on the topic of implementing iPads into K-5 environments according to Bloom's Revised Taxonomy.
ED ET 755 - Research Synthesis Assignment
Kayla Smith conducted research on learning strategies for students in distance education. She reviewed numerous scholarly articles and research studies on the topic. The research showed that effective strategies include developing motivation, metacognition, and resource management skills. Students must aim to engage deeply with content and interact with instructors and peers to promote meaningful learning from their own experiences.
ED ET 755 - Research Synthesis
This is a research synthesis that contains several articles on the topic of learning strategies for students involved in distance education.
ED ET 755 - Research Synthesis
This is a research synthesis on the topic of learning strategies for students involved in distance education.
Course Portfolio Reflection
Kayla Smith reflects on her course portfolio containing artifacts from her ED ET 703 class. She utilized several programs in her assignments including GIMP, Microsoft Word, Adobe Flash, and HTML. Some key projects in her portfolio included graphics activities where she modified images in GIMP and created an animated graphic, and a Flash activity where she learned to create an animated graphic in Adobe Flash. While she faced challenges learning new programs, the assignments helped her expand her skills in instructional design and multimedia tools.
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Internship Reflection One
- 1. Kayla Smith ED ET 650, Fall 2012 Reflection One September 17, 2012 Background Information: My internship will take place in an educational setting, specifically a second grade classroom. I will also address the faculty and staff at the school/district where I work by developing a website on the features of a Smartboard. Currently, I am employed at Ravenel Elementary School through the School District of Oconee County and I will be completing my internship within these entities. The products that I will use to complete this internship include: a website, Smartboard, tutorials, Journeys Reading Series, and a blog. Ultimately, I hope to increase my students’ comprehension while reading the specified stories each week and also enhance interaction and communication skills within the class. In addition, I plan to create a website on the features of a Smartboard and present information on how to develop interactive lessons to increase student involvement. Recent Accomplishments: Since the approval of my contract, I have completed several tasks toward my internship assignment. First of all, I reviewed and discussed the contract with my on-site supervisor, Suzannah Eleazer, who is an expert in Education with a Master’s in Reading and an additional thirty hours in Technology. Collectively, we considered specific areas of need – related to technology – for teachers within our school. We determined that the following ideas would be the most helpful and useful for teachers: Everyday Math interactive lessons to accompany certain units, Everyday Math games on the Smartboard to involve students with the content, and also an area for teachers to gain knowledge about the basic features and tools in order to create more effective lessons in the classroom. Immediately, I realized that the identified needs of my target audience (teachers within the school) were closely related to my interests – these were topics in technology that I aspire to become well-skilled and knowledgeable about in order to help educators reach their students of varying abilities. FYI: Everyday Math is the Mathematics Curriculum employed by the State of South Carolina to teach content standards in grades Kindergarten through Sixth. Secondly, I explored many different blog sites (e.g. Wordpress, Tumblr, Weebly, Blogger, Blogetery, LiveJournal, etc.) to obtain ideas and determine the one that best suits my students’ needs within the classroom. I also created my first blog on blogger, but I am still undecided as to if this is the website I will use with my students. I compared many of the features and researched each possibility; however, I will formulate a decision over the next few days. Lastly, I gathered reading selection test scores from the students in my class. Each week,
- 2. we read a story in class and focus on a specific skill that accompanies the content. Since school has started, the scores on these tests have not been that great – to say the least!! Ultimately, I HOPE that this blog will increase student comprehension (and their grades) while allowing the class to be involved, interact, and learn from each other. Value of Activities: With a delayed start to the internship, I feel as though I have accomplished many of the tasks that I planned to complete in the first two weeks. This experience is extremely important to me and I am interested in improving technology within my school. By the end of this internship, I will be able to show you several artifacts for use by educators and students. My blog will be available for viewing soon…