Technology Integration Plan

           The lesson plan that I decided to adapt for this assignment is one that I used in my Methods for Teaching English class, which is based on Kate Chopin’s “Story of an Hour.” It was designed for an eleventh grade English class. With group collaboration and presentations included, it is estimated to take approximated five forty-five minute class sessions.
            As a “Do Now,” I originally had my students write in their journals about their thoughts to the ending to the short story. I had them write what they liked and what they would change. This would prepare them to write an alternative ending to the short story. I would then have the students briefly share their ideas with the class and then introduce them to their writing assignment. In this adapted lesson, I decided to maintain the same “Do Now” writing assignment; however, instead of having the students share their ideas aloud, I saved that for later. The students will discuss their ideas in groups, as discussed in the second row of the matrix. As mentioned in the first row of the matrix, I have added the use of a SmartBoard to demonstrate examples of what their final product should look like. The students will listen and ask questions.
            Originally, I wanted my students to independently write an alternate ending to the short story in an essay format. The students would be instructed to eliminate the final two paragraphs of the short story and continue with their ideas from there. In this new lesson, instead of having the students independently write their alternative ending, I decided to allow my students to work in groups of three to four to create a video of their alternative ending. Pedagogically, I think that this would be a great way to incorporate technology because I am providing students two different options; they can either record themselves acting, or they can use a website, such as GoAnimate, to create a virtual video. This way, students who do not feel comfortable with filming themselves have an alternative method of completing the assignment. As mentioned in the second row, the students will communicate and collaborate in groups. Those filming themselves can use any of the following technologies: cameras, cell phones, iPads, and/or laptops with webcams. The students who are virtually creating a video will use a computer to access GoAnimate. Unlike the original lesson, this one is engaging for students because they get to use technologies that they use in their everyday lives in a school setting. Also, these technologies are easy to carry from home to school.
            In the third row, I mention that students will present their videos to the class using the SmartBoard. In the original plan, I had the students share their alternate endings in groups, not with the entire class. The students presenting will then engage the audience in a discussion about their thinking process and what led them to believe that this was a reasonable ending based on textual evidence. Pedagogically, I find this to be both an engaging and educational assignment, because in order for the students to create an alternative ending, the goal is that they will understand the conflict, characters, setting, and writing style.
           As mentioned in the fourth row, the students in the audience will evaluate the group presenting using a rubric, which was created on Rubistar in a previous class session. The students will have this rubric printed out for when each group presents. The rubric will have a section to evaluate both the video and the explanation of the video.
            I particularly like the idea of students sharing their work with one another; that is why I decided to make it mandatory that all students post their video up on DropBox, as seen in row five. As the teacher, I will create a DropBox folder and allow all my students to have access to it. This way students can access each others’ videos whenever they please; this will particularly benefit those students who are absent. To do this, the best option is to use a computer to download the video file; however, the students can access each others’ work through their iPads and Smartphones.
            Overall, I feel as if this adapted lesson will pedagogically benefit all the students in my class, because they will bring their technologies into a classroom setting, students will collaborate with peers, they will develop stronger public speaking skills through presentation, and students will take on the role of a teacher by evaluating groups with a rubric. 

My Matrix!

Movies in an English Classroom

            In order for students to learn, it is important that they are engaged and interested in what is being taught. The best way to grab a student’s attention is by appealing to their personal hobbies and interests. Looking back on my experiences as a student in both elementary school and high school, I realize that I always enjoyed working with visual, instead of listening to lectures, engaging in class discussion, or simply reading from the textbook. My favorite was watching movies in class. Pedagogically, I believe that showing movies in an English classroom is a great way to enhance students’ ability to analyze. For example, if the class were reading Khaled Hosseini’s “The Kite Runner,” I could show my students the movie version of the book. There are numerous similarities and differences between the two; however, in order to be able to point out the similarities and differences, the students must understand both the movie and the book. Another engaging way to incorporate movies in an English classroom is by showing a scene from a movie and then having the students write an alternate ending.
            By showing movies, a variety of different assignments could be assigned. For example, students could use a graphic organizer such as a Venn diagram. Students could also write a compare and contrast essay or a persuasive essay on whether or not the movie truly portrays the message of the novel.  Documentaries are also excellent to show in the classroom, because they are informative and straightforward. I personally prefer them over a lecture, because a documentary contains music and visuals.
            Not only are movies a great way to make learning fun, but several different technologies can be used. For example, to show a movie a teacher can use any of the following: computer, DVD player, VCR, and SmartBoard. Movies can be used in any content area classroom. 

Online Grade Books in an English Classroom

                When I was in elementary school, I remember every single one of my teachers owning and carrying a green spiral book where they kept both attendance records and grades. The teachers did not have access to online grade books in class, because most of the computers did not work. They could not rely on the three bulky computers in the classroom. When I entered high school, I realized that the teachers registered all the information straight into the computer. There were approximately 24 computers in each classroom, and every teacher had a computer at their desk.
                As teachers, it is our job to make sure that we keep accurate records of our students’ grades and attendance in an organized fashion. If we are privileged enough to working in a school that has computers, it would be great to use an online grade book. Unless required by the school, there are so many different websites that we can use to help up keep track of our records. Two websites that I am familiar with are Engrade and ThinkWave; they are both FREE programs which I plan to use in my English classroom.
                For my methods class, we were provided with a list of “students” and “grades.” We were instructed to input the grades and create a reasonable scale for grading. I am currently using ThinkWave. When I create an assignment, I can decide how much I want each category to weigh and whether I want to provide a letter grade, percentage, or simply a check. Once all grades are inputted, the computer calculates the grades. I then get a class average. In the future, I can use this average to reflect on the class as a whole. Parents and students can also register and have access to their grades. This is a great way to get parents involved in their child’s education. Also, if students and parents keep up with the grades, there will not be any surprises at the end of the semester.
                Another advantage of using these websites is that I can always have access to my students’ grades. I can input grades over the weekend from home. Also, if I am required to hand in a hard copy of my records, I can simply print from the website. I do not have to worry about copying grades by hand into a grade book. 

Using Commercials in an English Classroom

            Music plays an important role in most students’ lives on a day-to-day basis. As the last school bell rings, headphones are quickly removed from pockets and popped into ears. The same occurs as soon as the lunch bell rings and students make their way to the cafeteria. Many students even go as far as to sneak at least one headphone into their ear during class, hiding it under their shirt and hair. Today, music is easily accessed on cellphones, computers, and iPads through Pandora, YouTube, and iTunes. Students no longer have to sit through commercials, unless they are listening to the radio or watching television.
            Sitting through a commercial while anxiously waiting for a song or for your favorite show to play, may be “annoying”. Even though we have all wished that we could just fast-forward a commercial, it is important to keep in mind that commercials portray creativity and are a means of informing, and persuading.

            It is for this reason that I believe it would be a great idea to incorporate commercials into an English class. For example, after students write a persuasive essay, I could have them convert their essays into a commercial. Two possible commercial forms that could be used are visual, a commercial to be seen on television, and auditory, one heard over the radio. The students could then write a reflection paper on whether their commercial was successful and what exactly the commercial refelcts about their paper. Perhaps, once students transform their essay into a commercial, they might want to alter their paper.
            Before the students begin to record or film their commercials, I believe that it would be a great idea to show some commercial examples on the SmartBoard. The students could discuss and analyze them – what is this advertisement trying to sell? Who is the targeted audience? This way students could have an idea of the key elements needed in their commercials.
            I believe that using commercials would be a great way to engage students; it would also be an excellent way of incorporating several different technologies into the classroom. For example, I would have to use a SmartBoard to project television commercials off of Youtube. I would need to bring a radio or a recorder with recorded commercials for students to listen. The students would then need video cameras or recorders to record their personal commercials.

Using RubiStar in an English Classroom

                It is easy to assign students a writing assignment in an English classroom and provide them with a due date. Students will go home and write, and submit it in hopes of receiving a good grade. Even though instructions to assignments may seem clear, it is essential that students know what exactly they are being grades on. It is for this reason that I believe that students should always have a rubric to follow when writing a paper, even for the first draft. Students need to know what is expected of them before they start writing so that they can lead their thoughts in the right direction.
                I understand that creating a rubric may seem like a tedious task to complete, especially for every assignment; however, there are several useful websites that can make a teacher’s life so much easier! I personally like to use RubiStar. It is a free website that does not require you to be a member in order to use it. On the homepage, you can click on your content area, and you will be directed to several different topics. You will then select the topic for which you want your rubric. For example, if I wanted my students to write a persuasive essay, on the homepage I would click on “writing”. I would then click on “persuasive essay”.
                Once you have selected your topic, you have to fill out brief information: name, rubric name, and your zip code. You will then see multiple empty boxes. The great thing about this website is that you can select from their options, or you can create your own. Also, you can follow their grading scale (4-1), or you can create your own using their template. Once complete, just click on Submit and you will have a copy of your final rubric. There is also the option to go back and edit it if you are not satisfied. If you do not see the topic that you are teaching on the list, you can simply select any topic in your content area, and just use their template as a guide. I believe that this is a great tool to use, especially for new teachers because this website serves as a guide to creating rubrics.

Using Wordle in an English Classroom

            Wordle is a great software that can be used in an English classroom when teaching several different topics. Wordle.net is a free website that serves as a cloud generator to produce a picture with words. For example, if a student wrote a paragraph, they could copy and paste it into the textbox on this website and the software would generate the words to create a picture using words. The words appear in all directions: horizontal, vertical, diagonal. The words that are used most frequently in the text appear the biggest. For this reason, this software would work particularly well when students need to identify the theme of a passage. Since the size of the words defines repetition and the frequency of the word, students could identify the theme of a passage with the biggest words.
            If I instructed my students to write a paper, this software could be used for feedback. For example, just by copying and pasting a paragraph into the software, the students are able to get a sense of how frequent they repeat certain words without even noticing it. Once the student notices that they have repeated a word several times, they can go back and edit their essays either by coming up with synonyms or deleting sentences.
           Another feature that I like about this software is that students are about to transform their words into a shape. For example, if students write a story about their love for coffee, they can actually design a mug with the words used in their essay. They also have the option to edit the colors, size, and font of their words.
            Not only can this software be used in an English class, but it could be used in other content areas. I particularly think this software would make a great lesson when combining both Art and English. 

Collaboration Canvas

         I decided to remix my major, English, with a Social Studies unit. The original Social Studies unit focused on the changing ideologies of race and culture. Creating a Remix canvas was a difficult task because the widgets were not cooperating.
       In order to recognize change, it is essential to understand how different races and cultures were treated years ago and how they are treated today. For this particular unit, I wanted my students to focus on the Holocaust; therefore, they will read Karen Levine's Hana's suitcase. I am aware that this novel only covers the Holocaust; however, I am assuming that other cultures will be covered in following units. After reading, analyzing, and discussing Levine's novel and videos, students will compose an essay where they compare and contrast how ideologies have changed over time, relating to researched statistics, articles, videos, and the novel.
        I kept the all of the pictures, the video, and most of the additional resources. I decided to remove the "Sit-in movement" resource, because I wanted to focus more on the Holocaust. That is why I added a link to an introduction on the Holocaust and a website about Hana's life. I added a summary and a trailer to the documentary which is based on the novel. Also, I removed the "What are demographic factors?" resource, because I thought it was too vague. I added a clip of people expressing how they feel about being discriminated and their opinions on whether or not they have seen change.
   
     

http://www.play.annenberginnovationlab.org/play2.0/challenge.php?idChallenge=2704&mode=view#network6

Using GoAnimate in an English Classroom

            It is absolutely essential to keep in mind that every student’s attention must be grabbed when conducting a lesson; therefore, teachers should always remember to keep lessons relevant and interesting. This week, I was introduced to a website called “Go Animate,” which I definitely plan on using in my English classroom.
            In a matter of seconds, it is absolutely easy to create a FREE account with minimal information. Once registered, my students will have access to create animated videos. The students can select from several different characters, scenes, songs, and texts. For example, if I were teaching my students a novel or play, I could have them select a chapter or scene and create a video based on their interpretation. I would be able to assess the students’ comprehension of the text based on their portrayal of the characters, setting selections, and diction used in the dialogue.
            On the homepage, there are several videos created by other users. This is a great way to show students an example of what their video might look like. Students are able to learn from each other’s videos. The homepage of this website resembles the homepage of YouTube, because users are able to access the top videos, recently added, most watched, most shares, etc. Since several students are already familiar with YouTube, this website shouldn't be too default to navigate through. Under the “Explore” tab, there is an option entitled “blog.” Here, anyone can access tutorials on how to create videos and use the website. This is particularly helpful for new users.
            I like this website because students are learning without even recognizing it. Also, since it is online, if the students do not finish working in class, they can easy pick up from where they left off from their home computers. Not only would this website be helpful in an English classroom, but it could definitely be used to teach any content area.

Website: http://goanimate.com/

Unit Plan Canvas

            Creating my canvas was a difficult task, because I constantly received “error” messages. I would attempt to drag a widget onto my canvas, and the widget would not appear. I had to restart my canvas twice, losing the work that I had already done. After a few failed attempts, I finally got the hang of it and creating my canvas was a breeze. I began by conducting all my research first: the NJCCCS and additional sources. I then searched for pictures and videos.
            In my unit, I will teach my twelfth grade students William Shakespeare’s The Twelfth Night. We will read, analyze, and understand the significance of the characters, settings, and events. With the help of the biography widget, the students will read about Shakespeare’s life to grasp a better understanding of who Shakespeare was as a writer. After the students are familiar with The Twelfth Night play and movie, I will introduce them to the 2006 movie “She’s the Man,” which is based off of the Twelfth Night. The students will read the “She’s the Man vs. Twelfth Night” widget to clarify on the similarities and differences between the two. The purpose of working with both works is that I want my students to realize that the stories that Shakespeare wrote about are still relevant and present today. Also, the introduction of a modern version of the Shakespeare's play will allow students to realize that reading Shakespeare “is not that scary.”

http://www.play.annenberginnovationlab.org/play2.0/challenge.php?idChallenge=2222&mode=view#network6

Using Cameras in an English Classroom

            I can still remember when my parents owned a bulky and heavy camera that wouldn’t allow them to see the outcome of the photos until developed. My parents then purchased a small silver Kodak digital camera; I can still recall my amazement when I discovered that I could see the photos after taking them. The idea of deleting unwanted pictures and developing only the ones I wanted fascinated me.

            Today, several people still use digital cameras, but many prefer to use the camera on their cell phones. It is a convenient portable device, and the photos can easily be sent to other people, posted on social media websites, and so much more. In my English classroom, I would love to incorporate cameras into my lessons.

           In the beginning of the school year, I could instruct my students to take pictures of their hobbies and the people that are important to them. They could then either develop the pictures or download them into their computers. The pictures would be used to create a collage about their lives. This would be a creative and fun way for students to express who they are. As a teacher, I could get a sense of who my students are, so that I could create lesson plans that are relevant to their lives.

          Cameras would be used for writing assignments as well. For example, for homework, I could instruct my students to take a picture of a landscape. I would then have them come in and write a Picture Prompt based on their picture. This way the students could feel more connected with their writing.
          I could also have my students use their cameras or cell phones to record a skit. The benefit of creating a skit is that it could be used to teach any novel or play. For example, if I were teaching Khaled Hosseini’s The Kite Runner, I would split my class up into groups and assign each group a theme. They would have to create a short film based on their interpretation of the novel, including setting, characters, clothing, props, accents, etc.
            Not only can cameras be used in an English classroom, but in any subject area classroom. Several students are constantly posting pictures on Instagram and Facebook; therefore, incorporating cameras into the classroom would allow students to realize that their hobbies and the outside world apply to school.  

Technology & Pedagogy

           I chose this lesson because I found the assignment to be a creative way to for students to demonstrate their understanding of a selected scene from Shakespeare’s Twelfth Night. Reading Shakespeare’s works can be intimidating for students because of Shakespeare’s style of writing. Through acting and the use of technology, students will create a silent movie of their interpretation of a scene, paying close attention to the characters, setting, events, etc. This is an alternative way to assessing students’ understanding, without intimidating them with a written test or essay.   
            I found the teaching strategies to be effective because students are able to collaborate on an assignment that is modeled by the teacher through demonstration and discussion. Since the assignment is estimated to take three 45 minute class sessions, this provides the students with adequate time to communicate with each other and with the teacher for further instruction and clarification. However, I believe it is important to allow students to use technologies such as cameras, laptops, iPads, and cell phones, instead of limiting them to only computers. Using everyday technology devices will allow students to realize that the outside world is not discrete from the classroom. They can easily carry these electronics and use them at home and in class.
            The lesson plan did not directly mention which CCSS it fulfills; however, the expectations the teacher has for her students could be expanded. The teacher expects the students to enhance creative storytelling skills in verbal, non-verbal and written forms. As a teacher, I would want my students to be able to analyze the effect and purpose of Shakespeare’s selections in the development of elements, such as the settings and characters. Through the use of captions, props, facial expressions, and gestures, I expect my students to portray their interpretation of their scene. 

https://docs.google.com/spreadsheet/ccc?key=0AuLxF_m7FTwwdEsxNE5LU0Z6VzVhMXF4dmtUZmtQaUE&usp=sharing

Detecting Plagiarism in an English Classroom Through Technology

                The internet has definitely made researching easier for students when writing a paper. Students no longer have to go to the library and go book by book and shelf by shelf looking for sources that will help them with their papers. Even though the internet is a quicker form of gaining information, it is also extremely dangerous because it is an easy way of committing plagiarism. With just a few clicks, it is easy for a student to copy directly from a website and paste it into their Word Document. Normally, teachers who know their students and know how their students compose essays will be able to detect plagiarism when it is present because the style and vocabulary will not match the student’s original work. However, there is now a more efficient way to do so through the help of technology.
                I recommend that all teachers use the following website:  www.turnitin.com. As a future English educator, I find this website to be extremely helpful and easy to use. All I have to do is instruct my students to create a FREE account and add my class to their page. They will then have access to my folder, which they will electronically submit all their essays through. By having essays submitted electronically, I can also determine if their assignments are on time by the date and time posted. As a teacher, when I select a student’s essay to read, the essay will appear on the left side of my screen. If any writing is plagiarized or is similar to anything posted on the internet, the words will be highlighted in green. The website that the writing is believed to be copied from will appear on the right side of the screen. As a teacher, I will be able to determine whether or not I believe the student copied. There is also an estimated “plagiarism” percentage to let me as a teacher know how much of the student’s writing is similar to what is on the web.
                I believe that this is an excellent website that could be used not only in an English classroom, but is all subject areas. If students know that their work is being reviewed by a website, they will be less tempted to copy and paste from the internet. As teachers, we want our students to produce their own work by incorporating their creative and original thoughts.

History of Technology in English

The Teaching Machine, also known as the “subject matter trainer,” assessed students’ multiple choice assignments and offered feedback until the wrong answers were corrected. 

Robot Teacher in an English Classroom

              The rapid speed at which technology is advancing is mind-blowing.  As I was watching the FOX 5 news last week, a story was released about a robot named NAO, created by the company TEQ, being used in several schools throughout New Jersey. This particular story was based on the Randolph Township, N.J. school district. This robot is programmed to respond to commands. Its main purpose is to help students learn; students are able to control the robot themselves. It is primarily used in math and science classes to teach students basic programming skills. Perhaps what intrigues students the most is that the robots respond to commands, making students feel in power.

            Each robot costs approximately $16,000, which several school districts many not want to invest in due to low budgets. However, there are currently $3,000 NAO robots integrated in classrooms all throughout the United States. I believe that it is crucial that all educators are aware and familiarize themselves with the NAO robot, because they may be present in our schools.

            The news report was only about a minute long, so I decided to do some further research. Even though the NAO robot could potentially benefits several students, should we as future educators be concerned? In The Huffington Post article entitled, “Nao The Robot Teacher Becomes Newest Edition To Kansas School's Teaching Staff,” the article states, “The Career and Technical Education Academy in Hutchinson, Kan., has hired a new teacher who may fit in perfectly at an institution with such a technological name. The Hutchinson News reports NAO, a robot teacher, has arrived mid-year at the high school but is already making a big impact.” As a future educator aspiring to find a job as an English educator in a matter of a few months, this concerns me, because the robot is considered a teacher. Is a robot truly capable of replacing a teacher?

            I then began searching for other related articles and came across an article entitled, “Robots Teach English In South Korea,” also on The Huffington Post website. Even though this article was not referring to a NAO robot, it sparked my interest because it was based on a robot teaching an English class, my content area. This article is extremely vague and short, but as a future English educator, I question the accuracy and potential of these robots. How can a robot conduct a classroom discussion and really get to know their students? Will these robots benefit all students? What difficulties will the robot encounter with students with disabilities or English Language Learners? How will a robot control classroom management? These are all questions that I have about this new form of technology; however, I am aware that the robots are still in their early stages. 

            It has only been a little over three years that I graduated from high school, yet I have realized that so much has already changed. I used to carry heavy textbooks and novels from class to class. Today, several students own a Kindle or iPad where they have access to millions of texts whenever they need it. Also, several schools provide each student with a laptop or an iPad; therefore, having access to different methods of teaching through the internet. Technology is definitely playing an important role on the education of all students.

Sources:
The FOX 5 news video and report can be found here: <http://www.opposingviews.com/i/technology/gadgets/robot-teaching-kids-new-jersey-school-district-video#>

“Nao The Robot Teacher Becomes Newest Edition To Kansas School's Teaching Staff.” The Huffington Post. <http://www.huffingtonpost.com/2013/04/01/nao-robot-schools_n_2994863.html>

“Robots Teach English In South Korea.” The Huffington Post. <http://www.huffingtonpost.com/2010/10/22/robots-teach-english-in-s_n_772467.html>

Technology and My Content Area

            In elementary school, my assignments were all completed by pen and paper due to the lack of technology in the classrooms. There was a small computer lab on the first floor which was equipped with no more than thirty bulky computers. There were approximately three computers in most classrooms, but several of them did not function. The computers in the classrooms were hardly ever touched because it was impossible to have a class of approximately twenty-five students hovered over one computer screen. My high school, however, had twenty-four computers in each classroom. There was also a spacious media center and library filled with computers. Several of my assignments were posted on the school Eboard and required to be typed. 
            This week my younger brother, who is a freshman in the same high school, introduced me to a new method of communicating and collaborating on an assignment without being face-to-face with other people. He introduced me to the website, Docs.google.com. Through this website, you are able to create a file among you and a group of friends. Whenever something is written in the file, everyone in the group has access to it as it is being typed. Each member is able to alter the file, including what other members have written. The file can be altered without everyone in the group being logged in at the same time. However, when more than one person is logged in, on the top right corner, there is an option for creating a live group chat by clicking “Chat”. The chat box will appear on the bottom right corner, as it would on Facebook.        
            Since I attended a magnet school, my classmates consisted of students from all throughout the city, many of them who lived several miles away from the school. Working in groups and meeting up outside of school was a constant struggle. For this reason, I would like to use this website, or one similar to it, in my classroom.
            As a future English teacher, I find this website to be an excellent way for students to collaborate on a project or essay from home. Students are able to communicate with one another through the live group chat and see each other’s edits. The document resembles a Microsoft Word document. The tool bars are fairly similar; therefore, students should not have a difficult time working with the program. 
            This program can also be used for teachers; teachers can create a folder where students electronically submit their work. This file is referred to as the “turn-in folder”. If granted permission by the student, the teacher can comment and edit the assignment that the student submitted.
            An excellent homework assignment would be peer-editing essays. Students could upload their essays, and then grant access to a peer to comment and edit. Students could also use the chat box to clarify any confusion and discuss the changes that could be made. As a teacher, I would have the students submit their peer editing documents to me. This would be an efficient way of going paperless.
            
            Interested in creating your very own page or using it in your classroom? Great!
            This website is fairly easy to access and use through a Google account. (Since you already have an account set up for this blog, why not give it a shot?) Once you have logged into Docs.google.com, simply click “Create” to initiate a new session. You then have the option of creating a document, presentation, spreadsheet, etc, depending on your preference. Once you have created your file, simply copy and paste the URL link and send it to your friends; once they click on the link, they will have access to your file!

Technology Autobiography

1. iPhone
            Growing up, my parents never provided me with the luxury of having the latest electronic devices. In fact, I did not have a cell phone until my freshman year of high school. The only reason I received one was because my school was 2.5 miles away from home and I rode two buses each way. The cell phone, which was restricted to only calls, was to be used for emergencies. It was not until my freshman year of college that I purchased my own iPhone with unlimited text, data, and calling. Now that I have my iPhone, I find it hard to believe that there was even life before it.
            As an English major, I am constantly craving to learn new words. The dictionary application on my phone provides me with a “word of the day,” which helps me expand my vocabulary. This application is only a finger touch away from telling me both the definition and pronunciation of any word. My phone is an excellent form of communication through text messages, phone calls, emails, or social media. Not only can I communicate with my family all over the world, but I can also see them through FaceTime.
            I use my GPS, weather, and alarm clock applications on a daily basis. The GPS application not only helps me successfully reach new destinations, but it also informs me which roads are backed up due to construction or accidents; it provides me with alternate routes, always indicating if tolls are required. It is for these reasons that I can relate with the girl in the video who claims that her phone is like her “third hand”; it goes everywhere she goes, even if she doesn't have a purse. Even though my phone comes in handy for several aspects of my life, it also affects me because my phone is a huge distraction while I am doing homework or while I am at work. Even though I do not text and drive, I know several people who do, which not only puts the driver in danger, but everyone else on the road.

2. Laptop
            Growing up, I did not always have a computer to talk with my friends or to play games. I remember my parents buying me my first computer when I was twelve, but it wasn't until the end of my eighth grade year that I got internet; I had to convince my parents that my teachers assigned homework that required it. In high school, I purchased my own laptop. My laptop has substituted several of my hobbies because I am able to accomplish many things with one portable device. It is extremely easy to access books, articles, journals, and news reports online.
            One of my favorite websites is YouTube because of the large variety of videos it contains. My favorite videos are the step-by-step tutorials that teach you anything you want to learn. I also enjoy listening to music and watching people’s remixes to songs; the different twists on songs provide a new meaning and vibe. Even though my laptop allows me to access several websites with just one click, it also has its flaws. For example, social media websites such as Myspace and Facebook are dangerous because anything that is posted can be used against you, even if you do not have wrong intentions. As an educator, I know that it is crucial that I maintain a professional profile because I do not want a single post or picture to interfere with my future. However, I agree with the young man in the video who claims that Myspace is “an extension of being who I am as a person.” Through social media, I can create a page of my liking. Using a computer can also be dangerous if one does not fully protect it with antiviruses. Private information can be accessed. Also, it is extremely easy to fall into the trap of a "fake" page.
            In the video, one girl claims, “I make anything that would have been ordinary, extraordinary with my macbook ” Unfortunately, I am not skilled in using different websites and programs. I also cannot make music, but this does not mean that there isn't room for improvement. All the information and assistance I need to learn is just a click away!

3. Television
            Before purchasing an iPhone and a laptop, I was literally glued to the television set in my living room. Watching television as a child benefited me because I was a non-English speaking child. My parents spoke Portuguese at home, and shows like Barney, Sesame Street, and Arthur helped me learn the English language. Today, I still find my television to be a great source of not only entertainment, but of education. I personally enjoy the Discovery channel and cooking channels. Watching the news, keeps me updated on what is going on in the world. Also, I watch several Portuguese and Spanish soap operas, which help me master both languages. Of course, I am aware that I spend too many hours in front of the television watching reality shows, instead of doing homework. By the time my shows are over, I am too tired to do homework, yet I force myself to get it done. Consequently, the following day I am fatigue due to lack of sleep.
            As stated in the video, technology definitely gets people to “think in a different way.” With the tremendous growth in technology over the past few years, there is absolute no reason why people do not have enough resources to educate themselves. Of course, they also have to be aware of the harm and downfalls of technology.