My ideas about teaching with technology has been greatly improved and grown. I still believe technology is a great way to get students actively engaged in their learning. However, I've learned of multiple ways to use technology in an elementary classroom. At the beginning of this course, I thought the best way to incorporate technology into an elementary classroom was allowing students to play drill games at a computer center. Recently I've been exposed to stop motion videos, online publishing, blogging, digital storytelling, podcasts, clickers, and other technology tools. All of these tools can be used in the classroom. Teachers need to be creative and think of ways to use technology in a way that isn't just a drill game.
In other words, the students need to be learning with technology. This idea has taken me a whole semester to fully understand. Manipulating technology isn't meaningful learning unless students are connection and building knowledge. Technology is a wonderful addition to the classroom that helps extend students' knowledge. When teachers allow students to use technology, students are given a purpose and can become the authors, experts, or presenters. Technology doesn't have to just be a unique way to present a lecture. At the beginning of the school year, I thought incorporating technology was a way to get students to express themselves in a new way. This is on the right track! However, technology isn't just an artistic aid. Teaching with technology means raising the level of interest and intelligence in the classroom. I'm meeting the needs of my future students. I'm including things that they are good at in my curriculum and showing them how to use these tools in ways that will help them become better learners and have a deeper understanding of the material.
Monday, November 30, 2009
Thursday, October 29, 2009
Chapter 10: Assessing Meaningful Learning with Technology
This chapter emphasizes the importance of authentic and performance assessments. Overall, the chapter discusses how we teachers can use assessment in a way that encourages academic growth and promotes intentional learning. The book discusses rubric, and I’m glad because this is something that I’ve seen only used in my college classes.
Rubrics can be used in any grade level. It’s important that students understand what they are supposed to be doing and how they will be graded. To me, rubrics can serve as a checklist for the student. Students can use the rubric to grade their own assignment and be able to change their assignment according to their grading. This gives students responsibility and more control over what they present to the teacher. A quote from the book that I really liked described effective rubrics as “a sort of contract between educator and students” (p. 229). This is a great way to describe rubrics. As students get older, I might consider allowing students create basic rubrics for an assessment, and then pick a rubric from the class. This gives students the opportunity to set the standards in which they are graded by and gives them an opportunity to be the judge. Often students will judge themselves harder than the teacher. Also, we could discuss as a class what to put on the rubric. This is really important for creative assignments including drawings, music, and other subjective presentations.
We’ve learned in previous classroom management courses that if teachers tell students what she/he expects from them and how to behave appropriately in the classroom, then they most likely will meet those expectations. You can apply this idea with assignments and use rubrics to aid this process. The purpose of rubrics is to clarify the teacher’s expectations or how to meet the desired goal. If students understand what the expectations are and how to complete the educational goal, then students most likely will have all they need to start and complete the assignment. The book mentions that effective rubrics include specific ratings that provide students with terms and ratings that they can understand and identify how to improve their performance. Using certain words such as poor, weak, good, or excellent don’t give the student specific ratings. Using labels that actually make sense to the student and that specifically describe a behavior might help the student know exactly what they did that deserved that rating. Yet again, this can be compared to classroom behavior expectations. If a classroom rule says that students must behave appropriately, then what does the word appropriately actually mean. This is not specific enough and may not mean the same thing to students. A good rating on a presentation gives students no specific information about their presentation.
Clickers in the classroom: This sounds like a great tool. Teachers can survey what students know/don’t know. This includes discovering any student misconceptions. The book mentions that clickers can also motivate student participation because the answers are anonymous and quick. Anything that gives quiet, passive students a way to participate is wonderful. I could use this tool as a way to grade students participation. This would help students who aren’t really active talkers to receive participation points.
More clicker talk: There is no longer a battle between students to answer a question. Everyone gets to answer the questions no matter if they were/weren’t the first person to click in their answer. Another feature that I really like about clickers is that this tool allows students to see how their peers answered the question. They don’t know who answered what, but they can see that their peers may think the same thing as them. In other words, students recognize that they are not the only one who picked a specific answer. Students need some security in the classroom. They need to feel accepted and welcomed. I think this tool can do all those things. I would most likely use this tool as a discussion starter. I would pose a question, such as does air take up space? From the clicker responses, the students could pose reasons why they think one answer is right and the others are not. This also helps me as a teacher to visualize what students think and can motivate the discussion based on the results. For example, if the room goes quiet I can use the responses to pose questions for students who answered no and then for those who answered yes.
CAT ideas: “A test that adapts can…increase learner engagement and persistence, as the level of items is appropriate for the learner to be challenged but not overly frustrated” (p.237). This is the main reason why I would use computer adaptive testing (CAT) to assess my students. These tests can be completed as tests or surveys. They can be used to determine students’ prior knowledge or as a performance grade. Most likely I would use CAT as a way to determine how to change my instruction or what ideas need to be covered in more detail. I could also use this way of testing to learn about my students’ interests or as a way to encourage students to think about their opinions and what they believe. The tests or surveys could include that questions that ask students to respond to social issues, such as how they would handle a school fight or even if they believe the driving age should be raised. Students should have time to discuss their responses as a class or in small groups. This could be a way to promote a classroom community.
Because this may be our last blog about the book’s chapters, I wanted to say how useful this textbook has been for me. So far, this textbook has been worth buying. I have a few questions for our class: Has anyone seen clickers used in a classroom other than a college class? Do you see yourself creating your own rubrics or using a technology tool to create rubrics? This may depend on the assignment and grade level of your students.
Rubrics can be used in any grade level. It’s important that students understand what they are supposed to be doing and how they will be graded. To me, rubrics can serve as a checklist for the student. Students can use the rubric to grade their own assignment and be able to change their assignment according to their grading. This gives students responsibility and more control over what they present to the teacher. A quote from the book that I really liked described effective rubrics as “a sort of contract between educator and students” (p. 229). This is a great way to describe rubrics. As students get older, I might consider allowing students create basic rubrics for an assessment, and then pick a rubric from the class. This gives students the opportunity to set the standards in which they are graded by and gives them an opportunity to be the judge. Often students will judge themselves harder than the teacher. Also, we could discuss as a class what to put on the rubric. This is really important for creative assignments including drawings, music, and other subjective presentations.
We’ve learned in previous classroom management courses that if teachers tell students what she/he expects from them and how to behave appropriately in the classroom, then they most likely will meet those expectations. You can apply this idea with assignments and use rubrics to aid this process. The purpose of rubrics is to clarify the teacher’s expectations or how to meet the desired goal. If students understand what the expectations are and how to complete the educational goal, then students most likely will have all they need to start and complete the assignment. The book mentions that effective rubrics include specific ratings that provide students with terms and ratings that they can understand and identify how to improve their performance. Using certain words such as poor, weak, good, or excellent don’t give the student specific ratings. Using labels that actually make sense to the student and that specifically describe a behavior might help the student know exactly what they did that deserved that rating. Yet again, this can be compared to classroom behavior expectations. If a classroom rule says that students must behave appropriately, then what does the word appropriately actually mean. This is not specific enough and may not mean the same thing to students. A good rating on a presentation gives students no specific information about their presentation.
Clickers in the classroom: This sounds like a great tool. Teachers can survey what students know/don’t know. This includes discovering any student misconceptions. The book mentions that clickers can also motivate student participation because the answers are anonymous and quick. Anything that gives quiet, passive students a way to participate is wonderful. I could use this tool as a way to grade students participation. This would help students who aren’t really active talkers to receive participation points.
More clicker talk: There is no longer a battle between students to answer a question. Everyone gets to answer the questions no matter if they were/weren’t the first person to click in their answer. Another feature that I really like about clickers is that this tool allows students to see how their peers answered the question. They don’t know who answered what, but they can see that their peers may think the same thing as them. In other words, students recognize that they are not the only one who picked a specific answer. Students need some security in the classroom. They need to feel accepted and welcomed. I think this tool can do all those things. I would most likely use this tool as a discussion starter. I would pose a question, such as does air take up space? From the clicker responses, the students could pose reasons why they think one answer is right and the others are not. This also helps me as a teacher to visualize what students think and can motivate the discussion based on the results. For example, if the room goes quiet I can use the responses to pose questions for students who answered no and then for those who answered yes.
CAT ideas: “A test that adapts can…increase learner engagement and persistence, as the level of items is appropriate for the learner to be challenged but not overly frustrated” (p.237). This is the main reason why I would use computer adaptive testing (CAT) to assess my students. These tests can be completed as tests or surveys. They can be used to determine students’ prior knowledge or as a performance grade. Most likely I would use CAT as a way to determine how to change my instruction or what ideas need to be covered in more detail. I could also use this way of testing to learn about my students’ interests or as a way to encourage students to think about their opinions and what they believe. The tests or surveys could include that questions that ask students to respond to social issues, such as how they would handle a school fight or even if they believe the driving age should be raised. Students should have time to discuss their responses as a class or in small groups. This could be a way to promote a classroom community.
Because this may be our last blog about the book’s chapters, I wanted to say how useful this textbook has been for me. So far, this textbook has been worth buying. I have a few questions for our class: Has anyone seen clickers used in a classroom other than a college class? Do you see yourself creating your own rubrics or using a technology tool to create rubrics? This may depend on the assignment and grade level of your students.
Sunday, October 25, 2009
Chapter 9: Visualizing with Technology
Visualization software can provide students with a math representation that fits their needs and that makes sense to them. The book on page 199 displays a picture of several different representations of linear relationships. I think providing students with multiple representations or access to software that will help them create their own representations will aid students develop a deeper understanding about a concept. If students can show an idea in multiple forms and manipulate various recording methods to describe the concept, then they most likely fully understand the concept. I’ve thought about using Microsoft Excel to help students organize mathematical information. TinkerPlots may be a better option and is a software that I would like to do some more research on. From the book’s description and the information from the web site listed in the book, leads me to believe that this might be a good tool for elementary students. Because math tends to be such a “scary” subject for students, I want to provide them with as many aids and possibly technology hooks that will encourage their mathematical development.
The book suggests using cell phones, cameras, video, and camcorders as a way to engage our students. These are technology devices that most students are familiar with. Why not turn these “toys” into educational tools? The book suggests using the tools for digital documentaries in the classroom. This is a great suggestion. Digital documentaries can be accompanied by writing or just serve as a lesson on how images can tell a story without words. Students could discover any important facts of storytelling and how it has affected our history or cultures throughout the world. Student can use any of the tools to create a movie or video of whatever they want: a speech, a recording of a science experiment, a performance, an interview, and even as a lesson taught by students. There are so many easy ways to include some form of digital visual aspect into a lesson. The experience with these tools may help prepare students for other technology devices such as handhelds. If students prove they can use cameras in an appropriate way then there is no reason to move to another piece of technology.
I liked the book’s suggestion to use videos as a way to provide students feedback. My cohort will be doing something similar to this in our Science class. We are teaching in front of our peers while being recording. Later we will get to grade ourselves by the video recording. Why do ballet classrooms have mirrors? This is basically the same concept. Students can see and hear themselves, and then determine if they need to fix their body language or language during a speech or presentation. If students are using some sort of recording device in an assignment, then they will have chances to see or hear themselves while they are editing their video or podcast. It’s very important that we teachers provide students time to change their work or improve it if needed.
Overall, I enjoyed this chapter. There were several aspects that I already knew about, yet I still learned about some math software. Has anyone had any classroom experience with TinkerPlots or other mathematical software?
The book suggests using cell phones, cameras, video, and camcorders as a way to engage our students. These are technology devices that most students are familiar with. Why not turn these “toys” into educational tools? The book suggests using the tools for digital documentaries in the classroom. This is a great suggestion. Digital documentaries can be accompanied by writing or just serve as a lesson on how images can tell a story without words. Students could discover any important facts of storytelling and how it has affected our history or cultures throughout the world. Student can use any of the tools to create a movie or video of whatever they want: a speech, a recording of a science experiment, a performance, an interview, and even as a lesson taught by students. There are so many easy ways to include some form of digital visual aspect into a lesson. The experience with these tools may help prepare students for other technology devices such as handhelds. If students prove they can use cameras in an appropriate way then there is no reason to move to another piece of technology.
I liked the book’s suggestion to use videos as a way to provide students feedback. My cohort will be doing something similar to this in our Science class. We are teaching in front of our peers while being recording. Later we will get to grade ourselves by the video recording. Why do ballet classrooms have mirrors? This is basically the same concept. Students can see and hear themselves, and then determine if they need to fix their body language or language during a speech or presentation. If students are using some sort of recording device in an assignment, then they will have chances to see or hear themselves while they are editing their video or podcast. It’s very important that we teachers provide students time to change their work or improve it if needed.
Overall, I enjoyed this chapter. There were several aspects that I already knew about, yet I still learned about some math software. Has anyone had any classroom experience with TinkerPlots or other mathematical software?
Friday, October 16, 2009
Chapter 8: Designing with Technologies
Chapter 8
While reading chapter 8, I felt more intimated by the programs and simulations described at the beginning of the chapter. First off, I’ve never been introduced to the programs and software described in this chapter, except Scratch. I’m interested in how I could use them in a classroom setting- most likely an upper elementary and a middle school setting. There are various programs and software mentioned in the book, so I discussed below two programs from the chapter and how I would try to use them in my future classroom.
I see how the computer-aided design (CAD) program would help students fully understand the design of an object. The CAD program gives students the opportunity to build 3-D shapes/objects. Students are able to focus on how the structure of an object will determine its usefulness and success. I’m intimidated by these programs, and maybe the content (math and engineering) that usually corresponds with these programs are what is really intimidating me. Out of the CAD programs discussed in the book, I like the SketchUp program the best. This focuses on architectural design and allows students to travel through their design or “walk-through” the design.
In a way, this reminds me of the Sims game. You had to build and decorate your house in Sims, and this is similar to SketchUp. I think it would be possible to use this with upper elementary students…maybe. Students could build a house using SketchUp, but create the house under certain conditions. The house would need to be appropriate for a specific geographic location, withstand the weather in the location, and correspond with the social issues at the location. So housing in Africa may need to look different than the housing in northern Canada. Students could ask themselves what materials they would use to build their homes. Will different materials help their house better survive a geographical location? This integrates a CAD program into the social studies curriculum. Am I stretching a little too far? I downloaded SketchUp to play around with the program, and it’s not easy. It might be possible for 5-6 graders to do this in groups, or build the house as a class. The teacher would need to supply students enough time to get familiar with the program. I’m not sure if this would work or not.
iStopMotion: This software was described in the book as an aid to storytelling. I definitely could use this in my future classroom. I would use this software in my classroom as a way to encourage students to write stories. This could be the end result to a yearlong writing project. Students could begin by writing their own movie script. With this part of the project students could learn about details, grammar, dialogue, and other writing skills. Then after several drafts students could start their own movie or create a movie trailer. This isn’t just a motivating factor for writing, but a realistic use for it. This sounds a lot more fun and entertaining than just recording students while they act out their scripts. I’m not sure what the difficulty level is for this software, but the book on page 182 makes the software sound elementary friendly.
Something I really like in this chapter is the Musical Sketch Pad.
This online musical environment can help students see/hear the difference in a note that is drawn higher up on the sketch pad and one that is drawn lower. This can help students connect ideas way before they start using staffs or any other musical notation.
The tools listed in this chapter encourage me to explore them and see how they really work. These tools may not work in every elementary setting, but I think it’s important for us to know about them and know how to use some of them just in case we have the privilege of working with an upper elementary class that could use these tools successfully.
While reading chapter 8, I felt more intimated by the programs and simulations described at the beginning of the chapter. First off, I’ve never been introduced to the programs and software described in this chapter, except Scratch. I’m interested in how I could use them in a classroom setting- most likely an upper elementary and a middle school setting. There are various programs and software mentioned in the book, so I discussed below two programs from the chapter and how I would try to use them in my future classroom.
I see how the computer-aided design (CAD) program would help students fully understand the design of an object. The CAD program gives students the opportunity to build 3-D shapes/objects. Students are able to focus on how the structure of an object will determine its usefulness and success. I’m intimidated by these programs, and maybe the content (math and engineering) that usually corresponds with these programs are what is really intimidating me. Out of the CAD programs discussed in the book, I like the SketchUp program the best. This focuses on architectural design and allows students to travel through their design or “walk-through” the design.
In a way, this reminds me of the Sims game. You had to build and decorate your house in Sims, and this is similar to SketchUp. I think it would be possible to use this with upper elementary students…maybe. Students could build a house using SketchUp, but create the house under certain conditions. The house would need to be appropriate for a specific geographic location, withstand the weather in the location, and correspond with the social issues at the location. So housing in Africa may need to look different than the housing in northern Canada. Students could ask themselves what materials they would use to build their homes. Will different materials help their house better survive a geographical location? This integrates a CAD program into the social studies curriculum. Am I stretching a little too far? I downloaded SketchUp to play around with the program, and it’s not easy. It might be possible for 5-6 graders to do this in groups, or build the house as a class. The teacher would need to supply students enough time to get familiar with the program. I’m not sure if this would work or not.
iStopMotion: This software was described in the book as an aid to storytelling. I definitely could use this in my future classroom. I would use this software in my classroom as a way to encourage students to write stories. This could be the end result to a yearlong writing project. Students could begin by writing their own movie script. With this part of the project students could learn about details, grammar, dialogue, and other writing skills. Then after several drafts students could start their own movie or create a movie trailer. This isn’t just a motivating factor for writing, but a realistic use for it. This sounds a lot more fun and entertaining than just recording students while they act out their scripts. I’m not sure what the difficulty level is for this software, but the book on page 182 makes the software sound elementary friendly.
Something I really like in this chapter is the Musical Sketch Pad.
This online musical environment can help students see/hear the difference in a note that is drawn higher up on the sketch pad and one that is drawn lower. This can help students connect ideas way before they start using staffs or any other musical notation.
The tools listed in this chapter encourage me to explore them and see how they really work. These tools may not work in every elementary setting, but I think it’s important for us to know about them and know how to use some of them just in case we have the privilege of working with an upper elementary class that could use these tools successfully.
Monday, October 5, 2009
Chapter 7
There is a lot to this chapter and some of the content is review from the technology class we were required to take before entering the Proteach program, such as the difference in synchronous and asynchronous communication. I’m going to pick certain aspects of the chapter that I like/disliked.
In my daily elementary school class, I really don’t envision using Instant messaging or other synchronously communication as an individual activity. Not all my students will have the typing skills or the literacy skills to have quick, instant conversations online. However, I do see myself using a lot of asynchronous communication in both individual or group assignments. I think this form of communication can provide students with the opportunity to think before they type or “talk” to their Internet pal and hopefully be better understood than they might be in a class discussion where time is ticking. This idea of rushing students to finish one subject so the next one can start really shortens the time spent on class discussions and lessens the value students may get from these discussions. Online discussion boards, e-mails, and other forms of asynchronous communication can solve this problem if students have access to the Internet at home. Realistically, I see myself using this form of technology the most in my classroom. I can always print out what students write in discussion boards and e-mails or display the responses up on a screen. This will give students a chance to explain their discussion further in person for some face-to- face discussions if this is needed in a particular class.
The book suggested using discussion boards as a way to deliver ESLs opportunities that will help build their language skills in both their L1 and L2. Our class briefly talked about this when Caroline talked about the contemporary issue concerning ESLs and technology. This is a great way to help students who don’t speak English as a first language to remain a part of their native identity and add to this identity with new language skills. This is definitely a good idea to help students who may not be able to come up with an English response as quickly as their peers. This gives them time to form sentences and access to online dictionaries if needed. Overall, we teachers need to try to encourage all students to participate in class, and this may be a way to include ESLs.
Videoconferencing: This is such a great tool. It’s also cost effective in the long run. After buying the technology required for the videoconferencing, I won’t have to worry about any other finances that come along with a field trip or guest speakers. The book discusses how teachers should prepare their students for the right behaviors, background knowledge, and appropriate questions to ask during the virtual conversation. This isn’t different than the preparations teachers might discuss before a field trip or a presentation by a guest speaker. This tool has such a motivational factor to get students involved. However, I’m concerned with technical difficulties that may come up during the videoconferencing. What happens if you lose signal or equipment messes up. Teachers will need to have a backup plan for these freak incidents. If I have access to this tool, I see myself using this to give my students opportunities and experiences that may be unavailable in an average fieldtrip. Who knows, if I make the right connections and contacts I could pick and chose what types of videoconferencing my students experience? However, I still think it is a good idea to provide real field trip opportunities for students. Sometimes being in the actual place and learning may help knowledge stick or remain in their memories. For example, a trip to the Jacksonville Zoo and Gardens or to the Kennedy space station just may not be the same when delivered on a screen. But then not all students live in Florida and have access to these awesome places. So, I think videoconferencing definitely has a place in my future classroom but so do fieldtrips.
In my daily elementary school class, I really don’t envision using Instant messaging or other synchronously communication as an individual activity. Not all my students will have the typing skills or the literacy skills to have quick, instant conversations online. However, I do see myself using a lot of asynchronous communication in both individual or group assignments. I think this form of communication can provide students with the opportunity to think before they type or “talk” to their Internet pal and hopefully be better understood than they might be in a class discussion where time is ticking. This idea of rushing students to finish one subject so the next one can start really shortens the time spent on class discussions and lessens the value students may get from these discussions. Online discussion boards, e-mails, and other forms of asynchronous communication can solve this problem if students have access to the Internet at home. Realistically, I see myself using this form of technology the most in my classroom. I can always print out what students write in discussion boards and e-mails or display the responses up on a screen. This will give students a chance to explain their discussion further in person for some face-to- face discussions if this is needed in a particular class.
The book suggested using discussion boards as a way to deliver ESLs opportunities that will help build their language skills in both their L1 and L2. Our class briefly talked about this when Caroline talked about the contemporary issue concerning ESLs and technology. This is a great way to help students who don’t speak English as a first language to remain a part of their native identity and add to this identity with new language skills. This is definitely a good idea to help students who may not be able to come up with an English response as quickly as their peers. This gives them time to form sentences and access to online dictionaries if needed. Overall, we teachers need to try to encourage all students to participate in class, and this may be a way to include ESLs.
Videoconferencing: This is such a great tool. It’s also cost effective in the long run. After buying the technology required for the videoconferencing, I won’t have to worry about any other finances that come along with a field trip or guest speakers. The book discusses how teachers should prepare their students for the right behaviors, background knowledge, and appropriate questions to ask during the virtual conversation. This isn’t different than the preparations teachers might discuss before a field trip or a presentation by a guest speaker. This tool has such a motivational factor to get students involved. However, I’m concerned with technical difficulties that may come up during the videoconferencing. What happens if you lose signal or equipment messes up. Teachers will need to have a backup plan for these freak incidents. If I have access to this tool, I see myself using this to give my students opportunities and experiences that may be unavailable in an average fieldtrip. Who knows, if I make the right connections and contacts I could pick and chose what types of videoconferencing my students experience? However, I still think it is a good idea to provide real field trip opportunities for students. Sometimes being in the actual place and learning may help knowledge stick or remain in their memories. For example, a trip to the Jacksonville Zoo and Gardens or to the Kennedy space station just may not be the same when delivered on a screen. But then not all students live in Florida and have access to these awesome places. So, I think videoconferencing definitely has a place in my future classroom but so do fieldtrips.
Saturday, October 3, 2009
Friday, October 2, 2009
Chapter 6
Chapter 6
Overall, this week’s chapter discusses how to create an online community for students and teachers. I believe students can learn when they are working with others, but there has to be a sense of community in the classroom for students to really work collaboratively. The Internet provides opportunities to work together using Wikis or independently using blogs. These resources can give students the chance to have an active role in their education even if they are not very active in the physical classroom.
Blogs: This is something I want to talk about, because I think blogs can be a very useful and important tool for some students who don’t necessarily speak up in front of their peers. Students can think about what they learned and apply that knowledge; in addition, there is no pressure from a ticking clock while they write. Blogs give students more freedom to take their time and really focus on their thoughts. This tool can give students a chance to explain their thoughts thoroughly and comment on their peers’ thoughts. The book mentions that students in a 5th grade class where surprised that other people actually cared about what they wrote and commented on their blogs. Yet again, this is a way that gives writing a purpose and value to our students. The book suggests that an unstructured writing format may start to appear in students’ blog entries. I think this problem can emerge no matter what tool is used to publish student work. However, this is something to address before it happens. This can go along with a lesson about Internet behavior and manners online. Making students think about first impressions could help solve the unstructured writing format. Why would you talk to a stranger for the first time in incomplete sentences or confuse them by the order of subjects you bring up? I think this is a fixable problem, and the value of blogs in the classroom greatly exceeds this single problem.
Here are some safe blogging sites for classroom use:
http://classblogmeister.com/index.php
http://edublogs.org/
http://www.21classes.com/
I thought it was very useful that the book mentioned previewing students’ blog entries before they are actually posted. This gives the teacher control over inappropriate content. This also makes sure that the blogging experience stays a safe experience.
Viewing the Internet as a solution to some troubles such as time constraints in the classroom seems to be a good idea. The Internet gives students immediate access to information, opportunities to communicate with others, and provides students with a new tool to use when exploring how they can use what they know. Our chapter this week discusses how valuable the Internet can be not only for our students’ success but for us teachers too. The Internet can be a great way to discuss classroom ideas or tips for other teachers. For my coursework, I have already used online sites to help support my lesson plans. I definitely plan on using online sources as a reference when creating activities or when trying to figure out the best way to handle a certain educational issue that I come across in my future classroom. This semester in Proteach has really helped to open my eyes to several online resources. We are completing Web site reviews in most of our classes this semester and learning which sites are reliable.
This is a website that I found that is a place for teachers to share their ideas and find items to support their curriculum: http://www.teachade.com/
Overall, this week’s chapter discusses how to create an online community for students and teachers. I believe students can learn when they are working with others, but there has to be a sense of community in the classroom for students to really work collaboratively. The Internet provides opportunities to work together using Wikis or independently using blogs. These resources can give students the chance to have an active role in their education even if they are not very active in the physical classroom.
Blogs: This is something I want to talk about, because I think blogs can be a very useful and important tool for some students who don’t necessarily speak up in front of their peers. Students can think about what they learned and apply that knowledge; in addition, there is no pressure from a ticking clock while they write. Blogs give students more freedom to take their time and really focus on their thoughts. This tool can give students a chance to explain their thoughts thoroughly and comment on their peers’ thoughts. The book mentions that students in a 5th grade class where surprised that other people actually cared about what they wrote and commented on their blogs. Yet again, this is a way that gives writing a purpose and value to our students. The book suggests that an unstructured writing format may start to appear in students’ blog entries. I think this problem can emerge no matter what tool is used to publish student work. However, this is something to address before it happens. This can go along with a lesson about Internet behavior and manners online. Making students think about first impressions could help solve the unstructured writing format. Why would you talk to a stranger for the first time in incomplete sentences or confuse them by the order of subjects you bring up? I think this is a fixable problem, and the value of blogs in the classroom greatly exceeds this single problem.
Here are some safe blogging sites for classroom use:
http://classblogmeister.com/index.php
http://edublogs.org/
http://www.21classes.com/
I thought it was very useful that the book mentioned previewing students’ blog entries before they are actually posted. This gives the teacher control over inappropriate content. This also makes sure that the blogging experience stays a safe experience.
Viewing the Internet as a solution to some troubles such as time constraints in the classroom seems to be a good idea. The Internet gives students immediate access to information, opportunities to communicate with others, and provides students with a new tool to use when exploring how they can use what they know. Our chapter this week discusses how valuable the Internet can be not only for our students’ success but for us teachers too. The Internet can be a great way to discuss classroom ideas or tips for other teachers. For my coursework, I have already used online sites to help support my lesson plans. I definitely plan on using online sources as a reference when creating activities or when trying to figure out the best way to handle a certain educational issue that I come across in my future classroom. This semester in Proteach has really helped to open my eyes to several online resources. We are completing Web site reviews in most of our classes this semester and learning which sites are reliable.
This is a website that I found that is a place for teachers to share their ideas and find items to support their curriculum: http://www.teachade.com/
Friday, September 25, 2009
Chapter 5
This week in my science class and this class has really focused on models. So far, my outlook on models has drastically changed. At the beginning of the week, I had a clear picture of what makes a model – a 3-D object. I kept thinking of the physical models I made in my elementary school experiences such as models of the Grand Canyon or plant cells. I’m glad the idea behind models has broadened to include things like flow charts, concept maps, spreadsheets, and even databases management systems. I’m just amazed.
The only model suggestion mentioned in the book that I have experience using are concept maps. This form of modeling really helps me, because it still is a form of visual representation of my ideas and thoughts concerning how concepts relate to one another. Sometimes concept maps get messy, but they force users to think about everything they know about a topic. The book mentioned a year long concept map that included students’ content knowledge from lectures, books, and other informative sources in the classroom. The book argues that this type of assignment would help students organize and comprehend the domain of knowledge instead of memorizing everything. I think this would be helpfully when focused on a specific subject. This could help me, as the teacher, relate ideas to one another and help students visually see everything that they have learned. I keep thinking that at the end of the year they would be so impressed when they see the size of the concept map and amount of knowledge they learned over the school year.
Modeling Systems- I’m somewhat overwhelmed by the picture on pg. 87. There is a lot going on in this model. I’ve never used a simulation modeling system; however, I think this gives students a chance to be interactive with their model. This may be the best virtual model to compare to a hands on model that students can physically interact with. The book describes that this model, specifically Stella, might be not be appropriate for elementary students due to the formal operational reasoning required. Compared to concept maps I could see this simulation system being a little overload for younger students. Concept maps are definitely more appropriate for elementary students.
The book mentions that spreadsheets can be used for analyzing data, mathematics comprehension, visualization, and simulation modeling tools. Personally, I’ve only use spreadsheets once in a college class. However, I think this idea of spreadsheet simulations is a wonderful tool to help students organize math concepts and see how graphs or columns change. I have some questions about how this can be used in and created.
Overall, models help students visually organize their knowledge or discover new relationships. Also, models can satisfy so many different learning styles. I don’t feel confident in most of the models to use them in my classrooms. I would definitely have to do my homework before using these models.
The only model suggestion mentioned in the book that I have experience using are concept maps. This form of modeling really helps me, because it still is a form of visual representation of my ideas and thoughts concerning how concepts relate to one another. Sometimes concept maps get messy, but they force users to think about everything they know about a topic. The book mentioned a year long concept map that included students’ content knowledge from lectures, books, and other informative sources in the classroom. The book argues that this type of assignment would help students organize and comprehend the domain of knowledge instead of memorizing everything. I think this would be helpfully when focused on a specific subject. This could help me, as the teacher, relate ideas to one another and help students visually see everything that they have learned. I keep thinking that at the end of the year they would be so impressed when they see the size of the concept map and amount of knowledge they learned over the school year.
Modeling Systems- I’m somewhat overwhelmed by the picture on pg. 87. There is a lot going on in this model. I’ve never used a simulation modeling system; however, I think this gives students a chance to be interactive with their model. This may be the best virtual model to compare to a hands on model that students can physically interact with. The book describes that this model, specifically Stella, might be not be appropriate for elementary students due to the formal operational reasoning required. Compared to concept maps I could see this simulation system being a little overload for younger students. Concept maps are definitely more appropriate for elementary students.
The book mentions that spreadsheets can be used for analyzing data, mathematics comprehension, visualization, and simulation modeling tools. Personally, I’ve only use spreadsheets once in a college class. However, I think this idea of spreadsheet simulations is a wonderful tool to help students organize math concepts and see how graphs or columns change. I have some questions about how this can be used in and created.
Overall, models help students visually organize their knowledge or discover new relationships. Also, models can satisfy so many different learning styles. I don’t feel confident in most of the models to use them in my classrooms. I would definitely have to do my homework before using these models.
Thursday, September 17, 2009
Ch. 4: Supporting Writing with Technology
While reading on page 70, I liked the activity suggestion about engaging students in activities where students are evaluating existing Powerpoint presentations. This gives students a chance to be familiar with what others have created and with what they do or don’t want to add in their future presentations. I keep seeing this idea of allowing students to evaluate things and become the judge reoccur in my classes. Teaching isn’t always delivering all the information to students. Students need time to formulate their own thoughts and opinions about readings, websites, experiments, presentations, and etc. Giving students time to make their own lists of do’s and don’ts are more valuable to them than a list already ready made for them. Later the teacher can take control of students’ assignments by providing students guidelines and requirements for their presentations.
Just like math students, students who are writing need a purpose. Why write a story or complete a math problem if you feel like there is no point to your actions? As a teacher, I don’t want my students to complete assignments just because they are trying to earn a grade in my class. I want them to feel as if what I am teaching and what they are doing is useful and has some purpose in their lives. The text suggests that giving students a purpose when writing will encourage them to think about what they are writing and eventually compare it to others’ writings (p 71). It suggests providing students with an activity that involves publishing their writing on the Internet. I would have loved to do something like this when I was first writing.
Here are some publishing websites:
http://brightinvisiblegreen.com/kidscribe/
I love this website. There are children from all over the world writing. Students can compare what they say to what other students say about a topic. For example, the homepage has a list of writings focused on what peace means to students. The most unique part of this site is that it is bilingual. This could be a create resource if you don’t have access to bilingual materials for your classroom.
http://www.tikatok.com/
This is a site where students can upload their stories and images then later receive a hardcopy of their story. There is a fee involved, but the site provides schools discounts if they buy in bulk. I think it would be really neat if a class created a story together then could have a hardcopy in their library. This could evolve into a yearly project for a certain class.
http://storybird.com/
This is a FREE website where users can write stories that can be played similar to a slideshow. Users can share their stories with friends and comment on other stories displayed on the site. This website gives its users the ability to write individually or invite someone online to write with them. Because this site is collaborative, students can evaluate one another and leave suggestions in the comment boxes underneath the digital stories. The collaborative aspect of the site can encourage students to see writing as a social activity. Writers use images and artwork on the website to decorate their book, but they get to write unique stories! I see myself using this website in my future classroom. The website is easy to explore so writers can focus more on their creation and writing. Also this site will help those students who tend to focus more on the illustrations of their stories than the writing. As an elementary student, I hated drawing and only wanted to write. I could have used this site and been very happy!
In the past, teachers have suggested using concept maps as a way to brainstorm ideas. Usually my map looked like an umbrella with items falling under my main idea. The book suggests that concept maps be more than just brainstorming and be a way to identify relationships between concepts. An important aspect of the book’s discussion about concept maps is that students need to be able to construct their own nets or maps. Students need to be doing and creating. They need to play around with their own ways of visually organizing material instead of just using the format their teacher uses. To me, learning that we truly remember is the learning that happens while being an active contributor.
Here is a mapping site I found.
http://www.mindmeister.com/
The site provides students with a place to form their own map and even brainstorm collaboratively with others logged into the site. I see this as a useful tool when students are working in groups and are not working from the same computer.
Just like math students, students who are writing need a purpose. Why write a story or complete a math problem if you feel like there is no point to your actions? As a teacher, I don’t want my students to complete assignments just because they are trying to earn a grade in my class. I want them to feel as if what I am teaching and what they are doing is useful and has some purpose in their lives. The text suggests that giving students a purpose when writing will encourage them to think about what they are writing and eventually compare it to others’ writings (p 71). It suggests providing students with an activity that involves publishing their writing on the Internet. I would have loved to do something like this when I was first writing.
Here are some publishing websites:
http://brightinvisiblegreen.com/kidscribe/
I love this website. There are children from all over the world writing. Students can compare what they say to what other students say about a topic. For example, the homepage has a list of writings focused on what peace means to students. The most unique part of this site is that it is bilingual. This could be a create resource if you don’t have access to bilingual materials for your classroom.
http://www.tikatok.com/
This is a site where students can upload their stories and images then later receive a hardcopy of their story. There is a fee involved, but the site provides schools discounts if they buy in bulk. I think it would be really neat if a class created a story together then could have a hardcopy in their library. This could evolve into a yearly project for a certain class.
http://storybird.com/
This is a FREE website where users can write stories that can be played similar to a slideshow. Users can share their stories with friends and comment on other stories displayed on the site. This website gives its users the ability to write individually or invite someone online to write with them. Because this site is collaborative, students can evaluate one another and leave suggestions in the comment boxes underneath the digital stories. The collaborative aspect of the site can encourage students to see writing as a social activity. Writers use images and artwork on the website to decorate their book, but they get to write unique stories! I see myself using this website in my future classroom. The website is easy to explore so writers can focus more on their creation and writing. Also this site will help those students who tend to focus more on the illustrations of their stories than the writing. As an elementary student, I hated drawing and only wanted to write. I could have used this site and been very happy!
In the past, teachers have suggested using concept maps as a way to brainstorm ideas. Usually my map looked like an umbrella with items falling under my main idea. The book suggests that concept maps be more than just brainstorming and be a way to identify relationships between concepts. An important aspect of the book’s discussion about concept maps is that students need to be able to construct their own nets or maps. Students need to be doing and creating. They need to play around with their own ways of visually organizing material instead of just using the format their teacher uses. To me, learning that we truly remember is the learning that happens while being an active contributor.
Here is a mapping site I found.
http://www.mindmeister.com/
The site provides students with a place to form their own map and even brainstorm collaboratively with others logged into the site. I see this as a useful tool when students are working in groups and are not working from the same computer.
Monday, September 14, 2009
Ezschool games
Game:
http://www.ezschool.com/Games/
This site includes multiple games in various subjects and grade levels. For example, there is a matching game in which students match antonyms. I don’t think these games are provide a chance for meaningful learning. Instead, these games give students a chance to practice what they already know. Hopefully the site would help some students with individual needs. Students could chose their area of weakness and practice till they feel comfortable with the content. I would most likely use games like those in this website as a time filler when students who are waiting for their peers to finish an assignment. The finished students could participate in the online games while waiting. Therefore, the students are still practicing skills.
http://www.ezschool.com/Games/
This site includes multiple games in various subjects and grade levels. For example, there is a matching game in which students match antonyms. I don’t think these games are provide a chance for meaningful learning. Instead, these games give students a chance to practice what they already know. Hopefully the site would help some students with individual needs. Students could chose their area of weakness and practice till they feel comfortable with the content. I would most likely use games like those in this website as a time filler when students who are waiting for their peers to finish an assignment. The finished students could participate in the online games while waiting. Therefore, the students are still practicing skills.
Wildfire Simulation
Wildfire Simulation:
http://www.pbs.org/wgbh/nova/fire/simulation.html
This is a wildfire simulation. The simulation shows how different variables affect where and how fast fires spread. The user can play with different variables and guide where the fire spreads. This can be used when talking about environmental issues such as controlled burning, wildfires, fire safety, and other related material. I would like to teach fire safety and talk about how different materials are more flammable than others. I can see myself using this simulation to give my students an opportunity to play around with their ideas before we talk about the issue as a class. This simulation is pretty basic and simple, but it successfully shows its users how quickly a fire can spread. Users are able to learn about the factors that contribute to the spreading of fires and make assumptions based on their experiments on the simulation.
http://www.pbs.org/wgbh/nova/fire/simulation.html
This is a wildfire simulation. The simulation shows how different variables affect where and how fast fires spread. The user can play with different variables and guide where the fire spreads. This can be used when talking about environmental issues such as controlled burning, wildfires, fire safety, and other related material. I would like to teach fire safety and talk about how different materials are more flammable than others. I can see myself using this simulation to give my students an opportunity to play around with their ideas before we talk about the issue as a class. This simulation is pretty basic and simple, but it successfully shows its users how quickly a fire can spread. Users are able to learn about the factors that contribute to the spreading of fires and make assumptions based on their experiments on the simulation.
Chapter 3 Response
1. After exploring Sodaplay, I decided the website was basic and boring. It did not seem interesting at all, and I’m not sure how I could use this website in an educational manner. This microworld allowed users to manipulate the movements of different objects.
2. Net Frog : The first thing I read on the page is the statement next to the blue frog. The statement gives the viewer a purpose for dissecting frogs and links this purpose to human anatomy. This is a good first impression, because it makes me feel a little better about learning how to cut open a frog. I think this is a good simulation to use with students. The site provides students with images, videos, text, and other methods that give students multiple ways to understand the material. I think this is a unique way to introduce a unit on dissecting frogs and could be a good way to prepare students for the actual dissection.
Funderstanding Roller Coaster: My first impression of the website is that it looks a little plain. There isn’t a physical wow factor that gets my attention, but the roller coaster simulation is easy to spot. I like this simulation and would most likely use the simulation to promote discussions in which the students would discuss why the coaster worked or did not work. Although the simulation gives students a chance to try out different hill sizes, levels of gravity, and so forth, the simulation doesn’t provide a place where students can learn about the variables that they are rearranging on the roller coaster ride.
3. Posted Separately
4. Darfur is Dying: I was surprised to see how blunt the game was when I was attacked by the militias. My first impression of the game was that this is a game that provides realistic and truthful information. I like this game; however, the content may not be appropriate for younger students (grades k-2). I think it’s important to talk about social issues like the issues in Darfur, but rape, death, and other aspects of the Darfur game are overwhelming and difficult aspects to handle. The teacher would need to keep this in mind if she uses this game in her classroom. This game and website will definitely get students thinking and can promote future projects or action related to this issue. This game promotes meaningful learning, because the learner can further her investigation about life in Darfur by clicking other links on the website. Learning doesn’t just end at the game.
Ayiti: The Cost of Life: This game is forces the player to make decisions that can be a matter of life and death. My first impression of the game was that the game looked interesting and drew me in. I would use this game in my classroom. It gets children out of their bubble and exposes them to real life decisions that are important to a healthy life. The game allows users to state the type of life they want to live and what’s important to them. This game provides students with the realization that this is real life for some people. I think meaningful learning is promoted, because users take risks and experience the consequences of their actions. Users are learning the effects of certain decisions.
3rd World Farmer: My first impression of the game was that the game looked as if I would like it, because it looked like I could build something. It reminded me of Sims. This game provided more information that Ayiti: The Cost of Life. It gave students another opportunity to make decisions and see what happens. The user had to watch the amount of money they had and buy things. In a way, the students were managing money and taking financial risks that were followed by negative and positive consequences. I would use this in my classroom. This game exposes students to financial and life decisions related to living on a farm. The game could be used to provide students with a different perspective of the hardships famers may go through. This game wasn’t moving forward enough to keep my attention, and I felt as if I wasn’t accomplishing any main task or goal.
5. Posted Separately
6. After looking up some virtual worlds, I found Dizzywood. It seemed elementary appropriate. The games were basic like matching, race games, and etc. I’m just amazed by virtual worlds and feel like I’ve been living under a rock. I would have really liked this game as a kid. The users can talk to their gamer friends and play at the same time. In the game, you visit different places to learn tricks, moves, information, and to buy items. So far, I’ve seen virtual worlds that are basically social networking games. The worlds are more like social worlds than education worlds.
http://www.dizzywood.com/
7. I have no background in programming and do not know how to write HTML code.
2. Net Frog : The first thing I read on the page is the statement next to the blue frog. The statement gives the viewer a purpose for dissecting frogs and links this purpose to human anatomy. This is a good first impression, because it makes me feel a little better about learning how to cut open a frog. I think this is a good simulation to use with students. The site provides students with images, videos, text, and other methods that give students multiple ways to understand the material. I think this is a unique way to introduce a unit on dissecting frogs and could be a good way to prepare students for the actual dissection.
Funderstanding Roller Coaster: My first impression of the website is that it looks a little plain. There isn’t a physical wow factor that gets my attention, but the roller coaster simulation is easy to spot. I like this simulation and would most likely use the simulation to promote discussions in which the students would discuss why the coaster worked or did not work. Although the simulation gives students a chance to try out different hill sizes, levels of gravity, and so forth, the simulation doesn’t provide a place where students can learn about the variables that they are rearranging on the roller coaster ride.
3. Posted Separately
4. Darfur is Dying: I was surprised to see how blunt the game was when I was attacked by the militias. My first impression of the game was that this is a game that provides realistic and truthful information. I like this game; however, the content may not be appropriate for younger students (grades k-2). I think it’s important to talk about social issues like the issues in Darfur, but rape, death, and other aspects of the Darfur game are overwhelming and difficult aspects to handle. The teacher would need to keep this in mind if she uses this game in her classroom. This game and website will definitely get students thinking and can promote future projects or action related to this issue. This game promotes meaningful learning, because the learner can further her investigation about life in Darfur by clicking other links on the website. Learning doesn’t just end at the game.
Ayiti: The Cost of Life: This game is forces the player to make decisions that can be a matter of life and death. My first impression of the game was that the game looked interesting and drew me in. I would use this game in my classroom. It gets children out of their bubble and exposes them to real life decisions that are important to a healthy life. The game allows users to state the type of life they want to live and what’s important to them. This game provides students with the realization that this is real life for some people. I think meaningful learning is promoted, because users take risks and experience the consequences of their actions. Users are learning the effects of certain decisions.
3rd World Farmer: My first impression of the game was that the game looked as if I would like it, because it looked like I could build something. It reminded me of Sims. This game provided more information that Ayiti: The Cost of Life. It gave students another opportunity to make decisions and see what happens. The user had to watch the amount of money they had and buy things. In a way, the students were managing money and taking financial risks that were followed by negative and positive consequences. I would use this in my classroom. This game exposes students to financial and life decisions related to living on a farm. The game could be used to provide students with a different perspective of the hardships famers may go through. This game wasn’t moving forward enough to keep my attention, and I felt as if I wasn’t accomplishing any main task or goal.
5. Posted Separately
6. After looking up some virtual worlds, I found Dizzywood. It seemed elementary appropriate. The games were basic like matching, race games, and etc. I’m just amazed by virtual worlds and feel like I’ve been living under a rock. I would have really liked this game as a kid. The users can talk to their gamer friends and play at the same time. In the game, you visit different places to learn tricks, moves, information, and to buy items. So far, I’ve seen virtual worlds that are basically social networking games. The worlds are more like social worlds than education worlds.
http://www.dizzywood.com/
7. I have no background in programming and do not know how to write HTML code.
Sunday, September 6, 2009
Chapter 2; Investigating with Technologies
1. Registered for a Google reader.
2. Save the Pacific Northwest Tree Octopus: To check this website’s credibility, I tried to find other sites to support the website’s information, and I found websites that described pacific northwest tree octopus as a hoax. I also found the resource list full of fiction novels, which are not credible sources for factual information. Overall, this website is not an accurate website.
Martin Luther King Jr. – A True Historical Examination: My first reaction to this website is that the content on the site is not appropriate for children. The home page displayed curse words, and the author of the site seems committed to encouraging a hatred for Martin Luther King Jr. and people who are of the Jewish religion. This website does not have relevant material about Martin Luther King Jr. Because this site included all those aspects and then did not offer any other perspective to the reader, I decided that this website is not accurate.
Dog Island Free Forever: The website is inaccurate. The website is trying to sell the reader its product. The website doesn’t provide any phone number or address of the organization.
All About Explorers: I believe this website is an accurate website that can be used as an educational tool. I clearly noticed the website has been updated recently and that the site has been featured in credible sites such as The New York Times website and The University of Missouri’s eMints education site. The authors of the site are previous teachers or librarians and have a Masters in Education. This website also includes resources for teachers and students. To make sure the site was real, I searched the web until I found a documentary about a librarian who used the All About Explorers website as a means to help prepare her students for a world that searches the Internet for information.
History of Robots in the Victorian Era: When I investigated the author of the site, I found out that the author and his wife write the Heartbreakers comic books. Therefore, the content o the website may not be the authors’ area of expertise. Also, the site has no list of sources. This website is not an accurate site.
Dihydrogen Monoxide Research Division: This website is a hoax. The content of the website is written to create fear of water. There is a note at the bottom of the website suggesting the information on the website may not be true.
The First Male Human Pregnancy: This is another website with inaccurate information. The content advertises fiction ideas. The site provides e-mail as the only source of communication. The “hospital” has no address or contact information.
www.wto.org: This is the real website. It has real contact information, unlike the other website, and this website’s links have a logical sequence.
3. The content area I picked was about animals, and the grade level was grade. The problem that I encountered was that the scavenger hunt did not encourage students to think for themselves. The scavenger hunt asked students where in the world did certain species live and provided URLs that would provide an answer. Some of the URLs did not work and none of the questions required students to think about how to figure out the question. The scavenger hunt did not engage students in the process of research.
4. I found a webquest for a group of 3rd graders to learn more about endangered animals and the characteristics of a specific endangered animal. The webquest sounds like a really fun activity. The webquest sets up a project for 4 students to complete. They are supposed to pick an endangered animal to put in their zoo, but they first have to prepare themselves for the great move by learning about the animal. This webquest sets a guideline for students to follow, such as example websites to use when researching about the animals characteristics. However, the project leans towards an open ended project. The webquest strongly supports cooperative learning and provides students with the opportunity to build off the knowledge that their group members discover.
5. I found a 5th grade teacher who used handhelds in her classroom during a unit on economics. The teacher, Jan Kelly, found that integrating handhelds into the unit helped motivate students to participate in the activity. The students opened mock business and used the handhelds to create loan papers, bills, food prices, and other such items involving their businesses. Another activity included the students using the handhelds to hypothesis about stock market changes and explain their thoughts. The teacher admitted that she could have taught the lesson without the handhelds; however, the handhelds made the unit better and run smoother. Jan felt that the handhelds made the lesson more engaging for her students and provided them with access to so many useful tools. The handhelds ultimately provided the 5th grade classroom a chance to have a greater opportunity for peer interaction and cooperation.
http://findarticles.com/p/articles/mi_hb6541/is_2_68/ai_n29083051/?tag=content;col1
6. I completed the survey.
2. Save the Pacific Northwest Tree Octopus: To check this website’s credibility, I tried to find other sites to support the website’s information, and I found websites that described pacific northwest tree octopus as a hoax. I also found the resource list full of fiction novels, which are not credible sources for factual information. Overall, this website is not an accurate website.
Martin Luther King Jr. – A True Historical Examination: My first reaction to this website is that the content on the site is not appropriate for children. The home page displayed curse words, and the author of the site seems committed to encouraging a hatred for Martin Luther King Jr. and people who are of the Jewish religion. This website does not have relevant material about Martin Luther King Jr. Because this site included all those aspects and then did not offer any other perspective to the reader, I decided that this website is not accurate.
Dog Island Free Forever: The website is inaccurate. The website is trying to sell the reader its product. The website doesn’t provide any phone number or address of the organization.
All About Explorers: I believe this website is an accurate website that can be used as an educational tool. I clearly noticed the website has been updated recently and that the site has been featured in credible sites such as The New York Times website and The University of Missouri’s eMints education site. The authors of the site are previous teachers or librarians and have a Masters in Education. This website also includes resources for teachers and students. To make sure the site was real, I searched the web until I found a documentary about a librarian who used the All About Explorers website as a means to help prepare her students for a world that searches the Internet for information.
History of Robots in the Victorian Era: When I investigated the author of the site, I found out that the author and his wife write the Heartbreakers comic books. Therefore, the content o the website may not be the authors’ area of expertise. Also, the site has no list of sources. This website is not an accurate site.
Dihydrogen Monoxide Research Division: This website is a hoax. The content of the website is written to create fear of water. There is a note at the bottom of the website suggesting the information on the website may not be true.
The First Male Human Pregnancy: This is another website with inaccurate information. The content advertises fiction ideas. The site provides e-mail as the only source of communication. The “hospital” has no address or contact information.
www.wto.org: This is the real website. It has real contact information, unlike the other website, and this website’s links have a logical sequence.
3. The content area I picked was about animals, and the grade level was grade. The problem that I encountered was that the scavenger hunt did not encourage students to think for themselves. The scavenger hunt asked students where in the world did certain species live and provided URLs that would provide an answer. Some of the URLs did not work and none of the questions required students to think about how to figure out the question. The scavenger hunt did not engage students in the process of research.
4. I found a webquest for a group of 3rd graders to learn more about endangered animals and the characteristics of a specific endangered animal. The webquest sounds like a really fun activity. The webquest sets up a project for 4 students to complete. They are supposed to pick an endangered animal to put in their zoo, but they first have to prepare themselves for the great move by learning about the animal. This webquest sets a guideline for students to follow, such as example websites to use when researching about the animals characteristics. However, the project leans towards an open ended project. The webquest strongly supports cooperative learning and provides students with the opportunity to build off the knowledge that their group members discover.
5. I found a 5th grade teacher who used handhelds in her classroom during a unit on economics. The teacher, Jan Kelly, found that integrating handhelds into the unit helped motivate students to participate in the activity. The students opened mock business and used the handhelds to create loan papers, bills, food prices, and other such items involving their businesses. Another activity included the students using the handhelds to hypothesis about stock market changes and explain their thoughts. The teacher admitted that she could have taught the lesson without the handhelds; however, the handhelds made the unit better and run smoother. Jan felt that the handhelds made the lesson more engaging for her students and provided them with access to so many useful tools. The handhelds ultimately provided the 5th grade classroom a chance to have a greater opportunity for peer interaction and cooperation.
http://findarticles.com/p/articles/mi_hb6541/is_2_68/ai_n29083051/?tag=content;col1
6. I completed the survey.
Saturday, August 29, 2009
What is Meaningful Learning? (Preface- Ch.1)
1. What is your first impression of this textbook based on reading the preface and first chapter?
After reading the preface and first chapter of the book I feel like this book is being very explicit about the role of technology. My first impression is that the book will be useful when trying to create lessons that will create real learning and that will give students tools or support to use their new findings in real life scenarios.
2. Jonassen identifies 5 characteristics of meaningful learning. How do these 5 characteristics compare with your own understanding of what meaningful learning is?
Jonassen’s 5 characteristics of meaningful learning, active, constructive, intentional, authentic, and cooperative, are characteristics that correspond with my own ideas of what meaningful learning is. My understanding of what meaningful learning is has developed more since I’ve been in the Proteach program. However, as a student I’ve learned that I don’t understand nor remember ideas if I’m not actively trying to make connections with other ideas or situations. This understanding is similar to Jonassen’s idea, in that students have to be active and construct mental models or pathways that build connections from all their observations and knowledge.
3. As a student you have observed the teaching process for more than 15 years. Some authors refer to this as an apprenticeship of observation. Reflecting back as a K-12 and college student, how have you seen technology used as teaching and learning tool?
As a student, I’ve observed teachers use technology as way to present information in a colorful or engaging way to keep students’ eyes on their presentations. Also, technology was used as a drilling tool. Educational games helped me and other students practice typing, math, and grammar skills. Once I reached middle and high school, technology became a tool to help organize students’ science projects with the help of PowerPoint or research papers with the help of Microsoft Word.
4. In your own words, what is the difference between ‘learning from technology’ and ‘learning with technology’?
When I think of learning from technology I imagine a classroom where students are sitting in front of a projector projecting a teacher’s PowerPoint loaded with information about different forms of energy. Learning from technology is when students are only receiving information and not doing anything with the information. However, a classroom where learning with technology is displayed students demonstrate or explain the forms of energy in real life then create a digital video of the demonstration. Learning with technology is when students can use technology to further their understanding or represent their ideas. Students who are learning with technology have more two-way communication of their thoughts than students who are learning from technology.
5. Who is David Jonassen? Find out more about his background and professional interests.
David Jonassen has taught all over the place from University of Missouri to Banneker Elementary School Milford. Some of his professional interests are focusing on cognitive tools for learning or also known as mindtools, teaching about artificial intelligence used in education, and learning about how people solve problems and support their learning. Jonassen higher education consists of a Bachelor of Science, Master of Education, Doctor of Education, and Post-doctoral study.
http://web.missouri.edu/jonassend/index.html
6. Occasionally, you may come across unfamiliar terms in the reading. Rather than ignore them (a strategy struggling readers use), be sure to understand what these new words mean. This is great practice for the GRE. Also, when we discuss the readings in class, I will randomly call on students to define unfamiliar terms using their own words. For example, do you know what an ‘epiphenomenon’ is? Can you define the word ‘nascent’? Both of these terms are used in Ch. 1.
“With every other technology,…nascent commercial technology for educational purpose” (Jonassen, Howland, Marra, & Crismond, 2008, p. 6). Nascent means something beginning to develop or form. In this case the developing commercial technology is used educationally. “Perhaps the most unfortunate epiphenomenon of this process is the current generation of students who will complete their K-12 education knowling only how to take tests” (Jonassen et al., 2008, p. 2). Epiphenomenon means a phenomenon occurring simultaneously with another phenomenon or coming right after one.
7. Choose one question from the ‘Things to Think About’ section on pp. 10-12. Respond to this question. Be sure to identify the question to which you are responding.
#2 What is your theory of learning? From your perspective, how do people learn? What are the important processes?
My theory of learning is that learning takes place during interaction with others and during observations and experiences. I believe people learn when they are figuring things out, organizing their thoughts, and using what they know or have experienced in a new situation. People learn when listening and communicating ideas with their peers. They even learn when they mess up. The important processes of learning are gathering ideas, testing out the ideas, reflecting or explaining, and then making predictions on how to use the new information.
After reading the preface and first chapter of the book I feel like this book is being very explicit about the role of technology. My first impression is that the book will be useful when trying to create lessons that will create real learning and that will give students tools or support to use their new findings in real life scenarios.
2. Jonassen identifies 5 characteristics of meaningful learning. How do these 5 characteristics compare with your own understanding of what meaningful learning is?
Jonassen’s 5 characteristics of meaningful learning, active, constructive, intentional, authentic, and cooperative, are characteristics that correspond with my own ideas of what meaningful learning is. My understanding of what meaningful learning is has developed more since I’ve been in the Proteach program. However, as a student I’ve learned that I don’t understand nor remember ideas if I’m not actively trying to make connections with other ideas or situations. This understanding is similar to Jonassen’s idea, in that students have to be active and construct mental models or pathways that build connections from all their observations and knowledge.
3. As a student you have observed the teaching process for more than 15 years. Some authors refer to this as an apprenticeship of observation. Reflecting back as a K-12 and college student, how have you seen technology used as teaching and learning tool?
As a student, I’ve observed teachers use technology as way to present information in a colorful or engaging way to keep students’ eyes on their presentations. Also, technology was used as a drilling tool. Educational games helped me and other students practice typing, math, and grammar skills. Once I reached middle and high school, technology became a tool to help organize students’ science projects with the help of PowerPoint or research papers with the help of Microsoft Word.
4. In your own words, what is the difference between ‘learning from technology’ and ‘learning with technology’?
When I think of learning from technology I imagine a classroom where students are sitting in front of a projector projecting a teacher’s PowerPoint loaded with information about different forms of energy. Learning from technology is when students are only receiving information and not doing anything with the information. However, a classroom where learning with technology is displayed students demonstrate or explain the forms of energy in real life then create a digital video of the demonstration. Learning with technology is when students can use technology to further their understanding or represent their ideas. Students who are learning with technology have more two-way communication of their thoughts than students who are learning from technology.
5. Who is David Jonassen? Find out more about his background and professional interests.
David Jonassen has taught all over the place from University of Missouri to Banneker Elementary School Milford. Some of his professional interests are focusing on cognitive tools for learning or also known as mindtools, teaching about artificial intelligence used in education, and learning about how people solve problems and support their learning. Jonassen higher education consists of a Bachelor of Science, Master of Education, Doctor of Education, and Post-doctoral study.
http://web.missouri.edu/jonassend/index.html
6. Occasionally, you may come across unfamiliar terms in the reading. Rather than ignore them (a strategy struggling readers use), be sure to understand what these new words mean. This is great practice for the GRE. Also, when we discuss the readings in class, I will randomly call on students to define unfamiliar terms using their own words. For example, do you know what an ‘epiphenomenon’ is? Can you define the word ‘nascent’? Both of these terms are used in Ch. 1.
“With every other technology,…nascent commercial technology for educational purpose” (Jonassen, Howland, Marra, & Crismond, 2008, p. 6). Nascent means something beginning to develop or form. In this case the developing commercial technology is used educationally. “Perhaps the most unfortunate epiphenomenon of this process is the current generation of students who will complete their K-12 education knowling only how to take tests” (Jonassen et al., 2008, p. 2). Epiphenomenon means a phenomenon occurring simultaneously with another phenomenon or coming right after one.
7. Choose one question from the ‘Things to Think About’ section on pp. 10-12. Respond to this question. Be sure to identify the question to which you are responding.
#2 What is your theory of learning? From your perspective, how do people learn? What are the important processes?
My theory of learning is that learning takes place during interaction with others and during observations and experiences. I believe people learn when they are figuring things out, organizing their thoughts, and using what they know or have experienced in a new situation. People learn when listening and communicating ideas with their peers. They even learn when they mess up. The important processes of learning are gathering ideas, testing out the ideas, reflecting or explaining, and then making predictions on how to use the new information.
Thursday, August 27, 2009
Growing up Online video
Wow! Growing up online is a very blunt documentary with so much going on and shares various perspectives. Many things I watched enraged me and made me think. I wish we could show our students a video similar to this to get them talking about these internet issues.
I fully support bringing programs or instruction time to the classroom that teaches students how to behave online and make the online society more realistic to students. I don't want to be like the english teacher in the video and be left in the dark when it comes to technology and computer sense. However, I still don't know how I feel about putting a computer infront of students during the whole school day.
Cyberbullying is a topic that keeps reoccuring in our education classes, and it seems to be something that we future teachers should plan for. It's awful that students have acess to such scary things like suicide, so I think now more than ever we need to teach them how to make right and responsible decisions.
When watching the parents' perspectives during the video, I found myself agreeing with many of their points. I certainly don't want my students to see inappropriate pictures and then think it's okay to participate in the activities shown in the pictures. I think parents should be active in their students' internet life and make the internet society a part of their "realistic" life at home.
I fully support bringing programs or instruction time to the classroom that teaches students how to behave online and make the online society more realistic to students. I don't want to be like the english teacher in the video and be left in the dark when it comes to technology and computer sense. However, I still don't know how I feel about putting a computer infront of students during the whole school day.
Cyberbullying is a topic that keeps reoccuring in our education classes, and it seems to be something that we future teachers should plan for. It's awful that students have acess to such scary things like suicide, so I think now more than ever we need to teach them how to make right and responsible decisions.
When watching the parents' perspectives during the video, I found myself agreeing with many of their points. I certainly don't want my students to see inappropriate pictures and then think it's okay to participate in the activities shown in the pictures. I think parents should be active in their students' internet life and make the internet society a part of their "realistic" life at home.
Tuesday, August 25, 2009
Technology Belief Statement
I believe that technology can get students to participate actively instead of being passive learners. Just the presence of technology in the classroom can grab students attention and supply them with tons of information. Technology can supply creative and fun tools for the classroom. It not only helps the teacher present in a new way but gives students a different portal to express their ideas.
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