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.
Friday, September 25, 2009
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.
Subscribe to:
Posts (Atom)