Developed a digital classroom news letter for parents and students containing a masthead, 2 text columns, and pictures.
Friday, April 30, 2010
Autumn Crossword Puzzle - NETS-T 1,2,3
Create a digital, interactive, and printable crossword puzzle using Microsoft Excel
Journal 10 - NETS-T 3,4,5
Join ISTE, read a journal article from Learning & Leading with Technology, reflect upon the article, and use proper APA citation using Citation Machine
Lawless, C. (2008). Steps to responsible e-waste management at your school. Learning & Leading with Technology, 36(3), Retrieved from http://www.iste.org/AM/Template.cfm?Section=November_No_3_4&Template=/MembersOnly.cfm&NavMenuID=4143&ContentID=21926&DirectListComboInd=D
Steps to Responsible E-waste Management at Your School
Proper management of electronic waste is a world wide issue that currently has little regulation at the
What are some other things schools are doing to manage e-waste?
Many schools operate a kind of shop class for taking apart and rebuilding used computers to a usable condition. Students learn about the hardware and software of their computers and end the semester with a Powerpoint presentation about what they learned in the class.
Where can refurbished computers be distributed besides schools?
Refurbished computers can be easily reformatted and donated to foster families and families of low socioeconomic status. Some are sent to computer labs near low income or subsidized housing that offer training in technology and related services.
Journal 9 - NETS-T 3,4,5
Join ISTE, read a journal article from Learning & Leading with Technology, reflect upon the article, and use proper APA citation using Citation Machine
Groff, J., & Haas, J. (2009). Web 2.0 today's technologies, tomorrow's learning. Learning & Leading with Technology, 36(2), Retrieved from http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_1&Template=/MembersOnly.cfm&NavMenuID=4107&ContentID=21954&DirectListComboInd=D
Web 2.0 today’s technologies, tomorrow’s learning
According to this piece, many teachers are turning to digital games, social networking, and simulations in order to keep up with the current generation of students’ interests and modes of learning. This new culture of pupils is well acquainted with many virtual world games and therefore, they are often out of their element when entering a classroom. Groff and Haas explain that it isn’t like starting from scratch when trying to develop educationally useful gaming software. Many of the simulations and digital games can be used as models to producing similar looking games that will garner the attention of students of many ages. The games provide students with a virtual hands-on interaction with the material in such a way that a more conceptualized understanding is more likely acquired by the student. Simulations also provide a means of experiencing things that would not normally be able to be conducted in a classroom. In addition, students also are made to work collaboratively because the nature of many of these games requires cooperation in order to be successful at them, increasing the pro-social aspect of education.
What are some difficulties to teaching with these technologies?
Difficulties include, not always having a clear direction and a teacher-directed lesson. This can be unsettling for a teacher trying a game for the first time who not knowing what to expect, and is not sure how to facilitate learning. With practice and keeping in contact with other teachers about issues that might arise will be an invaluable support resource for these activities. Also there are slight possibilities of students not interacting harmoniously such as in a diplomacy simulation. But even those interactions can have teachable moments about how one’s actions affect others.
Why should teachers give this technology a try?
The article says that it all comes down to what students learn from the experience. The outcome is always more than simple rote learning with a deeper understanding and better retention of the material.
Groff, J., & Haas, J. (2009). Web 2.0 today's technologies, tomorrow's learning. Learning & Leading with Technology, 36(2), Retrieved from http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_1&Template=/MembersOnly.cfm&NavMenuID=4107&ContentID=21954&DirectListComboInd=D
Web 2.0 today’s technologies, tomorrow’s learning
According to this piece, many teachers are turning to digital games, social networking, and simulations in order to keep up with the current generation of students’ interests and modes of learning. This new culture of pupils is well acquainted with many virtual world games and therefore, they are often out of their element when entering a classroom. Groff and Haas explain that it isn’t like starting from scratch when trying to develop educationally useful gaming software. Many of the simulations and digital games can be used as models to producing similar looking games that will garner the attention of students of many ages. The games provide students with a virtual hands-on interaction with the material in such a way that a more conceptualized understanding is more likely acquired by the student. Simulations also provide a means of experiencing things that would not normally be able to be conducted in a classroom. In addition, students also are made to work collaboratively because the nature of many of these games requires cooperation in order to be successful at them, increasing the pro-social aspect of education.
What are some difficulties to teaching with these technologies?
Difficulties include, not always having a clear direction and a teacher-directed lesson. This can be unsettling for a teacher trying a game for the first time who not knowing what to expect, and is not sure how to facilitate learning. With practice and keeping in contact with other teachers about issues that might arise will be an invaluable support resource for these activities. Also there are slight possibilities of students not interacting harmoniously such as in a diplomacy simulation. But even those interactions can have teachable moments about how one’s actions affect others.
Why should teachers give this technology a try?
The article says that it all comes down to what students learn from the experience. The outcome is always more than simple rote learning with a deeper understanding and better retention of the material.
Thursday, April 29, 2010
Journal 8 - NETS-T 3,4,5
Join ISTE, read a journal article from Learning & Leading with Technology, reflect upon the article, and use proper APA citation using Citation Machine
Greenhow, C. (2010). Tapping the wealth of social networks for professional development. Learning & Leading with Technology, 36(8), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/36810g.pdf
Tapping the Wealth of Social Networks for Professional Development
Greenhow’s article begins with the uses that the big businesses have for social networks such as Twitter. They have realized that timely information can be passed along more rapidly than ever before beating out email. This happens so efficiently because often micro blogs are expected concise and informal. People are able to be more collaborative with colleagues, self-reflective, able to critique others’ opinions, thereby shaping a more democratic culture. In education, much of the same characteristics apply. Teachers this is a valuable tool because the profession is generally done behind closed doors with little valid feedback. Social networking can sharpen their skills with a larger, less threatening pool in which to voice ideas and methods, and getting peer feedback not to mention new fresh ideas to try out.
How else does social networking help teachers?
Teaches can receive recognition for good ideas or lessons which they may have put in long hours of preparation time and can share with the online community. This helps them with job satisfaction and might lead to receiving time off to work on projects for their classes or for attending conferences. Again, it is a way of honing their skills and instincts.
How can students benefit from social networking?
Studies have shown that among urban teenagers with literacy problems, social networking can serve as a social learning resource and hosts new literacy practices. Students can also post their creative work on line (videos, photography, creative writing, music) and receive feedback from teachers and other students. Peer validation was important to many of these teens which was provided through kudos, comments, tags, and friend requests of admirers of the work.
Journal 7: Google Earth - NETS-T 1,2,3,5
Evaluate a Classroom 2.0 technology tool and reflect on it
Google Earth (also tagged as "Gearth")
Cross-curricular Uses for Google Earth
This discussion led by Thomas Petra, had many teachers chiming in on the possible uses for Google Earth after explaining his use. This assignment was for middle school students who were told to track a historic typhoon that had hit the island. Students were able to make a geographic time line which they overlaid on the map. They plotted coordinates of known positions of the eye of the storm and were able to leave information about the event on the project as well. He mention that it can also be used for search and rescue. Other great uses include a literature website called Google Lit Trips that shows the course of nonfiction or realistic fiction books. This was my favorite new piece of knowledge from this discussion. As a student who once struggled with history and later learning to love much of it, I wished my teachers could have had access to this technology.
New Website for Teaching Math with Google Earth
This thread has a link to a site (Real World Math) that is dedicated to the use of Google Earth for math lessons. Many teachers chimed in saying that they love using it. One lesson that was interesting to me, teaches students how to calculate and use scientific notation. This can be a very dry subject without a real world connections.
Google Earth (also tagged as "Gearth")
Definition- Google Earth is a download-able application that can be used on any computer operating Windows 2000 and later making it available to a vast number of people. The widely used free version of the program has many features that can be used in an educational setting. This version is a nearly three dimensional, virtual representation of the earth made up of satellite images in varying degrees of resolution. Mostly depending on the popularity and interest of a location, the resolution will differ, for points on land, from 15 meters to 15 centimeters with the exception of some islands having less. Expanses of ocean have no photos available unless they are in close proximity to land; however, a C.G. underwater topography does exist to a small degree. It also has some digital elevation so that viewers can see mountain ranges and canyons with a little more accuracy than previous versions. Most importantly from an educators perspective, is the ability for users to add their own data to the virtual model and make them available to others through various sources.
Cross-curricular Uses for Google Earth
This discussion led by Thomas Petra, had many teachers chiming in on the possible uses for Google Earth after explaining his use. This assignment was for middle school students who were told to track a historic typhoon that had hit the island. Students were able to make a geographic time line which they overlaid on the map. They plotted coordinates of known positions of the eye of the storm and were able to leave information about the event on the project as well. He mention that it can also be used for search and rescue. Other great uses include a literature website called Google Lit Trips that shows the course of nonfiction or realistic fiction books. This was my favorite new piece of knowledge from this discussion. As a student who once struggled with history and later learning to love much of it, I wished my teachers could have had access to this technology.
New Website for Teaching Math with Google Earth
This thread has a link to a site (Real World Math) that is dedicated to the use of Google Earth for math lessons. Many teachers chimed in saying that they love using it. One lesson that was interesting to me, teaches students how to calculate and use scientific notation. This can be a very dry subject without a real world connections.
Tuesday, April 27, 2010
Journal 6 - NETS-T 3,4,5
Join ISTE, read a journal article from Learning & Leading with Technology, reflect upon the article, and use proper APA citation using Citation Machine
Greenhow, C. (2010). A New concept of citizenship for the digital age. Learning & Leading with Technology , 37(6), Retrieved from https://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25564&DirectListComboInd=D
A New Concept of Citizenship for the Digital Age
In this article some questions were raised as to the lack of consistency in what is deemed good digital citizenship because it is difficult to define, demonstrate and measure. It is also the least likely to be discussed in digital research literature. The general definition of digital citizenship as described by NETS-S is the ability to practice or advocate online behavior that demonstrates legal, ethical, safe, and responsible uses of information and communication technologies. As of now there is no single model that clearly says what constitutes legal, ethical, safe and responsible behavior. The lack of consistency is expected to some degree between different cultures but the problem here is that disparity is even happening between school systems and standard setting agencies.
How does Greenhow propose we should teach digital citizenship considering the limitations presented?
It seems that students practicing digital citizenship skills (whatever level that is) should always continue developing their awareness of social and political issues along with their participation in public life. Also, educators and authority figures ought to consider that quality online participation must include respect for the rights and responsibilities of self and others. This seems a bit like a “catch all” phrase, but seems accurate enough to elicit good judgment.
Where does this article leave us in the debate over how to set rules for online behavior?
After examining research from a number of different groups, Greenhow states that further research should be done to update our understanding of how the web is being used and the multiple facets that are associated with it. Specifically, inquiries as to how students are using internet resources for school work and social life, then pass that information along into educational forums for effective dissemination of data.
Saturday, April 24, 2010
PowerPoint - NETS-T 1,2,5
Create a PowerPoint presentation using animation, clip art, with a hypothetical discussion on the uses of PowerPoint in a classroom
Thursday, April 22, 2010
PowerPoint Rubric - NETS-T 1,2,3
Create a collaborated rubric for NETS-S PowerPoint, attain an embed code for it and post it on blog
Saturday, April 17, 2010
Social Bookmarking (Delicious) - NETS-T 1,2,3,4
Search and bookmark 8 educational sites and tag them for others to view and reflect on what was found on those sites
1. National Archives: Eyewitness
In December of 1968 the Apollo 8 spacecraft conducted the first manned mission to the moon. The flight was conducted by Jim Lovell, Bill Anders, and Frank Borman. This article showed pictures from the world's first occupied spacecraft orbiting the moon along with photos of original transcripts from that mission. There is also an audio track that was a recording of a monologue by Frank Borman describing the view from the capsule and some of the crew's tasks (i.e. running experiments, positioning the capsule by fire the engines, etc.). Borman also described his feelings about being 240,000 miles from home in an inhospitable environment as being foreboding and colorless.
Primary sources are good for students to see and use for research because it can be very inspiring and bring about realism to the sometimes blandness of a textbook.
2. N.E.A. Achievement Gap
Student Groups Currently Experiencing Achievement Gaps:
-ethnic minorities
-English language learners
-Students with disabilities
-Boys in elementary grades/Girls in high school math & science
-Students from low-income families
One idea mentioned in the N.E.A. website about becoming a culturally competent educator that resonated with me was that we could determine the diverse groups served by our schools. Consider cultural, linguistic, racial, and ethnic diversity and find out the degree to which families and students in these groups are accessing available school services. This seems important because we don't want to assume what our school population's characteristics are based on news reports or even empirical journal articles. There might be local concerns that may be affecting why these students may be at greater risk. We need to find out why some are utilizing services while others are not, and work with those who might feel discouraged or aren't seeing the value in those services.
Another idea talked about by the N.E.A. that I felt was highly important was that educators should assess what their school staff perceive as their staff development needs are related to providing services to each group. This is to say, that it isn't enough to go at it alone in searching for possible characteristics that affect student learning conditions and their needs. Instead, it is always better to get multiple views on a subject as important as designing or prescribing services to students.
Lastly, I felt the most important yet difficult culturally responsive component was to build and use a network of "natural helpers" at school and in the community as well as "experts" who have knowledge of the culturally, linguistically, racially, and ethnically diverse groups served by your school. Logistically, this might be a tall order but the potential rewards are great. Experts might be trained personnel and costly, but natural helpers could be anyone with insight into a schools population (i.e. parents, business owners, local law enforcement, local church groups). The rewards of this kind of action by the school would be an environment in which students feel a sense of belonging and safety which is a major contributing factor for academic success.
3. Stop Cyber Bullying
According to the test I took for ages 7 to10, I fall into the category of "cyber saint". It doesn't seem too difficult as an adult because I do little social networking and at this age I'm aware that employers often view the content on employee and prospective employee profile pages. The articles were an eye opener for me in that I'm now more educated in ways in which children view the internet; often the majority of their social life revolves around it. For younger children (ages 7 to 10), these articles helped me to be aware that I'll need to teach students about avoiding scams by internet preditors, don't send emails in anger (cool off first), and don't just idly accept being bullied on line (tell an adult). I would also like to reveal to students the dangers of change emails. Like the fact that viruses are spread through them, as is personal information that might not be intended for other people, and that they might simply frighten younger siblings.
4. Kathy Schrock's Guide for Educators
"The Science of Hockey" piqued my interest on Kathy Schrock's page. In particular the section about why ice is slippery. The fact that it (ice) is slippery is a one of a child's first bits of knowledge but why rarely crosses our minds, and if it does we usually have the wrong idea about it. This article brings a real world example to the physics and properties of ice through the visuals of ice skating. This item could be useful in a science class to explain physical properties of water.
Schrock's site also had tools such as a rubric for scoring student oral presentations. This rubric can be used directly in many presentations or can be altered to fit the assignment. The scoring items are: organization, subject knowledge, graphics, mechanics, eye contact and elocution. This site can be a very useful resource for teachers of any grade level because it is able to be customized.
5. Multiple Intelligences
After taking the Multiple Intelligences test I scored: 88% on logical-mathematical, and tied at a score of 75% on intrapersonal and interpersonal scales. From the video Big Thinkers: Howard Gardner on Multiple Intelligences, multiple intelligences are looked at from a psychological standpoint. It was said that the U.S. approaches education from a mode that is very narrow in how we teach our students and that subject areas are too broad. The lack of depth causes students to forget a vast majority of what they learn at the expense of learning critical thinking skills and understanding of the scientific method. Gardner asserts that learning to self assess is critical to becoming a successful adult.
6. Teaching Tolerance Lesson Idea
The lesson described in the article, "The Geography of Diversity", can be applied to grades 3 to 5 and is a great lesson for a social studies assignment with the topic of the diverse lineage within a classroom. The lesson has students investigate their individual ancestral background and report it to the class so that it can be marked with a colored sticker on a displayed map of the world. From that, students are prompted to write and essay on why the diversity of the U.S. is important. The final draft of the essays are written on paper bordered with gift boxes representing how each of us brings a gift to a community. Students are to color in the gift boxes so they are noticeably differently from other students' and the finished product is placed on display for others to see and enjoy. I would likely follow the same lesson plan in my classroom and would like to display the class' world map (with stickers) and essays in the school library and have the students make a second copy of their essays for a class collaborative book.
7. EdChange Multicultural Awareness Quiz
After taking this multicultural awareness quiz, many of the facts were eye opening to say the least. For example, according to the National Center for Education Statistics, 40 percent of all U.S. schools have no teachers of color on staff. This is a problem because this characteristic has been linked to students believing educational success is not for them with a blatant lack of role models with whom they can relate. Another figure which I'm struggling to understand fully is the 2007 study in which UNICEF found that the U.S. and the U.K. were ranked the lowest among the worlds 23 richest countries in regards to 40 indicators of child well-being. I haven't personally worked in very low income areas yet which makes me wonder what some of this counties inner city schools are like and the kinds of conditions in which their students live.
8. Netiquette
On the Netiquette quiz I scored a 10 out of 10. 8-l It seems that a lot of netiquette is based on the same social rules that exist in the non-digital world. It is important to teach this in a classroom because it can lead to many problems for young people that may lead to cyber bullying and emotional or physical harm. Education will lead students to good internet practice and as adults, will help them in the future to work in this environment with professionalism. In addition, students will be able to interpret what is being communicated and in what tone it is meant to be taken. Better understanding in this area, leads to better judgment.
1. National Archives: Eyewitness
In December of 1968 the Apollo 8 spacecraft conducted the first manned mission to the moon. The flight was conducted by Jim Lovell, Bill Anders, and Frank Borman. This article showed pictures from the world's first occupied spacecraft orbiting the moon along with photos of original transcripts from that mission. There is also an audio track that was a recording of a monologue by Frank Borman describing the view from the capsule and some of the crew's tasks (i.e. running experiments, positioning the capsule by fire the engines, etc.). Borman also described his feelings about being 240,000 miles from home in an inhospitable environment as being foreboding and colorless.
Primary sources are good for students to see and use for research because it can be very inspiring and bring about realism to the sometimes blandness of a textbook.
2. N.E.A. Achievement Gap
Student Groups Currently Experiencing Achievement Gaps:
-ethnic minorities
-English language learners
-Students with disabilities
-Boys in elementary grades/Girls in high school math & science
-Students from low-income families
One idea mentioned in the N.E.A. website about becoming a culturally competent educator that resonated with me was that we could determine the diverse groups served by our schools. Consider cultural, linguistic, racial, and ethnic diversity and find out the degree to which families and students in these groups are accessing available school services. This seems important because we don't want to assume what our school population's characteristics are based on news reports or even empirical journal articles. There might be local concerns that may be affecting why these students may be at greater risk. We need to find out why some are utilizing services while others are not, and work with those who might feel discouraged or aren't seeing the value in those services.
Another idea talked about by the N.E.A. that I felt was highly important was that educators should assess what their school staff perceive as their staff development needs are related to providing services to each group. This is to say, that it isn't enough to go at it alone in searching for possible characteristics that affect student learning conditions and their needs. Instead, it is always better to get multiple views on a subject as important as designing or prescribing services to students.
Lastly, I felt the most important yet difficult culturally responsive component was to build and use a network of "natural helpers" at school and in the community as well as "experts" who have knowledge of the culturally, linguistically, racially, and ethnically diverse groups served by your school. Logistically, this might be a tall order but the potential rewards are great. Experts might be trained personnel and costly, but natural helpers could be anyone with insight into a schools population (i.e. parents, business owners, local law enforcement, local church groups). The rewards of this kind of action by the school would be an environment in which students feel a sense of belonging and safety which is a major contributing factor for academic success.
3. Stop Cyber Bullying
According to the test I took for ages 7 to10, I fall into the category of "cyber saint". It doesn't seem too difficult as an adult because I do little social networking and at this age I'm aware that employers often view the content on employee and prospective employee profile pages. The articles were an eye opener for me in that I'm now more educated in ways in which children view the internet; often the majority of their social life revolves around it. For younger children (ages 7 to 10), these articles helped me to be aware that I'll need to teach students about avoiding scams by internet preditors, don't send emails in anger (cool off first), and don't just idly accept being bullied on line (tell an adult). I would also like to reveal to students the dangers of change emails. Like the fact that viruses are spread through them, as is personal information that might not be intended for other people, and that they might simply frighten younger siblings.
4. Kathy Schrock's Guide for Educators
"The Science of Hockey" piqued my interest on Kathy Schrock's page. In particular the section about why ice is slippery. The fact that it (ice) is slippery is a one of a child's first bits of knowledge but why rarely crosses our minds, and if it does we usually have the wrong idea about it. This article brings a real world example to the physics and properties of ice through the visuals of ice skating. This item could be useful in a science class to explain physical properties of water.
Schrock's site also had tools such as a rubric for scoring student oral presentations. This rubric can be used directly in many presentations or can be altered to fit the assignment. The scoring items are: organization, subject knowledge, graphics, mechanics, eye contact and elocution. This site can be a very useful resource for teachers of any grade level because it is able to be customized.
5. Multiple Intelligences
After taking the Multiple Intelligences test I scored: 88% on logical-mathematical, and tied at a score of 75% on intrapersonal and interpersonal scales. From the video Big Thinkers: Howard Gardner on Multiple Intelligences, multiple intelligences are looked at from a psychological standpoint. It was said that the U.S. approaches education from a mode that is very narrow in how we teach our students and that subject areas are too broad. The lack of depth causes students to forget a vast majority of what they learn at the expense of learning critical thinking skills and understanding of the scientific method. Gardner asserts that learning to self assess is critical to becoming a successful adult.
6. Teaching Tolerance Lesson Idea
The lesson described in the article, "The Geography of Diversity", can be applied to grades 3 to 5 and is a great lesson for a social studies assignment with the topic of the diverse lineage within a classroom. The lesson has students investigate their individual ancestral background and report it to the class so that it can be marked with a colored sticker on a displayed map of the world. From that, students are prompted to write and essay on why the diversity of the U.S. is important. The final draft of the essays are written on paper bordered with gift boxes representing how each of us brings a gift to a community. Students are to color in the gift boxes so they are noticeably differently from other students' and the finished product is placed on display for others to see and enjoy. I would likely follow the same lesson plan in my classroom and would like to display the class' world map (with stickers) and essays in the school library and have the students make a second copy of their essays for a class collaborative book.
7. EdChange Multicultural Awareness Quiz
After taking this multicultural awareness quiz, many of the facts were eye opening to say the least. For example, according to the National Center for Education Statistics, 40 percent of all U.S. schools have no teachers of color on staff. This is a problem because this characteristic has been linked to students believing educational success is not for them with a blatant lack of role models with whom they can relate. Another figure which I'm struggling to understand fully is the 2007 study in which UNICEF found that the U.S. and the U.K. were ranked the lowest among the worlds 23 richest countries in regards to 40 indicators of child well-being. I haven't personally worked in very low income areas yet which makes me wonder what some of this counties inner city schools are like and the kinds of conditions in which their students live.
8. Netiquette
On the Netiquette quiz I scored a 10 out of 10. 8-l It seems that a lot of netiquette is based on the same social rules that exist in the non-digital world. It is important to teach this in a classroom because it can lead to many problems for young people that may lead to cyber bullying and emotional or physical harm. Education will lead students to good internet practice and as adults, will help them in the future to work in this environment with professionalism. In addition, students will be able to interpret what is being communicated and in what tone it is meant to be taken. Better understanding in this area, leads to better judgment.
Friday, April 16, 2010
Journal 5 - NETS-T 3,4,5
Join ISTE, read a journal article from Learning & Leading with Technology, reflect upon the article, and use proper APA citation using Citation Machine
Blanchard, M, Harris, J, & Hofer, M. (2010). Grounded tech integration: science. Learning & Leading With Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/Mem bersOnly.cfm&NavMenuID=4516&ContentID=25510&DirectListComboInd=D
Grounded Tech Integration: Science
This article is concerned with promoting the correct use of digital science classroom technology such as interactive whiteboards, podcasts, simulations, as well as slightly older technologies such as Power Point presentations and use of document cameras. The authors’ concern was that teachers might become too focused on how to physically use the digital technology at their disposal instead of using their expertise as teachers to form lesson plans that enlist good pedagogical technique. This article was is not to indict teachers but to help them build lesson plans that are resourceful, meaningful, and engaging. The use of cheap technology (which is getting continuously better) in the science classroom is especially helpful because often even good traditional resources such as Bunsen burners and microscopes aren’t often available in science classrooms.
How does the article propose good applications for digital classroom technology?
This article gives a sort of case study of a team of sixth grade science teachers who had a “dry” unit on the solar system that they had changed to be more interactive yielding better student involvement. Also, there are a few diagrams that give suggestions and they are organized for quick reference such that it names typical non-technological classroom learning activities, provides a description of activities relating to it, then provides possible technologies that can help for these activities.
What was a good way mentioned in the article how to ensure an activity and choice of technology will likely work in a classroom?
The key to this is collaboration among teachers with similar classes or experiences. This can act as a type of peer review before putting something into action in addition to getting some different ideas and perspectives on their work.
Blanchard, M, Harris, J, & Hofer, M. (2010). Grounded tech integration: science. Learning & Leading With Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/Mem bersOnly.cfm&NavMenuID=4516&ContentID=25510&DirectListComboInd=D
Grounded Tech Integration: Science
This article is concerned with promoting the correct use of digital science classroom technology such as interactive whiteboards, podcasts, simulations, as well as slightly older technologies such as Power Point presentations and use of document cameras. The authors’ concern was that teachers might become too focused on how to physically use the digital technology at their disposal instead of using their expertise as teachers to form lesson plans that enlist good pedagogical technique. This article was is not to indict teachers but to help them build lesson plans that are resourceful, meaningful, and engaging. The use of cheap technology (which is getting continuously better) in the science classroom is especially helpful because often even good traditional resources such as Bunsen burners and microscopes aren’t often available in science classrooms.
How does the article propose good applications for digital classroom technology?
This article gives a sort of case study of a team of sixth grade science teachers who had a “dry” unit on the solar system that they had changed to be more interactive yielding better student involvement. Also, there are a few diagrams that give suggestions and they are organized for quick reference such that it names typical non-technological classroom learning activities, provides a description of activities relating to it, then provides possible technologies that can help for these activities.
What was a good way mentioned in the article how to ensure an activity and choice of technology will likely work in a classroom?
The key to this is collaboration among teachers with similar classes or experiences. This can act as a type of peer review before putting something into action in addition to getting some different ideas and perspectives on their work.
Journal 4 - NETS-T 3,4,5
Join ISTE, read a journal article from Learning & Leading with Technology, reflect upon the article, and use proper APA citation using Citation Machine
Weller, T.J. (2010). Playing with skype. Learning & Leading With Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template= /MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectListComboInd=
Playing With Skype
This article was, in my opinion, a breath of fresh air. Travis Weller explained how he stumbled upon the application after noticing the advantages of having music students meet and play for musicians and composers from locations. He could see how enormously advantageous it would be for students to hear feedback from the composers who had actually written the music they are playing for themselves and their audience. Flying every student of his halfway across the country is rarely feasible, even in good budget times.
The answer to this old problem is a modern solution called Skype. It is a web-based telecommunications platform that allowed Weller’s students to hold a live concert for experts in the field of music composition and production. Because time and money are always factors to be concerned with in public education, Skype is the answer (until something better comes along, and it probably will) in providing cheap and easy access to a type of interactive virtual field trip. Even if it hadn’t been this easy to do, the moral of the story was that if technology enriches the students’ educational experience, then it is worth the effort.
What was the equipment requirement for a Skype live concert?
According to the article, the equipment requirement is not hard to meet and many schools already have what is needed: a computer with broadband Internet, projector, microphones (the more the merrier), a webcam, some adapters to deliver the audio through the sound system, speakers, and a projector screen (or even a blank, white(ish) wall).
What are some of the pedagogical advantages to using Skype?
Again it is live, interactive feed that provides for student to receive instant feedback to their interactions. It also can give students a more realistic picture of career fields in which they might be interested or even open their eyes to careers they weren’t well aware of.
Weller, T.J. (2010). Playing with skype. Learning & Leading With Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template= /MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectListComboInd=
Playing With Skype
This article was, in my opinion, a breath of fresh air. Travis Weller explained how he stumbled upon the application after noticing the advantages of having music students meet and play for musicians and composers from locations. He could see how enormously advantageous it would be for students to hear feedback from the composers who had actually written the music they are playing for themselves and their audience. Flying every student of his halfway across the country is rarely feasible, even in good budget times.
The answer to this old problem is a modern solution called Skype. It is a web-based telecommunications platform that allowed Weller’s students to hold a live concert for experts in the field of music composition and production. Because time and money are always factors to be concerned with in public education, Skype is the answer (until something better comes along, and it probably will) in providing cheap and easy access to a type of interactive virtual field trip. Even if it hadn’t been this easy to do, the moral of the story was that if technology enriches the students’ educational experience, then it is worth the effort.
What was the equipment requirement for a Skype live concert?
According to the article, the equipment requirement is not hard to meet and many schools already have what is needed: a computer with broadband Internet, projector, microphones (the more the merrier), a webcam, some adapters to deliver the audio through the sound system, speakers, and a projector screen (or even a blank, white(ish) wall).
What are some of the pedagogical advantages to using Skype?
Again it is live, interactive feed that provides for student to receive instant feedback to their interactions. It also can give students a more realistic picture of career fields in which they might be interested or even open their eyes to careers they weren’t well aware of.
Journal 3 - NETS-T 3,4,5
Join ISTE, read a journal article from Learning & Leading with Technology, reflect upon the article, and use proper APA citation using Citation Machine
Lindsay, J, & Davis, V. (2010). Navigate the digital rapids. Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092 010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
Navigate the Digital Rapids
The title of this article was cleverly an analogy of how some educators might feel when attempting to figure out how to use technology in the classroom. The basic comparison was that technology is like trying to engage in whitewater rafting. The fear of getting in a situation above one’s ability and failing horribly are usually only present during the introduction stage of the activities. This fear can turn people off to the whole experience and that those who to have a setback usually had it happen because they panicked and/or didn’t listen to the advise of those with more advanced training. As we get more proficient, technology can become exciting and enjoyable, and learning new tasks will come with much greater ease with a solid foundation to build upon.
The article goes on to talk about a multitude of concerns that educators might (and should) have about the applications of digital communications such that the teacher must monitor while keeping students engaged and not letting them wander aimlessly. This becomes trickier if students use this technology in a sort of social-networking aspect, as student can revert to text-speak or even inappropriate use and language a bit more easily considering the context of many social networking sites and appliances. There are also guidelines on how to deal with inappropriate use by students.
What are some of the guidelines for dealing with students who break a rule of digital communication?
The article states that the student or staff member who discovers the offensive item (comment, picture, etc.) is responsible to take a screen shot of that page and notify a teacher or administrator who will delete the item. The classroom teacher will hold that individual accountable and choose an appropriate action (e.g. apology to the network users, banned from the network, etc.)
What is my biggest apprehension about expanding technology in the classroom?
It is likely that at some point some students will try to misuse the equipment and dealing with it is not a problem, but the possible damages done to other students is the biggest problem for me, not to mention not yet knowing the liability to myself and the school if the student is savvy enough to get it past me.
Lindsay, J, & Davis, V. (2010). Navigate the digital rapids. Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092 010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
Navigate the Digital Rapids
The title of this article was cleverly an analogy of how some educators might feel when attempting to figure out how to use technology in the classroom. The basic comparison was that technology is like trying to engage in whitewater rafting. The fear of getting in a situation above one’s ability and failing horribly are usually only present during the introduction stage of the activities. This fear can turn people off to the whole experience and that those who to have a setback usually had it happen because they panicked and/or didn’t listen to the advise of those with more advanced training. As we get more proficient, technology can become exciting and enjoyable, and learning new tasks will come with much greater ease with a solid foundation to build upon.
The article goes on to talk about a multitude of concerns that educators might (and should) have about the applications of digital communications such that the teacher must monitor while keeping students engaged and not letting them wander aimlessly. This becomes trickier if students use this technology in a sort of social-networking aspect, as student can revert to text-speak or even inappropriate use and language a bit more easily considering the context of many social networking sites and appliances. There are also guidelines on how to deal with inappropriate use by students.
What are some of the guidelines for dealing with students who break a rule of digital communication?
The article states that the student or staff member who discovers the offensive item (comment, picture, etc.) is responsible to take a screen shot of that page and notify a teacher or administrator who will delete the item. The classroom teacher will hold that individual accountable and choose an appropriate action (e.g. apology to the network users, banned from the network, etc.)
What is my biggest apprehension about expanding technology in the classroom?
It is likely that at some point some students will try to misuse the equipment and dealing with it is not a problem, but the possible damages done to other students is the biggest problem for me, not to mention not yet knowing the liability to myself and the school if the student is savvy enough to get it past me.
Journal 2 - NETS-T 3,4,5
Join ISTE, read a journal article from Learning & Leading with Technology, reflect upon the article, and use proper APA citation using Citation Machine
Bull, G, Alexander, C, & Fester, B. (2010, February). Finding students who learn with media. Learning & Leading with Technology, 37(5), Retrieved from http://www.learningandleading-digital.com/learning_leading/201002#pg38
Finding Students Who Learn With Media
The article in mention is an examination of current web-based technologies that allows students to author their own short videos, and produce picture presentations with captioning and voiced audio clips in such a way that is in agreement with the curriculum. One huge advantage of this technology is that it allows students to view primary source information which was next to impossible less than a decade ago. Now kids can see a lot of information that their text books are based on making the information more genuine, original and relevant. This is in addition to the pedagogical value of having students work in more novel modes of learning that will aid in retention. As technology gets better, the downsides seem to be decreasing with a current rate of approximately 85% of students being engaged in the activities.
Are students losing time struggling with the software?
I felt that is was highly relevant that the article brought up the fact that with many of these types of programs, a lot of valuable class time (as much as three periods) needs to be devoted to learning the software and completing the assignment. With www.primaryaccess.org/story, students spend less time learning how to simply get their ideas into the presentation but can focus on the specific curriculum material of which they are there to learn.
What if students are intimidated by using these types of programs?
In some instances might be overwhelmed with this type of assignment for whatever reason; maybe they don’t have much experience with computers. In this case we can imagine the teacher offering to help while placing less importance on the technical aspect and more value on substance.
Bull, G, Alexander, C, & Fester, B. (2010, February). Finding students who learn with media. Learning & Leading with Technology, 37(5), Retrieved from http://www.learningandleading-digital.com/learning_leading/201002#pg38
Finding Students Who Learn With Media
The article in mention is an examination of current web-based technologies that allows students to author their own short videos, and produce picture presentations with captioning and voiced audio clips in such a way that is in agreement with the curriculum. One huge advantage of this technology is that it allows students to view primary source information which was next to impossible less than a decade ago. Now kids can see a lot of information that their text books are based on making the information more genuine, original and relevant. This is in addition to the pedagogical value of having students work in more novel modes of learning that will aid in retention. As technology gets better, the downsides seem to be decreasing with a current rate of approximately 85% of students being engaged in the activities.
Are students losing time struggling with the software?
I felt that is was highly relevant that the article brought up the fact that with many of these types of programs, a lot of valuable class time (as much as three periods) needs to be devoted to learning the software and completing the assignment. With www.primaryaccess.org/story, students spend less time learning how to simply get their ideas into the presentation but can focus on the specific curriculum material of which they are there to learn.
What if students are intimidated by using these types of programs?
In some instances might be overwhelmed with this type of assignment for whatever reason; maybe they don’t have much experience with computers. In this case we can imagine the teacher offering to help while placing less importance on the technical aspect and more value on substance.
Journal 1 - NETS-T 3,4,5
Join ISTE, read a journal article from Learning & Leading with Technology, reflect upon the article, and use proper APA citation using Citation Machine
Zanetis, J. (2010). The Beginner's guide to interactive virtual field trips. Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org /AM/Template.cfm?Section=March_April_No_6_1&Template=/Mem bersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
The Beginner’s Guide to Interactive Virtual Field Trips
This article is about field trips that are fully digital, requiring little to no change in location in order to experience another place and in some cases a different time. The author Jan Zanetis addresses and teaches educators (and potential educators) about the large number and types of VFTs, the applications of differing VFTs, the massive benefits they can produce, and how to get VFTs into a classroom. This is all presented in the context of better our current way, that of physical field trips.
Two current formats of VFTs are asynchronous and interactive. Asynchronous VFTs, as the name implies, are not in line with current time or real-time. They are mostly websites that are designed toward one topic and usually contain streaming videos, virtual tours of locations, or sometimes podcasts which have a personal host to guide the user through a series of pictures that relate to the location. An advantage to this format is simplicity. No highly specialized equipment needed; just a fairly current computer (which most classrooms have) and internet access. Another advantage is cost effectiveness. Granted this is true of the interactive VFT as well but it is especially true of the asynchronous format (this will be explained in the next paragraph).
Interactive VFTs are in a format which is in real-time and student can learn in an informal way from educators in locations anywhere there is a person with a computer. It requires some skill and special equipment to accomplish it in a classroom but it is, more often than not, still more cost effective than a physical trip with 30 of your students. Many school districts (30%) already have the capacity and equipment to provide VFTs; it just takes some initiative from the teacher to make it happen. If your school is not one that is equipped for this, the article even offers ways to apply for grants.
What happens if I get hired in a district without computers in every room?
There are many grants out there for which an educator can apply to bring technology such as this into the classroom. If that were to fail, one could bring his or her private computer to school and use it for asynchronous VFTs.
What is another way to garner more student interest in VFTs?
A teacher could have students research and choose democratically as a class in which VFTs to participate. However, the article and its links show a great many, highly captivating VFTs that will capture a great number of students’ attention.
Zanetis, J. (2010). The Beginner's guide to interactive virtual field trips. Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org /AM/Template.cfm?Section=March_April_No_6_1&Template=/Mem bersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
The Beginner’s Guide to Interactive Virtual Field Trips
This article is about field trips that are fully digital, requiring little to no change in location in order to experience another place and in some cases a different time. The author Jan Zanetis addresses and teaches educators (and potential educators) about the large number and types of VFTs, the applications of differing VFTs, the massive benefits they can produce, and how to get VFTs into a classroom. This is all presented in the context of better our current way, that of physical field trips.
Two current formats of VFTs are asynchronous and interactive. Asynchronous VFTs, as the name implies, are not in line with current time or real-time. They are mostly websites that are designed toward one topic and usually contain streaming videos, virtual tours of locations, or sometimes podcasts which have a personal host to guide the user through a series of pictures that relate to the location. An advantage to this format is simplicity. No highly specialized equipment needed; just a fairly current computer (which most classrooms have) and internet access. Another advantage is cost effectiveness. Granted this is true of the interactive VFT as well but it is especially true of the asynchronous format (this will be explained in the next paragraph).
Interactive VFTs are in a format which is in real-time and student can learn in an informal way from educators in locations anywhere there is a person with a computer. It requires some skill and special equipment to accomplish it in a classroom but it is, more often than not, still more cost effective than a physical trip with 30 of your students. Many school districts (30%) already have the capacity and equipment to provide VFTs; it just takes some initiative from the teacher to make it happen. If your school is not one that is equipped for this, the article even offers ways to apply for grants.
What happens if I get hired in a district without computers in every room?
There are many grants out there for which an educator can apply to bring technology such as this into the classroom. If that were to fail, one could bring his or her private computer to school and use it for asynchronous VFTs.
What is another way to garner more student interest in VFTs?
A teacher could have students research and choose democratically as a class in which VFTs to participate. However, the article and its links show a great many, highly captivating VFTs that will capture a great number of students’ attention.
Saturday, April 10, 2010
I'm an average level tech savvy person; not completely lost but still needing a bit of knowledge to navigate today's high tech classrooms. Consistent with the latter statement, I'm average for know-how for both Macs and PCs. Neither confuse me too terribly, but I enjoy the Mac more than the PC (more toys). I also like being able to drag everying aroung and in a way, physically put a file where I want. It's great for visual learners like myself. My biggest phobia about technology is arriving to class for a presentation that I cannot access because of some software issue that can't be solved by simply backing up the Powerpoint (or what ever it is) in five different sources. Luckily, it still hasn't bitten me so far. At the moment I'm using a six-year-old IBM laptop with Windows XP which is now leaving a bit to be desired.
What caught my attention most from the College of Education's mission statement was the mention of being committed to reflective teaching and life-long learning. It seems that these are important traits for teachers to have, especially in today's classrooms. As in most fields of work, if we're not moving forward, then we are likely moving backwards. This was a factor for me in applying to the school in addition to great reviews from word of mouth from staff and administration at many public schools in the area.
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