Tuesday, December 1, 2009
New and Improved Technology Belief Statement
I have learned that educational technology means so much more than what I thought about at the beginning of the semester (math programs, reading programs, language programs for the computer). There are many different kinds of technologies that will be so useful in the classroom from tools such as a GPS to digital camera to cell phones to computers. I have seen how these can be used in the classroom and hope to incorporate them as much as possible, when appropriate.
Friday, October 30, 2009
Chapter 10 - Assessing Meaningful Learning with technology
The first section of this chapter talks a lot about e-portfolios. I really like the idea of e-portfolios and would like t to incorporate them into my class. I think it will be especially useful if the resources are available for students to use different kinds of technology (do a booktalk or an "about me" or something through digital video, recording ideas through photography, doing a podcast, writing something in a Word document, etc...) I think this would be a great way for students to organize their products for me to see. I also liked how the book mentioned that this offers a good opportunity for students to self-reflect on their projects and ask themselves how they did, what the purpose of a project was, etc... I think that is a great way to learn and grow. I think one of the most important parts of an e-portfolio, as the book metnioned, is the sense of pride a child gets from seeing how much s/he has done in a semester/year. For example, last semester when I had to create a "multi-genre project" in my Language arts class, I felt a sense of pride in my finished project at the end of the semester. Throughout the semester we were working on writing poems, narratives, non-fiction, fiction, etc... and by the end of the semester we had a portfolio type thing - our multi-genre project.
The second part of the chapter discussed rubrics. I personally like when teachers use rubrics because it really helps me see what is expected. I think I will use rubrics some in my classroom, although i feel like they aren't as common at the elementary level. They would be useful for presentations or for projects. But I think that appropriate rubrics would be useful. I had never really thought about how detailed and precise rubrics need to be. I liked how the chapter discussed the requirements for a good rubric. It was very explicit and clear.
Clickers are an interesting tool to use in assessment. I would love to use these in my classroom, although I think it is not likely that I will have access to them because they are expensive. I like the ideas for using it such as a pretest to see what misconceptions students have, or a quick post test to see if your lesson got the point across, etc... I thoink those are valuable ways of learning (for teachers and students). Yes, these can be done in ways other than using clickers, but as mentioned in the book, clickers can be motivating and promote student involvement. It is important to note that clickers require the use of well written questions, as the text book says.
I feel like computer based tests and surveys is what I usually think of when thinking about assessment with technology. I have done both of these before and as for tests, it could've been done on paper just as easily. I guess the advantage was that the computer graded the tests (that I took on the computer. Not all electronic tests are graded by the computer) so it eliminated some work for the teacher. I have also done surveys in many classes. I think that is a tool I will use in my class because it is a good way to survey they class, get a feel for how they are doing, etc... It could be used for fun, or it could be used for something like a math lesson and you could graph the class, etc...there are many different ways you could use it in a classroom!
Overall, I think this chapter presented information to me in a way I had not thought of it before. I like a lot of the information and hope to use it in my classroom at some point. I think it will initially take a lot of planning and set up, but i think once things are in working order, it will be worth it!
The second part of the chapter discussed rubrics. I personally like when teachers use rubrics because it really helps me see what is expected. I think I will use rubrics some in my classroom, although i feel like they aren't as common at the elementary level. They would be useful for presentations or for projects. But I think that appropriate rubrics would be useful. I had never really thought about how detailed and precise rubrics need to be. I liked how the chapter discussed the requirements for a good rubric. It was very explicit and clear.
Clickers are an interesting tool to use in assessment. I would love to use these in my classroom, although I think it is not likely that I will have access to them because they are expensive. I like the ideas for using it such as a pretest to see what misconceptions students have, or a quick post test to see if your lesson got the point across, etc... I thoink those are valuable ways of learning (for teachers and students). Yes, these can be done in ways other than using clickers, but as mentioned in the book, clickers can be motivating and promote student involvement. It is important to note that clickers require the use of well written questions, as the text book says.
I feel like computer based tests and surveys is what I usually think of when thinking about assessment with technology. I have done both of these before and as for tests, it could've been done on paper just as easily. I guess the advantage was that the computer graded the tests (that I took on the computer. Not all electronic tests are graded by the computer) so it eliminated some work for the teacher. I have also done surveys in many classes. I think that is a tool I will use in my class because it is a good way to survey they class, get a feel for how they are doing, etc... It could be used for fun, or it could be used for something like a math lesson and you could graph the class, etc...there are many different ways you could use it in a classroom!
Overall, I think this chapter presented information to me in a way I had not thought of it before. I like a lot of the information and hope to use it in my classroom at some point. I think it will initially take a lot of planning and set up, but i think once things are in working order, it will be worth it!
Wednesday, October 21, 2009
Chapter 9 - Visualizing with Technologies
Chapter 9 started out with tools that I just did not see myself using in the classroom. It seemed to me like most of the math and science visualization tools given were meant for older grades. I don't think I would be able to/be interested in using those kinds of tools in an elementary classroom.
I did see value in them for the older grades, though. It is great that there are programs out there that can help students visualize what an atom or molecule might look like and how they might interact.
I thought the section on visualizing geography with geographic information systems (GIS) was interesting. I think this would be a great tool to use in 3-5 grades to learn about geography. I know when I did geography I just used a textbook, which was fine and I still learned a lot from it, but I think it would have been even better if I had had the opportunity to use these visualization tools on the computer. I have used Google Earth before, but not for anything educational really, more just for fun. I use google maps to get directions quite often. I can see myself using these tools in a geography lesson learning about the topography of a certain area.
Visualizing with Digitial cameras and mobile phones is an area I am more familiar with. I would like to incorporate these into my classroom if i have access to them. One way I would like to use Digital cameras or camera phones would be during a science lesson, I could have them go outside and take pictures of whatever we are studying (say different kinds of leaves and trees) and they can study those and compare them.
I also like the ideas of digital documentary. I think it would be fun at the beginning fo the year for each student to do a digital documentary (kind of like we did in this class, i guess) and have them displayed or show them in class (if it's video).
Camcorders would also be nice to have in the classroom - I know my brother in 5th grade presented a book report and his teacher recorded him and everyone else in his class and they had to watch and critique themselves. I think that's pretty hard for a 5th grader to do, but also good experience!
Overall, I think there are some tools from this chapter that I would like to incorporate into my classroom.
I did see value in them for the older grades, though. It is great that there are programs out there that can help students visualize what an atom or molecule might look like and how they might interact.
I thought the section on visualizing geography with geographic information systems (GIS) was interesting. I think this would be a great tool to use in 3-5 grades to learn about geography. I know when I did geography I just used a textbook, which was fine and I still learned a lot from it, but I think it would have been even better if I had had the opportunity to use these visualization tools on the computer. I have used Google Earth before, but not for anything educational really, more just for fun. I use google maps to get directions quite often. I can see myself using these tools in a geography lesson learning about the topography of a certain area.
Visualizing with Digitial cameras and mobile phones is an area I am more familiar with. I would like to incorporate these into my classroom if i have access to them. One way I would like to use Digital cameras or camera phones would be during a science lesson, I could have them go outside and take pictures of whatever we are studying (say different kinds of leaves and trees) and they can study those and compare them.
I also like the ideas of digital documentary. I think it would be fun at the beginning fo the year for each student to do a digital documentary (kind of like we did in this class, i guess) and have them displayed or show them in class (if it's video).
Camcorders would also be nice to have in the classroom - I know my brother in 5th grade presented a book report and his teacher recorded him and everyone else in his class and they had to watch and critique themselves. I think that's pretty hard for a 5th grader to do, but also good experience!
Overall, I think there are some tools from this chapter that I would like to incorporate into my classroom.
Tuesday, October 13, 2009
Chapter 8
Unfortunately, this was one of the most confusing chapters to me so far. I think because it is all programs that I am not familiar with at all except for Scratch. Computer Programming seems to me like kind of a hard concept to incorporate into the elementary classroom.
Scratch seems like the easiest and most elementary-friendly program to use. I would use this in my classroom for activities such as the one we are creating in class right now. I would also use it for students to create their own programs. Computer programming requires logical thinking, trial and error experiments, and a lot of patience. It would be a great tool for students to use, to promote more logical thinking, although I could foresee them getting frustrated with it because although it seems simple, it can be very confusing and sometimes just doesn't make sense! I know I got frustrated when working with this!
I'm not really sure how drawing design programs could be used in an elementary classroom. I can see it being used in an upper middle/high school class on design or architecture or something like that, but I don't think I would use this in my classroom because I'm not sure how it can be applied. I tried searching on the internet for any ideas on how this could be used, but did not find anything of use. I looked at the program SketchUp and was very impressed by it. I thought it was a neat program for students interested in architecture or constuction, but still don't think I would use it.
I liked the project that was done in the book at a middle school sing Trebuchet Simulator to design a catapult, but again this was done in a middle school and I don't see how this could be used in an elementary classroom. I think some students would enjoy creating and building things using but others would find it boring and not applciable. I think if I were asked to construct something like that in school, I would find it annoying because I wouldn't really ever use that skill.
I think there is potential for using iStopMotion in an elementary classroom. I would like to incorporate it into my classroom some how. I think students would find it fun because it's probably something different than what they've done before. On the website for educators, one of the ideas was making an animation of a plant's growth. I really liked this idea because they are creating a model of what they know, which is upper level blooms thinking.
I think the music programs are pretty fun. I love music, so it is something that interests me more than the building programs do. But I am still not sure how I would/could incorporate it into an elementary classroom.
Overall, I think the main programs I would actually use in my classroom potentially are Scratch and iStopMotion. Has anybody thought of any ways to use any of the others in an elementary classroom? I am looking forward to learning more about how these are used.
Scratch seems like the easiest and most elementary-friendly program to use. I would use this in my classroom for activities such as the one we are creating in class right now. I would also use it for students to create their own programs. Computer programming requires logical thinking, trial and error experiments, and a lot of patience. It would be a great tool for students to use, to promote more logical thinking, although I could foresee them getting frustrated with it because although it seems simple, it can be very confusing and sometimes just doesn't make sense! I know I got frustrated when working with this!
I'm not really sure how drawing design programs could be used in an elementary classroom. I can see it being used in an upper middle/high school class on design or architecture or something like that, but I don't think I would use this in my classroom because I'm not sure how it can be applied. I tried searching on the internet for any ideas on how this could be used, but did not find anything of use. I looked at the program SketchUp and was very impressed by it. I thought it was a neat program for students interested in architecture or constuction, but still don't think I would use it.
I liked the project that was done in the book at a middle school sing Trebuchet Simulator to design a catapult, but again this was done in a middle school and I don't see how this could be used in an elementary classroom. I think some students would enjoy creating and building things using but others would find it boring and not applciable. I think if I were asked to construct something like that in school, I would find it annoying because I wouldn't really ever use that skill.
I think there is potential for using iStopMotion in an elementary classroom. I would like to incorporate it into my classroom some how. I think students would find it fun because it's probably something different than what they've done before. On the website for educators, one of the ideas was making an animation of a plant's growth. I really liked this idea because they are creating a model of what they know, which is upper level blooms thinking.
I think the music programs are pretty fun. I love music, so it is something that interests me more than the building programs do. But I am still not sure how I would/could incorporate it into an elementary classroom.
Overall, I think the main programs I would actually use in my classroom potentially are Scratch and iStopMotion. Has anybody thought of any ways to use any of the others in an elementary classroom? I am looking forward to learning more about how these are used.
Monday, October 5, 2009
Chapter 7
Chapter 7 discussed probably the most used tool for me: communication with technologies. It was probably the easiest chapter so far for me to understand because I was familiar with basically all of the ideas mentioned. The one that I was least familiar with is Podcasting. Communicating with technology is becoming more and more prevalent in household use, in businesses and now even in schools, so I think it is important to teach students how to use these and give them the opportunity to experiment with them.
I think that exchanging ideas asynchronously with discussion boards is one of the most important tools. Like the book mentioned, it gives students who don't normally speak up in class the opportunity to do so. Some students need that time to think through what they are wanting to say and how they are going to say it. Discussion boards are very helpful for these kinds of people. Teachers in face-to-face discussions with their class might think that some students don't know the material because they aren't talking, but in reality, some students just can't think and answer on spur of the moment. I think that having class discussion is great, but then having a discussion board on-line is a good way to follow up to that. I have used discussion boards more and more in my college classes. I never used them before college, though. I have never used ePals or Global Schoolhouse, but as I looked through their websites, I was very intrigued at what I saw. Just the amount of on-line communication and interaction by elementary and middle schoolers was pretty amazing to me. I think it is a very fun idea.
Students/teachers can also exchange ideas synchronously through instant messaging programs offered on many different serves, chat rooms or IRC (Internet Relay Chat). I had never heard of IRC in particular but it sounds like a chat room kind of thing to me. I am not exactly sure how I would use synchronous communication in my classroom. It could be used to talk with students in other classrooms at other schools, if say, we were collaborating with them on something. I think it is often used by students to collaborate with each other about homework questions, etc...
Videoconferencing is my favorite type of communication with technology (as of right now). I think it is a great tool for any classroom. It could be used to connect with experts who can't come in to your class, or to connect with another class, etc... In one of my college classes a few years ago, we teleconferenced with another class in another city because they had a special guest that our teacher wanted us to hear. It was the same course, so we were studying the same material, etc... The book mentioned some very neat programs that would be a great learning experience in an elementary classroom.
Podcasting, like I said, is the type of communication that I knew the least about. I have heard more and more about it lately. (My pastor at my church talks about downloading different podcasts and listening to them.) After reading the chapter and what they had to say about podcasting, I think it is a tool that students would find fun and different, but I am not sure how I would incorporate them in to my classroom.
There were some very familiar ideas in this chapter to me, and some not so familiar ideas, but hopefully as I learn more about these different technologies, I will learn hwo to incorporate them into my classroom. By the time I am teaching in just a few years, there will probably be more kinds of technology to learn about and incorporate!
Are there any other kinds of communication technologies anyone has heard of or thought of using in the elementary classroom?
I think that exchanging ideas asynchronously with discussion boards is one of the most important tools. Like the book mentioned, it gives students who don't normally speak up in class the opportunity to do so. Some students need that time to think through what they are wanting to say and how they are going to say it. Discussion boards are very helpful for these kinds of people. Teachers in face-to-face discussions with their class might think that some students don't know the material because they aren't talking, but in reality, some students just can't think and answer on spur of the moment. I think that having class discussion is great, but then having a discussion board on-line is a good way to follow up to that. I have used discussion boards more and more in my college classes. I never used them before college, though. I have never used ePals or Global Schoolhouse, but as I looked through their websites, I was very intrigued at what I saw. Just the amount of on-line communication and interaction by elementary and middle schoolers was pretty amazing to me. I think it is a very fun idea.
Students/teachers can also exchange ideas synchronously through instant messaging programs offered on many different serves, chat rooms or IRC (Internet Relay Chat). I had never heard of IRC in particular but it sounds like a chat room kind of thing to me. I am not exactly sure how I would use synchronous communication in my classroom. It could be used to talk with students in other classrooms at other schools, if say, we were collaborating with them on something. I think it is often used by students to collaborate with each other about homework questions, etc...
Videoconferencing is my favorite type of communication with technology (as of right now). I think it is a great tool for any classroom. It could be used to connect with experts who can't come in to your class, or to connect with another class, etc... In one of my college classes a few years ago, we teleconferenced with another class in another city because they had a special guest that our teacher wanted us to hear. It was the same course, so we were studying the same material, etc... The book mentioned some very neat programs that would be a great learning experience in an elementary classroom.
Podcasting, like I said, is the type of communication that I knew the least about. I have heard more and more about it lately. (My pastor at my church talks about downloading different podcasts and listening to them.) After reading the chapter and what they had to say about podcasting, I think it is a tool that students would find fun and different, but I am not sure how I would incorporate them in to my classroom.
There were some very familiar ideas in this chapter to me, and some not so familiar ideas, but hopefully as I learn more about these different technologies, I will learn hwo to incorporate them into my classroom. By the time I am teaching in just a few years, there will probably be more kinds of technology to learn about and incorporate!
Are there any other kinds of communication technologies anyone has heard of or thought of using in the elementary classroom?
Saturday, October 3, 2009
Chapter 6
I thought chapter 6 was a review of much of what we have talked about this semester - technology can help build community in the classroom. We have talked a lot about wikis as well, but they mentioned a few wikis that I had never heard of and new ideas of ways to use wikis. I liked the idea of wikitravel.org and incoprorating that into the classroom. I got very sidetracked looking at wikitravel.org and dreaming about going to all of the places! As we've mentioned before it is very important for the teacher to hold discussions on checking the sources of the wikis and being aware that the information may not be totally accurate. The book also made a good point that teachers need to be clear of their expectations for students when using wikis particularly with their writing because students could become careless in their writing on the internet (if that's one of the teacher's goals).
I also liked the idea of using blogs in the classroom. I can see myself having students blog, but I also liked the idea of using expert-created blogs such as the "Artic Ed's Travelog" mentioned in the book. It seems like a great way for students to learn science material. I know I would have found it interesting to follow someone's travel while learning about his findings. I think blogs would be great for some students, especially those who don't feel comfortable talking in class. Teachers could set up a blog to discuss issues from class, or go deeper into a class discussion.
The Internet can help build community between classrooms in schools, across the country, and across the world in ways classes have not been able to do before. I love the idea of the Global Schoolhouse and connecting with students across the country and world and learning from one another. It is a great way for students to learn about different cultures, languages, and countries. I would love to incorporate this into my classroom in some way.
I think that blogs and wikis are also a great way for teachers to share ideas and bounce ideas off of one another. They can often be more convenient for teachers - with blogs and wikis, teachers can check them on their own time and not worry about trying to coordinate schedules with other teachers to collaborate.
A question that I had thought of while reading this was: how much of a limitation/format should teachers give students while working with blogs and wikis?
I also liked the idea of using blogs in the classroom. I can see myself having students blog, but I also liked the idea of using expert-created blogs such as the "Artic Ed's Travelog" mentioned in the book. It seems like a great way for students to learn science material. I know I would have found it interesting to follow someone's travel while learning about his findings. I think blogs would be great for some students, especially those who don't feel comfortable talking in class. Teachers could set up a blog to discuss issues from class, or go deeper into a class discussion.
The Internet can help build community between classrooms in schools, across the country, and across the world in ways classes have not been able to do before. I love the idea of the Global Schoolhouse and connecting with students across the country and world and learning from one another. It is a great way for students to learn about different cultures, languages, and countries. I would love to incorporate this into my classroom in some way.
I think that blogs and wikis are also a great way for teachers to share ideas and bounce ideas off of one another. They can often be more convenient for teachers - with blogs and wikis, teachers can check them on their own time and not worry about trying to coordinate schedules with other teachers to collaborate.
A question that I had thought of while reading this was: how much of a limitation/format should teachers give students while working with blogs and wikis?
Thursday, October 1, 2009
Tuesday, September 22, 2009
Chapter 5
I was very interested when I saw the title of the chapter was "Modeling with Technologies" because I just finished making a model for our science class and so I was wondering what this was talking about. It talked about modeling in a way that I don't normally use the word - students are modeling the knowledge that they know. I quite frequently hear that we need to model learning strategies, comprehension strategies, etc... for our students, but students modeling their knowledge is a new idea to me.
Once again, the question is brought up about whether technology is "teaching" the students or whether it is a tool to help them learn. I think we have all established that technology should be a tool to help students learn, rather than "teach" them. The book put it in an interesting way - why have students do what computers do best and computers do what students/teachers do best?! I think that gets the point across very well.
I think it is very important for students to model their knowledge, but I'm not sure how I would use some of the ideas suggested in Elementary school. I do like the use of modeling knowledge with concept maps. We have done a lot with concept maps in the past week and I have seen how great they can be and what a helpful tool they can be in the classroom. I would use this in an elementary classroom to see what they know about a given subject. I think that the idea of having students construct a concept map throughout the semester/year on what they are learning throughout the whole year is a great idea. It will help them remember what they have learned (the main, important points), and help them see how it all connects.
I am a little confused as to what exactly systems dynamics tools such as Stella, VenSim, and Power Sim are. I tried to download some of the sample models from Stella, but for some reason couldn't read them/open them. One website that I came across that did answer some questions and clear it up a little for me on what system dynamics is, is http://www.systemdynamics.org/what_is_system_dynamics.html From what I could get from it, it seems like it could be a useful technology, I'm just not sure about using it in the elementary classroom. I guess maybe if I had a clearer understanding if what these are, I might be saying something different! System dynamics programs just seem like more than I would want to or need to use in an elementary classroom.
Spreadsheets can be used in multiple different ways. I mostly think of using them in science and math for graphing, computing, etc... I think this is a great model of learning for students to use. I would probably use this in like 4th or 5th grade math and science to analyze data and graph it, etc...
Expert systems is another way of modeling thinking that I don't think I would use in the classroom. I don't really think that it would be an effective way for elementary students to model their knowledge. I am still unclear on exactly what expert systems is - it seems like a computer programmed to do human work. I think there are better, more grade appropriate activities/technologies that can be used for elementary grades. I could not find any websites on using expert systems in the elementary classroom.
Databases are very useful in the classroom. We use databases without even realizing it some of the time, or without thinking about it. For example, I use the library database quite often, and I know that I am using the database, but I never think about what it is and how convenient it is to have information organized like that for me to use! It is a very valuable resource that students should utilize. I'm not exactly sure how students could use databases to model their knowledge - I see it more as a resource to use in the classroom.
Overall, modeling with technology is a great way for students to express what they have learned. I will definitely be utilizing some of these ideas in my future classroom.
Once again, the question is brought up about whether technology is "teaching" the students or whether it is a tool to help them learn. I think we have all established that technology should be a tool to help students learn, rather than "teach" them. The book put it in an interesting way - why have students do what computers do best and computers do what students/teachers do best?! I think that gets the point across very well.
I think it is very important for students to model their knowledge, but I'm not sure how I would use some of the ideas suggested in Elementary school. I do like the use of modeling knowledge with concept maps. We have done a lot with concept maps in the past week and I have seen how great they can be and what a helpful tool they can be in the classroom. I would use this in an elementary classroom to see what they know about a given subject. I think that the idea of having students construct a concept map throughout the semester/year on what they are learning throughout the whole year is a great idea. It will help them remember what they have learned (the main, important points), and help them see how it all connects.
I am a little confused as to what exactly systems dynamics tools such as Stella, VenSim, and Power Sim are. I tried to download some of the sample models from Stella, but for some reason couldn't read them/open them. One website that I came across that did answer some questions and clear it up a little for me on what system dynamics is, is http://www.systemdynamics.org/what_is_system_dynamics.html From what I could get from it, it seems like it could be a useful technology, I'm just not sure about using it in the elementary classroom. I guess maybe if I had a clearer understanding if what these are, I might be saying something different! System dynamics programs just seem like more than I would want to or need to use in an elementary classroom.
Spreadsheets can be used in multiple different ways. I mostly think of using them in science and math for graphing, computing, etc... I think this is a great model of learning for students to use. I would probably use this in like 4th or 5th grade math and science to analyze data and graph it, etc...
Expert systems is another way of modeling thinking that I don't think I would use in the classroom. I don't really think that it would be an effective way for elementary students to model their knowledge. I am still unclear on exactly what expert systems is - it seems like a computer programmed to do human work. I think there are better, more grade appropriate activities/technologies that can be used for elementary grades. I could not find any websites on using expert systems in the elementary classroom.
Databases are very useful in the classroom. We use databases without even realizing it some of the time, or without thinking about it. For example, I use the library database quite often, and I know that I am using the database, but I never think about what it is and how convenient it is to have information organized like that for me to use! It is a very valuable resource that students should utilize. I'm not exactly sure how students could use databases to model their knowledge - I see it more as a resource to use in the classroom.
Overall, modeling with technology is a great way for students to express what they have learned. I will definitely be utilizing some of these ideas in my future classroom.
Sunday, September 20, 2009
Chapter 4
Chapter 4 response
I think that chapter 4 was probably the most useful chapter to me so far. Since writing is such an integral part in schooling and everyday life, it is good to know how we can use technology to help students become better writers. Going through elementary school, the only time I can really remember using technology during the writing process was to type up a paper (in 4th-5th grades). I don’t ever remember using it for concept maps, collaboration, etc… This is probably partly due to the fact that technology wasn’t nearly as widespread 10 years ago as it is now. Nonetheless, I think that different technology resources can be very useful in the writing process for elementary students. Writing is something that is normally dreaded. I think if teachers can use tools to help students make sense of writing, students will begin to have a better appreciation for it.
Concept maps are a good way to organize ideas, although personally, I didn’t really ever use them very much. I don’t think I was really ever taught how to use a concept map correctly, so they would turn out to not be very useful for me. So in teaching, I think it is important to not assume that students will know how to construct useful concept map, even though it seems like it wouldn’t be too hard to do. I will teach students about concept maps and give them the resources they need to create concept maps on their own. I will encourage them to use concept maps to organize their thoughts, but also to explore other ways of organizing their writing.
Semantica – I liked the looks and sounds of Semantica from the book, but when I went to the website, it looked like you had to buy a software, so I wasn’t able to try it for myself. I liked how you could single in on just one part of a concept map to work on that part. Some things I liked about this are that they can be shared by others, it helps students who struggle with planning their writing, and it is easy to change.
Spinscape (www.spinscape.com) is another website that I found for concept maps. I liked it because the basic version is free, which includes basic abilities for concept maps, but you can also purchase the premium for $10.00/month which allows students to share their concept maps, collaborate with other students on a map, inset attachments into nodes, along with other tools and it is very easy to use.
Presentation writing – Presentations in the elementary classroom can take on many forms. If I use PowerPoint in my classroom for my students I like the guidelines the book suggests to avoid the focus of the presentation being moved away from the writing. In my time spent in elementary classroos, I have not seen elementary students using PowerPoint, but I have seen a 3rd grade classroom use Kid-Pix, which is also a presentation format, but also more. (http://www.mackiev.com/kid_pix.html)
Creative writing, specifically poetry, has always been one of the hardest parts of writing for me. I think that using a website like Poetry Forge (www.poetryforge.org) would have been a good way to give me ideas and get me started with the ideas I had. I think that this website could be a good tool in the classroom, as long as it is scaffolded by the teacher.
Collaborative writing – I think this is important in elementary school. Collaboration is something that is done in all levels of schooling and even in the workforce. While reading the chapter I was thought of Google docs. Then I went to www.writely.com and it took me straight to Google docs, so it seems that they are one in the same. I have used Google docs several times for group projects. I have done powerpoints on there with a group, and I have had a document on there that we had to do as a group and we were able to edit it from our own computers, at the same time or not at the same time, etc… I really liked this tool and think it would be very useful in any collaborating writing effort. I also like the idea of using blogs to promote collaborative writing. Blogs are very easy to use and are definitely accessible to students. I like them for the use of collaborative writing because students can post ideas and comments on each other's blogs, or they can all post on one blog (like a class blog or something). It could be set up in different ways, and still be effective.
Peer Feedback – I agree with the textbook on the point that peer feedback is sometimes more helpful than the teacher’s feedback. Although the teacher’s feedback is still important, I definitely will be using peer feedback when possible. I think that SWoRD is a feedback program that could be used with older elementary. With younger students I think I would use more informal means/writing conferences for feedback.
Questions to ponder:
Do you think it is too much to ask elementary students to work collaboratively on a writing project? How much guidance do you think teachers need to give students? When should teachers stand back and let groups work things out on their own?
I think that chapter 4 was probably the most useful chapter to me so far. Since writing is such an integral part in schooling and everyday life, it is good to know how we can use technology to help students become better writers. Going through elementary school, the only time I can really remember using technology during the writing process was to type up a paper (in 4th-5th grades). I don’t ever remember using it for concept maps, collaboration, etc… This is probably partly due to the fact that technology wasn’t nearly as widespread 10 years ago as it is now. Nonetheless, I think that different technology resources can be very useful in the writing process for elementary students. Writing is something that is normally dreaded. I think if teachers can use tools to help students make sense of writing, students will begin to have a better appreciation for it.
Concept maps are a good way to organize ideas, although personally, I didn’t really ever use them very much. I don’t think I was really ever taught how to use a concept map correctly, so they would turn out to not be very useful for me. So in teaching, I think it is important to not assume that students will know how to construct useful concept map, even though it seems like it wouldn’t be too hard to do. I will teach students about concept maps and give them the resources they need to create concept maps on their own. I will encourage them to use concept maps to organize their thoughts, but also to explore other ways of organizing their writing.
Semantica – I liked the looks and sounds of Semantica from the book, but when I went to the website, it looked like you had to buy a software, so I wasn’t able to try it for myself. I liked how you could single in on just one part of a concept map to work on that part. Some things I liked about this are that they can be shared by others, it helps students who struggle with planning their writing, and it is easy to change.
Spinscape (www.spinscape.com) is another website that I found for concept maps. I liked it because the basic version is free, which includes basic abilities for concept maps, but you can also purchase the premium for $10.00/month which allows students to share their concept maps, collaborate with other students on a map, inset attachments into nodes, along with other tools and it is very easy to use.
Presentation writing – Presentations in the elementary classroom can take on many forms. If I use PowerPoint in my classroom for my students I like the guidelines the book suggests to avoid the focus of the presentation being moved away from the writing. In my time spent in elementary classroos, I have not seen elementary students using PowerPoint, but I have seen a 3rd grade classroom use Kid-Pix, which is also a presentation format, but also more. (http://www.mackiev.com/kid_pix.html)
Creative writing, specifically poetry, has always been one of the hardest parts of writing for me. I think that using a website like Poetry Forge (www.poetryforge.org) would have been a good way to give me ideas and get me started with the ideas I had. I think that this website could be a good tool in the classroom, as long as it is scaffolded by the teacher.
Collaborative writing – I think this is important in elementary school. Collaboration is something that is done in all levels of schooling and even in the workforce. While reading the chapter I was thought of Google docs. Then I went to www.writely.com and it took me straight to Google docs, so it seems that they are one in the same. I have used Google docs several times for group projects. I have done powerpoints on there with a group, and I have had a document on there that we had to do as a group and we were able to edit it from our own computers, at the same time or not at the same time, etc… I really liked this tool and think it would be very useful in any collaborating writing effort. I also like the idea of using blogs to promote collaborative writing. Blogs are very easy to use and are definitely accessible to students. I like them for the use of collaborative writing because students can post ideas and comments on each other's blogs, or they can all post on one blog (like a class blog or something). It could be set up in different ways, and still be effective.
Peer Feedback – I agree with the textbook on the point that peer feedback is sometimes more helpful than the teacher’s feedback. Although the teacher’s feedback is still important, I definitely will be using peer feedback when possible. I think that SWoRD is a feedback program that could be used with older elementary. With younger students I think I would use more informal means/writing conferences for feedback.
Questions to ponder:
Do you think it is too much to ask elementary students to work collaboratively on a writing project? How much guidance do you think teachers need to give students? When should teachers stand back and let groups work things out on their own?
Saturday, September 12, 2009
5. Games - Eduplace.com
The website that I found with games that I would use in the classroom is: http://www.eduplace.com/edugames.html
There are several different types of games - an editing game, where you can correct grammatical errors, a geography game (my favorite), spelling, and several others. I think that this would be a good website for 3rd, 4th or 5th graders. I believe it does promote meaningful learning because the students are interacting with the game and the answers don't just give you right or wrong - they give an explanation of why you're wrong, what the right answer is, and they give you more background on the question if you were right.
There are several different types of games - an editing game, where you can correct grammatical errors, a geography game (my favorite), spelling, and several others. I think that this would be a good website for 3rd, 4th or 5th graders. I believe it does promote meaningful learning because the students are interacting with the game and the answers don't just give you right or wrong - they give an explanation of why you're wrong, what the right answer is, and they give you more background on the question if you were right.
3. simulation - Smithsonian Eucation - idea labs
I found a very interesting simulation on the Smithsonian Institution website - http://www.smithsonianeducation.org/students/idealabs/idealabs.html This simulation is on the space race and Apollo 13. Students can read and see what it is like to eat in space, sleep in space, who was on that mission, etc... I think it is a great resource for students to use when learning about space missions. I think students would enjoy looking through this and find it more interesting than just reading about in a textbook. I would use it during a history or social studies lesson in elementary school.
Friday, September 11, 2009
1. I honestly don't understand what Sodaplay is. I thought it was really confusing. It also seems very boring and not interesting at first glance. There is nowhere on the site where it explains what the purpose of it is or anything like that. I can see that you can obviously create things, but I don't know what you do with those creations or what the point is. I guess you could allow students to experiment on this website and make their own creations.
2. I think that the simulations of the frog dissection and the roller coaster are useful and do promote meaningful learning. My first impression was that I had no idea that these types of things even existed, and that it is neat that you can basically dissect a frog without having the frog and having the mess. Then i wondered, would you learn it any better if you were actually using an actual frog and doing it in a classroom? I'm not sure. I think the frog one was good because they explain what to do and how you do it, and some of the things you can actually try to do it yourself. I thought the roller coaster activity was fun to play with and would be good for students learning physics or something like that. I think that both of these could be used in an older classroom, but I'm not really sure how I would use them in an elementary classroom.
4. Darfur is Dying - When I first read about the website and played the game, I thought it was a hard game to win, and I felt almost bad that I kept allowing these people to get caught by the "bad people." I think if this were used in an elementary classroom, they could take it very seriously and come to feel guilty if they weren't able to accomplish the task. I would not use this in an elementary classroom because it seems like a very heavy topic for young children and it doesn't seem to promote meaningful learning.
Ayiti - The cost of life - I think this website could be useful in the sense that students can get a glimpse of what it might be like living in a country like Haiti, but it still doesn't do it justice. I don't really see how I would use this game in an elementary classroom, unless I, as the teacher used it with the whole class.
3rd World Farmer - I thought this game was easier than the others and it could be useful because you have to think about how you want to spend your money - whether it's on crops, livestock, buildings, etc... I think this game could be used in a classroom, and I believe it does promote meaningful learning.
6. I found a few virtual worlds that are suitable for elementary age students. www.clubpenguin.com is a virtual world that seems to be popular for young children, but I don't think it is suitable necessarily for use in the classroom. In general, i believe that virtual worlds can help children improve social skills, some of them seem to be a safe learning environment for kids. I do like the Quest Atlantis, as mentioned in the textbook, and many other reviews I read about. I googled virtual worlds and didn't find a lot. I found more through delicious and through some articles that researched virtual worlds.
7. I don't have any background in computer programming, html or anything else. I have never used Scratch or anything like it either.
2. I think that the simulations of the frog dissection and the roller coaster are useful and do promote meaningful learning. My first impression was that I had no idea that these types of things even existed, and that it is neat that you can basically dissect a frog without having the frog and having the mess. Then i wondered, would you learn it any better if you were actually using an actual frog and doing it in a classroom? I'm not sure. I think the frog one was good because they explain what to do and how you do it, and some of the things you can actually try to do it yourself. I thought the roller coaster activity was fun to play with and would be good for students learning physics or something like that. I think that both of these could be used in an older classroom, but I'm not really sure how I would use them in an elementary classroom.
4. Darfur is Dying - When I first read about the website and played the game, I thought it was a hard game to win, and I felt almost bad that I kept allowing these people to get caught by the "bad people." I think if this were used in an elementary classroom, they could take it very seriously and come to feel guilty if they weren't able to accomplish the task. I would not use this in an elementary classroom because it seems like a very heavy topic for young children and it doesn't seem to promote meaningful learning.
Ayiti - The cost of life - I think this website could be useful in the sense that students can get a glimpse of what it might be like living in a country like Haiti, but it still doesn't do it justice. I don't really see how I would use this game in an elementary classroom, unless I, as the teacher used it with the whole class.
3rd World Farmer - I thought this game was easier than the others and it could be useful because you have to think about how you want to spend your money - whether it's on crops, livestock, buildings, etc... I think this game could be used in a classroom, and I believe it does promote meaningful learning.
6. I found a few virtual worlds that are suitable for elementary age students. www.clubpenguin.com is a virtual world that seems to be popular for young children, but I don't think it is suitable necessarily for use in the classroom. In general, i believe that virtual worlds can help children improve social skills, some of them seem to be a safe learning environment for kids. I do like the Quest Atlantis, as mentioned in the textbook, and many other reviews I read about. I googled virtual worlds and didn't find a lot. I found more through delicious and through some articles that researched virtual worlds.
7. I don't have any background in computer programming, html or anything else. I have never used Scratch or anything like it either.
Wednesday, September 2, 2009
Response to Ch. 2
2. - The “Save the Pacific Northwest Tree Octopus” website does not seem like a reliable website. My reasons for saying this are:
o I cannot find any information on who made this website except that: “This site is not associated with any school or educational organization, other than the Kelvinic University branch of the Wild Haggis Conservation Society.” → the sight is not published by an organization that I recognize.
o When I was trying to check the source, the site it is connected with is Zapato Productions Intradimensional, and it says “Your source for conspiracies and other diversions.” → So does that mean that the Pacific Northwest tree octopus is a conspiracy?
o I didn’t find any bibliography.
- The “Martin Luther King Jr. - A True Historical Examination” website also does not seem to be a reliable website:
o The website seems to have a strong bias against MLK (and black people in general) – it is hosted by “Stormfront” – whose logo is “White Pride World Wide”.
o There is no bibliography, and there seems to be no date of when it was updated/created.
- “Dog Island Free Forever” – this website seems ridiculous.
o Xiao Min is the “founder/president” of this dog island. He seems to just want your dog.
o One reason I wouldn’t trust this site is because the only contact information there is e-mail – no phone number or address. There is no company name or information or affiliation.
- “All about explorers” – this seems like a reliable source to me because there is a page that tells about the authors of the website, there is a date when it was last updated (May ‘07), there is a page telling about the site, it has been featured in several different resources.
- History of Robots in the Victorian Era” – from what I can tell, this website doesn’t seem to be very reliable. It seems like the authors of the webpage are artists and writers, and they don’t seem to be experts on robots. They aren’t affiliated with an organization that I could find.
- Dihydrogen Monoxide Research Division – this seems to be a credible enough resource. It is linked to the United States Environmental Association Center. They are doing research on DHMO.
- “The First Human Male Pregnancy” – This seems to be a legitimate website, a part of RYT Hospital, Dwayne Medical Center. You can read all about them and it seems to be a sophisticated webpage.
- I think that www.wto.org is the legitmate World Trade organization website because it is set up better, it has an actual address (in Switzerland) of how to contact them, resources, and it just seems legitimate!
3. I only found 4 or 5 scavenger hunts for 3rd grade science. None of them really promoted meaningful learning – they just were basically go to this website and look for the answer and fill in the blank.
4. http://questgarden.com/46/59/1/070212084545/process.htm This webquest seems to be very good. It does have some guidelines, but students have the opportunity to do what they want within those guidelines. I would say this one can be student-directed. It incorporates cooperative learning – with another student, and also with the internet and other resources. Another important key is that they are creating, analyzing, and synthesizing information.
5. Barron Elementary School is using handhelds in their classrooms to expose all children (from all backgrounds) to this type of technology. It allows students to incorporate music and art into their subjects, and do many different tasks.
o I cannot find any information on who made this website except that: “This site is not associated with any school or educational organization, other than the Kelvinic University branch of the Wild Haggis Conservation Society.” → the sight is not published by an organization that I recognize.
o When I was trying to check the source, the site it is connected with is Zapato Productions Intradimensional, and it says “Your source for conspiracies and other diversions.” → So does that mean that the Pacific Northwest tree octopus is a conspiracy?
o I didn’t find any bibliography.
- The “Martin Luther King Jr. - A True Historical Examination” website also does not seem to be a reliable website:
o The website seems to have a strong bias against MLK (and black people in general) – it is hosted by “Stormfront” – whose logo is “White Pride World Wide”.
o There is no bibliography, and there seems to be no date of when it was updated/created.
- “Dog Island Free Forever” – this website seems ridiculous.
o Xiao Min is the “founder/president” of this dog island. He seems to just want your dog.
o One reason I wouldn’t trust this site is because the only contact information there is e-mail – no phone number or address. There is no company name or information or affiliation.
- “All about explorers” – this seems like a reliable source to me because there is a page that tells about the authors of the website, there is a date when it was last updated (May ‘07), there is a page telling about the site, it has been featured in several different resources.
- History of Robots in the Victorian Era” – from what I can tell, this website doesn’t seem to be very reliable. It seems like the authors of the webpage are artists and writers, and they don’t seem to be experts on robots. They aren’t affiliated with an organization that I could find.
- Dihydrogen Monoxide Research Division – this seems to be a credible enough resource. It is linked to the United States Environmental Association Center. They are doing research on DHMO.
- “The First Human Male Pregnancy” – This seems to be a legitimate website, a part of RYT Hospital, Dwayne Medical Center. You can read all about them and it seems to be a sophisticated webpage.
- I think that www.wto.org is the legitmate World Trade organization website because it is set up better, it has an actual address (in Switzerland) of how to contact them, resources, and it just seems legitimate!
3. I only found 4 or 5 scavenger hunts for 3rd grade science. None of them really promoted meaningful learning – they just were basically go to this website and look for the answer and fill in the blank.
4. http://questgarden.com/46/59/1/070212084545/process.htm This webquest seems to be very good. It does have some guidelines, but students have the opportunity to do what they want within those guidelines. I would say this one can be student-directed. It incorporates cooperative learning – with another student, and also with the internet and other resources. Another important key is that they are creating, analyzing, and synthesizing information.
5. Barron Elementary School is using handhelds in their classrooms to expose all children (from all backgrounds) to this type of technology. It allows students to incorporate music and art into their subjects, and do many different tasks.
Monday, August 31, 2009
1. What is your first impression of this textbook based on reading the preface and first chapter?
o My first impression of this textbook is that there is a lot of information in just a few pages!
2. Jonassen identifies 5 characteristics of meaningful learning. How do these 5 characteristics compare with your own understanding of what meaningful learning is?
o The 5 that the author mentions is Active, constructive, intentional, authentic, and cooperative learning. My understanding of meaningful learning (after going through 2 semesters of Proteach) lines up pretty well with the author’s.
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?
o I was home schooled from K-12, and when I think of how we used technology (mainly the computer), I can remember learning how to type through a program on the computer, doing part of my Spanish course on-line, and using word processor to type up papers. In college, I have mostly used my compute for writing papers, etc…, communicating with professors, and doing research.
4. In your own words, what is the difference between ‘learning from technology’ and ‘learning with technology’?
o Learning from technology is basically letting the technology (such as a computer) teach the student. What we really want to happen is for learning to be partnered with technology, meaning technology is used as a tool, by the student to aid in the learning process.
5. Who is David Jonassen? Find out more about his background and professional interests.
o David Jonassen is the author of our textbook. He is currently a professor at the University of Missouri-Columbia, teaching many different classes involving educational technology. He has many awards, one of his more recent ones being: Eleventh Annual Educational Technology: Research & Development Research Reviewer Award, October, 2006. His professional interests are focused on: Cognitive tools (Mindtools) for learning, Cognitive modeling/Cognitive task analysis, Systems dynamics/systems modeling, & Problem solving. (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.
o Epiphenomenon (pg. 2, 10 lines down) – something that occurs as an accident, but is a direct result of an event
o Nascent – something that is new.
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.
o #1. Teachers need to address students’ misconceptions/preconceptions and make sure they have a good firm foundation of knowledge, and then continue to build on that foundation. This will ensure that the student has the proper tools and help to learn what the teacher knows already.
o My first impression of this textbook is that there is a lot of information in just a few pages!
2. Jonassen identifies 5 characteristics of meaningful learning. How do these 5 characteristics compare with your own understanding of what meaningful learning is?
o The 5 that the author mentions is Active, constructive, intentional, authentic, and cooperative learning. My understanding of meaningful learning (after going through 2 semesters of Proteach) lines up pretty well with the author’s.
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?
o I was home schooled from K-12, and when I think of how we used technology (mainly the computer), I can remember learning how to type through a program on the computer, doing part of my Spanish course on-line, and using word processor to type up papers. In college, I have mostly used my compute for writing papers, etc…, communicating with professors, and doing research.
4. In your own words, what is the difference between ‘learning from technology’ and ‘learning with technology’?
o Learning from technology is basically letting the technology (such as a computer) teach the student. What we really want to happen is for learning to be partnered with technology, meaning technology is used as a tool, by the student to aid in the learning process.
5. Who is David Jonassen? Find out more about his background and professional interests.
o David Jonassen is the author of our textbook. He is currently a professor at the University of Missouri-Columbia, teaching many different classes involving educational technology. He has many awards, one of his more recent ones being: Eleventh Annual Educational Technology: Research & Development Research Reviewer Award, October, 2006. His professional interests are focused on: Cognitive tools (Mindtools) for learning, Cognitive modeling/Cognitive task analysis, Systems dynamics/systems modeling, & Problem solving. (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.
o Epiphenomenon (pg. 2, 10 lines down) – something that occurs as an accident, but is a direct result of an event
o Nascent – something that is new.
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.
o #1. Teachers need to address students’ misconceptions/preconceptions and make sure they have a good firm foundation of knowledge, and then continue to build on that foundation. This will ensure that the student has the proper tools and help to learn what the teacher knows already.
Saturday, August 29, 2009
Frontline video response
I have seen parts of the frontline video in other classes before. It is downright scary and sad. The internet can definitely be a dangerous place for those who choose to use it in that way. It is so sad to me that so many people are bullied through the internet and that it has sometimes lead to suicide. As teachers, I think we have to be very careful of how we use the internet, what we encourage students to do, etc... This video was very eye opening to me once again. It really just made me so sad for all of those who use the internet to find out about suicide, eating disorders, etc...
Wednesday, August 26, 2009
Tuesday, August 25, 2009
Technology belief statement
Educational Technology is a tool that will be very useful in the classroom. I believe it will be used more and more as this society seems to depend more and more on technology. There are many different kinds of educational technology that are used, such as reading programs, math programs, programs for learning a different language, etc... I think that educational technology is great because it will engage the students and keep them interested.
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