I liked reading the section about Artificial Intelligence. Reading just the section title I was hoping I would be reading about technology similar to the ones in the movie Ai, with a life like robot boy and a brown walking talking teddy bear. It only took a couple of sentences for me to realize I was not thinking along the correct lines. I did find these possibilities to be encouraging and feasible.
One of the programs sorts out how a student thinks and learns. It bases it questions around how the previous question was answered. The program stores all this information and analyzes it. Then a profile is created laying out what the student knows, what scaffolding needs to take place, and the best way for the student to learn material. I would love to have a profile spelled out about every one of my students. I could then spend more time teaching the most beneficial information and waste less time trying to figure out what the students already know. Our school has a very basic program similar to this called Study Island. It is designed for third grade and up so I have not had much experience with it. From what I understand each student has his or her own user name and password. After logging in the student can choose from various educational activities and games. The computer keeps track of how well the students do so the next time the student logs in the games and activities have been adjusted to appropriately challenge the student. I believe the teacher can access each students profile to keep track of the progress. Although the program is not suitable for first graders, I have heard many positive comments from the teachers’ whose students are using it.
As teachers we do get a profile on each student using their scores from the standardize test we take at the beginning of the year. It is present in a three-ring three-inch binder. We have to interpret what the score means. What the student already know, what we need to teach them to improve the score, and then we have to figure out on our own to teach all of it in addition to our year’s academic objectives. My understanding is that most teacher but the binder on the shelf and never touch it again. The whole process is tedious, boring, and unlikely to change what and how we teach. If a computer program printed out in plain English exactly how the student learns and what the student needs to learn, I think teachers would be more receptive to making the effort to go the extra mile. Why not when all the hard work is already don for them? But once you spend four weeks sorting through piles of paper I know all my extra energy is spent.
My favorite activity was our very first week in creating our blogs. I found this to be my favorite because it allowed us to share every other activity we complete throughout the semester. I believe this tool to be very versatile and appropriate for almost all ages, grade level, and abilities. It is a wonderful first basic step into a technology driven and advancing world.
Monday, August 4, 2008
Reflection / Discussion 12
Rich media I can apply to improve my teaching of first grade students would be visual and audio materials. Since my students come to me on a variety of different reading levels audio and visuals would come in handy during whole group instruction. This way their reading level would not be a hurdle when learning some topics.
It was encouraging to learn that almost all visuals are beneficial for students. When I started reading the section I was afraid that only the fanciest and most expletive visuals would prove effective. I like that there is a wide range of possible presentation from animation, screen shots, and word plus graphic diagrams. I sometimes get bored creating lesson plan with the same visual format. I know that if I am bored teaching then my students are bored learning and that is not the kind of environment I want to create in my classroom. With a variety of effective formats mixing up the form will help ease the monotony and keep students interested and engaged in learning the task at hand.
Audio is a component I have always wanted to include with my teaching but I just never had a clear understand of how do incorporate it effectively. When my students are working independently I often play, at their request, background music. It is classical music with nature sounds such as a summer thunderstorm or garden rain. While I understand this does not have much educational value, I have found my students work quietly and efficiently and it adds an overall serenity to the classroom. After reading about audio I plan to find ways to incorporate it with educational value. Of the top of my head I would like to include more books on tape, screencasts with speech, podcasts, and students recording their own stories to books without words to play back for themselves and their classmates.
Visual and Audio media can play such an important role in the classroom. Especially when using them together, the mixing and matching makes the possibilities endless.
It was encouraging to learn that almost all visuals are beneficial for students. When I started reading the section I was afraid that only the fanciest and most expletive visuals would prove effective. I like that there is a wide range of possible presentation from animation, screen shots, and word plus graphic diagrams. I sometimes get bored creating lesson plan with the same visual format. I know that if I am bored teaching then my students are bored learning and that is not the kind of environment I want to create in my classroom. With a variety of effective formats mixing up the form will help ease the monotony and keep students interested and engaged in learning the task at hand.
Audio is a component I have always wanted to include with my teaching but I just never had a clear understand of how do incorporate it effectively. When my students are working independently I often play, at their request, background music. It is classical music with nature sounds such as a summer thunderstorm or garden rain. While I understand this does not have much educational value, I have found my students work quietly and efficiently and it adds an overall serenity to the classroom. After reading about audio I plan to find ways to incorporate it with educational value. Of the top of my head I would like to include more books on tape, screencasts with speech, podcasts, and students recording their own stories to books without words to play back for themselves and their classmates.
Visual and Audio media can play such an important role in the classroom. Especially when using them together, the mixing and matching makes the possibilities endless.
Google Documents & Zoho
Google Documents and Zoho caught my attention as application I would enjoy reviewing. They lived up to my high expectations
Google Documents is a great application that I would highly recommend to fellow teachers, especially upper elementary to college instructors. Like many of the Google features, a great help section is provided answering questions quickly and accurately. It is a great way for students to submit assignments. This suite is very portable, allowing teachers to read, comment on, and grade assignments from home, school, a coffee shop, or on vacation. The set up is quick and easy. All teachers have to do is create an account, invite all students to share, and then distribute to assigned email address to students for submission of papers and projects. Documents can also be uploaded. Uploading would be a great way for a teacher to share rubrics, examples, and assignment specifications. And for those of us trying to “Go Green” this application cuts down on the use and waste of paper.
I was excited to see Zoho had a Wiki application. As I explored the program my excitement decreased. I would recommend this application to colleagues who have a good handle on technology and time to spare. I did not find much of the help support to be beneficial. And just as I thought I knew what I was doing, I made a wrong move pushing myself to the point of frustration. If teachers can get a good grasp on this program it would be a great source for grade group planning, across grade group planning, and school function collaboration. I think as long as one teacher is able to create the initial wiki set up and give a crash course to colleagues, it would be a great resource for collaboration at times when sitting down face to face as a large group become difficult.
Google Documents is a great application that I would highly recommend to fellow teachers, especially upper elementary to college instructors. Like many of the Google features, a great help section is provided answering questions quickly and accurately. It is a great way for students to submit assignments. This suite is very portable, allowing teachers to read, comment on, and grade assignments from home, school, a coffee shop, or on vacation. The set up is quick and easy. All teachers have to do is create an account, invite all students to share, and then distribute to assigned email address to students for submission of papers and projects. Documents can also be uploaded. Uploading would be a great way for a teacher to share rubrics, examples, and assignment specifications. And for those of us trying to “Go Green” this application cuts down on the use and waste of paper.
I was excited to see Zoho had a Wiki application. As I explored the program my excitement decreased. I would recommend this application to colleagues who have a good handle on technology and time to spare. I did not find much of the help support to be beneficial. And just as I thought I knew what I was doing, I made a wrong move pushing myself to the point of frustration. If teachers can get a good grasp on this program it would be a great source for grade group planning, across grade group planning, and school function collaboration. I think as long as one teacher is able to create the initial wiki set up and give a crash course to colleagues, it would be a great resource for collaboration at times when sitting down face to face as a large group become difficult.
Tuesday, July 29, 2008
Reflection / Discussion 11
A strength I believe I posses is communicating effectively. Communication is a vital skill in working productively with student, parents, and colleagues. Going along with communication is number 17 under instructor in table 27.3 on page 276, “manage an environment that fosters learning and performance”. As a first grade teacher this is a major part of my position and professional goal. I want my students to learn and perform well, so I strive to create a safe and comfortable classroom that is encouraging. I aim for my lessons to be interesting and engaging to touch on all learning styles. By providing an environment with these features I increase the odds for learning and participation.
I always find it easier to identify areas I need to develop. When it comes to technology I have barely scratched the surface of knowledge that is available. The biggest sill I wish to improve is “use media and technology to enhance learning and performance” page 275 table 23.7. In this instance media and technology should add to the lesson. I tend to use media and technology as a review or summary. I want my students to learn through the use of these materials for a better understanding of the overall subject area. “Evaluating instructional effectiveness” is a skill I would like to work on. It is important to know if the strategies being used are producing results. If they are then great if not then changes need to be made in order to be effective. To know if my strategies are working I need to build on my evaluation abilities. ‘Manage the instructional process though the appropriate use of technology.” Using appropriate technology is very important and can easily be over looked. Many times I have thought that the technology I used was making my point or adding to my students’ knowledge, when in fact it was really serving as a time filler or review. Just because technology is in a lesson plan does not mean it is the best choice or even appropriate for the age level or desired skill. As an example, our school provides 30 minutes a week of technology time for each class. Many teachers send their students with games, not usually educational. This, in my opinion, would be an inappropriate use of technology. Now if the games were educational, such as teaching keyboarding, math skills, or reading comprehension, the use of technology would be appropriate. These are only a few areas I know I need to improve on.
I always find it easier to identify areas I need to develop. When it comes to technology I have barely scratched the surface of knowledge that is available. The biggest sill I wish to improve is “use media and technology to enhance learning and performance” page 275 table 23.7. In this instance media and technology should add to the lesson. I tend to use media and technology as a review or summary. I want my students to learn through the use of these materials for a better understanding of the overall subject area. “Evaluating instructional effectiveness” is a skill I would like to work on. It is important to know if the strategies being used are producing results. If they are then great if not then changes need to be made in order to be effective. To know if my strategies are working I need to build on my evaluation abilities. ‘Manage the instructional process though the appropriate use of technology.” Using appropriate technology is very important and can easily be over looked. Many times I have thought that the technology I used was making my point or adding to my students’ knowledge, when in fact it was really serving as a time filler or review. Just because technology is in a lesson plan does not mean it is the best choice or even appropriate for the age level or desired skill. As an example, our school provides 30 minutes a week of technology time for each class. Many teachers send their students with games, not usually educational. This, in my opinion, would be an inappropriate use of technology. Now if the games were educational, such as teaching keyboarding, math skills, or reading comprehension, the use of technology would be appropriate. These are only a few areas I know I need to improve on.
Monday, July 28, 2008
Reflection / Discussion 10
Many shared ideals ran through the words in chapter 22. I was intrigued to see that the concept of process vs. product can be found and applied to almost any situation. This scenario just happens to be climbing the professional ladder to becoming a full professor. In all the rungs of this professional ladder a common job description appeared over and over, to assist others in planning, developing, and executing their teachings in an effective manner.
In the context of chapter 22 process vs. product refers to how each individual valued their time in the professional world. The difference in approach corresponded with the country in which the university was located. The professionals working in Australian institutions valued the process or journey that was taken. These professionals were content with security and making the most out of each promotion. In contrast the American university professionals valued the product or final step on the ladder. These professionals had the ultimate goal and focus of making it to a full professor position.
I found it liberating to read that at all levels of higher education there is a desire to seek and help in improving for the sake of the overall faculty. At all the university positions there was a hunger to learn and teach in order to improve curriculum, student learning, and professor performance. It did not matter if an assistant was helping an associate or full professor or if an associate was learning from an assistant or full professor what mattered was that the faculty and students as a whole were benefiting from the sharing of design.
I believe our teachers and administrators could learn a lot from assisting each other in design development. I often hear or see young teachers dismiss advice or help given by a veteran teacher because the seasoned teachers are old and set in their ways. And I also see veteran teachers dismiss young teachers because they are new and lack experience. A new teacher may be full of unique ideas from college courses while seasoned teachers have techniques that have proven successful in the classroom. I think we all being valuable knowledge and perspective to the table. And we should embrace the opportunity to learn and teach from them.
In the context of chapter 22 process vs. product refers to how each individual valued their time in the professional world. The difference in approach corresponded with the country in which the university was located. The professionals working in Australian institutions valued the process or journey that was taken. These professionals were content with security and making the most out of each promotion. In contrast the American university professionals valued the product or final step on the ladder. These professionals had the ultimate goal and focus of making it to a full professor position.
I found it liberating to read that at all levels of higher education there is a desire to seek and help in improving for the sake of the overall faculty. At all the university positions there was a hunger to learn and teach in order to improve curriculum, student learning, and professor performance. It did not matter if an assistant was helping an associate or full professor or if an associate was learning from an assistant or full professor what mattered was that the faculty and students as a whole were benefiting from the sharing of design.
I believe our teachers and administrators could learn a lot from assisting each other in design development. I often hear or see young teachers dismiss advice or help given by a veteran teacher because the seasoned teachers are old and set in their ways. And I also see veteran teachers dismiss young teachers because they are new and lack experience. A new teacher may be full of unique ideas from college courses while seasoned teachers have techniques that have proven successful in the classroom. I think we all being valuable knowledge and perspective to the table. And we should embrace the opportunity to learn and teach from them.
Saturday, July 26, 2008
Resources Website
I intend to use this website as an at home resource for my students and their families. It contains educational materials, activities, and games to enhance and practice 1st grade academic objectives. Much of the information is in addition to what is learned at school and some is a duplicate of class exploration. This resources focuses on health, science, and social studies.
Use of a screencast
A group of screencasts I would produce for my first grade students to watch would demonstrate basic uses of the computer. The series of productions would include showing and explaining shutting down the computer, restarting the computer, opening a blank page for typing, and closing a page after typing.
Shutting down the computer would start by clicking on the start button at the bottom of the screen. Move the curser to shut down and click. In the box that pops up check that shut down is highlighted and click ok. The computer will shut down.
Restarting the computer would begin by clicking the start button at the bottom of the screen. Move the curser to shut down and click. In the box that pops up click on the arrow. A menu will drop down and click restart. Then click on ok. The computer will shut down and then turn back on
To open a blank page for typing, click on the start button at the bottom of the screen. Move the curser to programs; a menu will open on the side. Move curser over to the new menu to where it says Microsoft office. Another new menu will open, move the curser to the blue W symbol where it says Word and click. A black window will open ready for typing.
To close a page after typing click file at the to of the screen and a menu will drop down. Move the curser to the bottom of the menu where it says exit. Click on the word exit. A box will pop up asking if you want to save. The choices are yes, no, or cancel. In most cases we do not need to save so click on the word no. The page will close and the screen will return to the desktop.
The above tasks are technology objectives for our first grade students. In the past the teacher has demonstrated these to small groups. With screencasting a whole class demonstration along with small group or individual viewings can provide adequate knowledge to perform the task. Students are evaluated on how successful they complete each task.
Shutting down the computer would start by clicking on the start button at the bottom of the screen. Move the curser to shut down and click. In the box that pops up check that shut down is highlighted and click ok. The computer will shut down.
Restarting the computer would begin by clicking the start button at the bottom of the screen. Move the curser to shut down and click. In the box that pops up click on the arrow. A menu will drop down and click restart. Then click on ok. The computer will shut down and then turn back on
To open a blank page for typing, click on the start button at the bottom of the screen. Move the curser to programs; a menu will open on the side. Move curser over to the new menu to where it says Microsoft office. Another new menu will open, move the curser to the blue W symbol where it says Word and click. A black window will open ready for typing.
To close a page after typing click file at the to of the screen and a menu will drop down. Move the curser to the bottom of the menu where it says exit. Click on the word exit. A box will pop up asking if you want to save. The choices are yes, no, or cancel. In most cases we do not need to save so click on the word no. The page will close and the screen will return to the desktop.
The above tasks are technology objectives for our first grade students. In the past the teacher has demonstrated these to small groups. With screencasting a whole class demonstration along with small group or individual viewings can provide adequate knowledge to perform the task. Students are evaluated on how successful they complete each task.
Wednesday, July 23, 2008
Reflection / Discussion 9
Thus far I feel our tasks have been a challenge yet after spending time experiments the tools reveals their ease and potential. To improve school to home relations I see social bookmarking and blogging to be most beneficial. In the classroom I feel that Google maps and podcasting to be very advantageous. I have been surprised to discover how helpful and quick to respond my classmates have been. I have received timely replies and help. I have also tried to respond and be as helpful as possible to my classmates. I am very excited to have knowledge of all these tools, even if some may be hard to incorporate in to early elementary classrooms, I can share my experiences with my colleagues. The only frustrating concept has been where to find directions on how to link to my blog and where to link it either HTML or JavaScript. It gets easier each time I go through the progress. I know that I will incorporate social bookmarking and a class blog next year. I have already started gathering websites and ideas that support our academic objectives. I hope to incorporate making maps on Google and typing stories but it is hard to know what my students will be capable of accomplishing and what resources will be available. Education Technology is not the master’s degree I am working on but this course is very informational and interactive. The textbook provides a nice background base and the tasks are very relevant and feasible in the classroom.
Reflection / Discussion 8
I always thought that when a school or school district revamped the technology system either the whole system was redone or just a part that was not working. I never realized how many options were out there. Interventions focused on process or product, whole system or partial system, and just having to make the decision about what the school needs. No wonder changing technology is such a long and slow process. And when that amount of money is being spent no one wants to make the wrong choice.
There are many more people that should be involved than I had ever realized. At our school if technology needs to be changed it get done over the summer and when we come back for professional development in the fall the improvements are complete and we receive any additional training or explanation for the new year. Chapter 21 opened my eyes to how involved a teacher can and should be when transforming a school districts technology system. Otherwise it can be hard to get exited and support a system you did not give input about or did not help make successful.
There are many more people that should be involved than I had ever realized. At our school if technology needs to be changed it get done over the summer and when we come back for professional development in the fall the improvements are complete and we receive any additional training or explanation for the new year. Chapter 21 opened my eyes to how involved a teacher can and should be when transforming a school districts technology system. Otherwise it can be hard to get exited and support a system you did not give input about or did not help make successful.
Monday, July 21, 2008
Reflection / Discussion 7
I can happily say I understood and enjoyed reading Chapter 18. I really found most of the techniques in this chapter to be interesting and valuable in the classroom. The two most interesting to me were Information Technology and Globalization of Training. As I read these sections I found myself picturing situations in my classroom over the past two years. In that event I decided that I could have prompted better end results.
I found the Information Technology, about the designer who had only paper and pencil or a typewriter and then how much easier computers made the job, to be somewhat comical. The first image that came to mind was the one time before computers that I had to use my mom’s typewriter. It was the most frustrating and nerve-racking task I had ever done. Of course I was not familiar with the keyboard resulting in many mistakes. In my class I thought about all the assignment that are done with paper and pencil. Granted first graders need to practice handwriting and even the use of a pencil for some but using the computer for occassional writing assignments would motivate writers. It would also give them a small introduction to how assignment will be completed in later years.
Globalization of Training is a concept I usually keep in the back of my mind but this section prompted me to be more aware of my students’ backgrounds. Like most American classrooms I have a wide range of knowledge and experiences that come with my students. In general I understand the differences, such as my students from the city often do not know all the different farm animals and my rural students lack some knowledge about cities. What I had not considered was how they preferred to work, in groups or individually, that some colors could be offensive, or even how they interpret the numerical form of the date. I don’t know that I could ever accommodate all these preferences at one time but I found it to be something to think about even if it just causes me to take a moment for a little further explanation and understand if assignments are completed based on the student’s culture.
I found the Information Technology, about the designer who had only paper and pencil or a typewriter and then how much easier computers made the job, to be somewhat comical. The first image that came to mind was the one time before computers that I had to use my mom’s typewriter. It was the most frustrating and nerve-racking task I had ever done. Of course I was not familiar with the keyboard resulting in many mistakes. In my class I thought about all the assignment that are done with paper and pencil. Granted first graders need to practice handwriting and even the use of a pencil for some but using the computer for occassional writing assignments would motivate writers. It would also give them a small introduction to how assignment will be completed in later years.
Globalization of Training is a concept I usually keep in the back of my mind but this section prompted me to be more aware of my students’ backgrounds. Like most American classrooms I have a wide range of knowledge and experiences that come with my students. In general I understand the differences, such as my students from the city often do not know all the different farm animals and my rural students lack some knowledge about cities. What I had not considered was how they preferred to work, in groups or individually, that some colors could be offensive, or even how they interpret the numerical form of the date. I don’t know that I could ever accommodate all these preferences at one time but I found it to be something to think about even if it just causes me to take a moment for a little further explanation and understand if assignments are completed based on the student’s culture.
Friday, July 18, 2008
Google Map Activity
My unit on neighborhoods and communities includes a first grade social studies/art objective to illustrate their neighborhood. To receive credit I require students to identify their home and then at least two additional landmarks in their neighborhood. The landmarks can include but are not limited to businesses, houses, schools, or playgrounds.
Using My Google Maps students will have two options. First they may type in their address and simply add the landmarks. The second option is to draw from scratch their neighborhood and add the landmarks. In both options all landmarks must be labeled and at least two must have a shape change.
Students that are more advanced with a computer are encouraged to try option two.
View Larger Map
View Larger Map
Using My Google Maps students will have two options. First they may type in their address and simply add the landmarks. The second option is to draw from scratch their neighborhood and add the landmarks. In both options all landmarks must be labeled and at least two must have a shape change.
Students that are more advanced with a computer are encouraged to try option two.
View Larger Map
View Larger Map
Tuesday, July 15, 2008
Reflection / Discussion 6
I would say the school I work at uses some of these principles. Part of a teachers’ salary is based on performance and achievements. At the end of second marking period half of our objectives in each subject must be taught. If they are the teacher received half the possible yearly bonus. Then at the end of the year if 50% of students meet or exceed their target score on the standardized test the rest of the bonus is rewarded. If less that 50% of students meet or exceed their target score then a portion of the remaining bonus is earned. Although many of our teachers complain about this procedure, it forces them to be deliberate in their teaching. To help students we have a behavior policy using cards green, yellow, orange, and red. At the end of each day students earn money based on their behavior green earns $.10, yellow earns $.05, orange earns $.01, and red earns $0. Each Friday the students may shop with their fake money. I found this chapter to be over my head like I needed more basic information about technology. I felt like I was reading a foreign language.
Education Podcast with John Marrow is a program based around education in our nation. He interviews all professionals involved in US education. John Marrow’s latest interview was with a teacher in New Orleans, in a school system that is being built upon people in the Teach for America program.
Inside Michigan Education is exactly what it says. Interviews are conducted with professionals involved in Michigan education. The last interview was with the Director of Michigan School Testing Conference focusing on MEAP its positives and its negatives.
In education I think it would be valuable for older students to podcast local news and weather. It would be a great way to connect with other students around the country. Then as they advance options could be researched and discussed. I could get as advanced as a civilized debate over controversial issues. It would also be nice for younger students to listen to podcast by other students or teachers. They could be podcast on a subject area, a story, or a fun listening activity.
Reflection / Discussion 5
The Internet and the World Wide Web will have an impact on the presentation of instruction in elementary programs, higher education, and adult education. To what degree each will be influenced is hard for me to comprehend. My first grade students take a standardized test three times a year, all on the computers. I have colleagues working on master’s degrees at universities that are all online. When applying for a job many businesses sit you down at a computer to fill out the application. Then on the first day of work you spend most of the time watching, reading, and answering questions about safety and business policy on a computer system. When you stop and think about it there really isn’t much we do without technology. All around I think the major impact the Internet and web will have is that it will become more interactive and accessible for the learner and the instructor. This may, however, result in a less personal experience. A learner who relies on external reinforcement from the instructor may find that technology does not fulfill their needs.
Wednesday, July 9, 2008
Tuesday, July 8, 2008
Monday, July 7, 2008
Week 3 Reflection
I never knew there was such a thing as social book marking until this week. I see that it can be an endless resource, and not just for education. I would love to set up a del.icio.us account for my students and parents. It would contain kid friendly sites for education and fun. I would have sites that related to the content being covered in class. I would set up the tags for each week of school. So, all the links for content covered in the first week would be tagged week 1. It would also be great to have a school wide teacher and administrator account. Every time our principal receives information or notices regarding education he prints a copy for everyone in the building. Many teachers look at it and then it goes into the trash or gets lost under the piles of paperwork on our desks. If the principal could just tag it to the account we would save a lot of paper, it would be available at any time, and there would be less worry about it landing at the bottom of a pile. It is also a great place for teachers to share great websites. For example, we have revamped our social studies curriculum for next year. One of my colleagues had access to a great site with lesson plans designed around the new state objectives, so at the end of last year she came around to each teacher’s computer and bookmarked the site. It would have saved time and been very convenient if she could have just tagged it to a social book marking account.
The definition of instructional/educational technology seems to have advanced as much if not more that our technology itself. I did not realize that this field was so difficult to define, maybe that because I have never sat down and tried to create a definition for educational technology. I have always used technology to further or deepen the students’ learning. After reading chapter one of Trends and Issues I am beginning to wonder if that is the appropriate strategy to use. In an ideal setting I think the students should explore technology and then allow core subjects to be experienced through that technology. This ideal also brings us back to the age and funding hurdle. As I read this chapter a few questions came to mind. Were any educators involved in the creation of any of these definitions? Were any educators consulted on how they would define instructional/educational technology? If educators were not part of the definition I wonder how it would be different if they had given input?
Photo sharing would once again fit with my early elementary activity of show and tell. With older students it would be a great way to exchange pictures and practice writing captions. It could also be fun and educational to write a headline and news article based around a single picture. Using photo sharing with younger children, I would not have much concern other that they would need help from the teacher or a parent. The older the students the more concern I would have with content. Screening all pictures before publication is granted could also minimize this issue.
In my lesson planning I use technology to give my students a variety of tools to work with. I also use it as a way to touch on different learning styles. When I write lesson plans with technology I do not think of the characteristics listed in the book. I simply evaluate if my students will enjoy the activity and if it will teach, review, or reinforce a concept or idea. Now that I have read this chapter and learned about the characteristics I will definitely use them in all my future lesson planning.
The definition of instructional/educational technology seems to have advanced as much if not more that our technology itself. I did not realize that this field was so difficult to define, maybe that because I have never sat down and tried to create a definition for educational technology. I have always used technology to further or deepen the students’ learning. After reading chapter one of Trends and Issues I am beginning to wonder if that is the appropriate strategy to use. In an ideal setting I think the students should explore technology and then allow core subjects to be experienced through that technology. This ideal also brings us back to the age and funding hurdle. As I read this chapter a few questions came to mind. Were any educators involved in the creation of any of these definitions? Were any educators consulted on how they would define instructional/educational technology? If educators were not part of the definition I wonder how it would be different if they had given input?
Photo sharing would once again fit with my early elementary activity of show and tell. With older students it would be a great way to exchange pictures and practice writing captions. It could also be fun and educational to write a headline and news article based around a single picture. Using photo sharing with younger children, I would not have much concern other that they would need help from the teacher or a parent. The older the students the more concern I would have with content. Screening all pictures before publication is granted could also minimize this issue.
In my lesson planning I use technology to give my students a variety of tools to work with. I also use it as a way to touch on different learning styles. When I write lesson plans with technology I do not think of the characteristics listed in the book. I simply evaluate if my students will enjoy the activity and if it will teach, review, or reinforce a concept or idea. Now that I have read this chapter and learned about the characteristics I will definitely use them in all my future lesson planning.
Monday, June 30, 2008
Week 2 Reflection
Blogging is very new to me. I have heard about it and read a few for my own education on various topics. At this stage having a blog makes me very nervous, especially with my name on it. My current teaching position allows me the unique experience of knowing all our schools students K-6 very well. I also meet and speak with almost every parent of those students. What makes me nervous is that I know the 4th, 5th, and 6th grade students are on the Internet, looking up what they want when they want. All it would take if for them to type in my last name and our town to find my blog. I know I am not publishing anything unprofessional and I rest assure my classmates will only publish appropriate materials but my blog is open to anyone and everyone. If an inappropriate post is made on my blog and students or parents of students come across it then there is automatically an option formed about me and it is a reflection on me as a person and also as an educator. On a positive note I think it is a great way to communicate with a large group of people, to share experiences, and pass along information. I set up an RSS with IGoogle because that is what I use with my main email. I did not realize how easy it was and that I was already using a program that was capable of connecting me to multiple pieces of information in one place.
After reviewing the Cone of experiences several times, I believe a blog fits best as a contrived experience and the RSS as a visual symbol. The blog to me represents a conversation. A conversation in its original form involves verbalization of thoughts and ideas either face to face or over a telephone. A blog is a written representation of that conversation that can be one sided, with not response from another individual. The RSS provides a place to review written symbols. We choose the topics we would like to read about and have them placed all in one convenient place for us to view at our leisure.
This really shows I am an early elementary teacher but I can see a blog used as a show and tell medium. I find that show and tell can take up a lot of time in the classroom. Each student would get a week to post anything they want to share with their classmates. It could be pictures or pieces of writing. They have the chance to write captions and tell stories about what they are sharing. The other students in the class have the opportunity to ask questions and share similar experiences and situations. If I taught older student I would love to use an RSS at the beginning of each class. I would set it up as an assignment to begin the day or class period. Each student would be responsible for reading the information linked and then completing a task to go along with the information. The assignment could be a simple response/reaction or it could be to find another source to confirm/contradict what was published on the RSS. I see and endless amount of possibilities with this set up.
After reviewing the Cone of experiences several times, I believe a blog fits best as a contrived experience and the RSS as a visual symbol. The blog to me represents a conversation. A conversation in its original form involves verbalization of thoughts and ideas either face to face or over a telephone. A blog is a written representation of that conversation that can be one sided, with not response from another individual. The RSS provides a place to review written symbols. We choose the topics we would like to read about and have them placed all in one convenient place for us to view at our leisure.
This really shows I am an early elementary teacher but I can see a blog used as a show and tell medium. I find that show and tell can take up a lot of time in the classroom. Each student would get a week to post anything they want to share with their classmates. It could be pictures or pieces of writing. They have the chance to write captions and tell stories about what they are sharing. The other students in the class have the opportunity to ask questions and share similar experiences and situations. If I taught older student I would love to use an RSS at the beginning of each class. I would set it up as an assignment to begin the day or class period. Each student would be responsible for reading the information linked and then completing a task to go along with the information. The assignment could be a simple response/reaction or it could be to find another source to confirm/contradict what was published on the RSS. I see and endless amount of possibilities with this set up.
Thursday, June 26, 2008
Week 1 Reflection
Conflicted is where I found myself after reading these two articles. I am questioning my current feelings about technology and its place in the classroom and what my new understanding should and will be about technology. Even more than technology I question what our school systems are teaching and providing for our children and their chances for a successful future.
As a teacher I want the very best for my students’ learning, no matter what the cost. I also know this is not realistic or always possible. So I settle for getting the best I can afford or that I can squeeze out of our schools pocket, which I have found is never much. I also try to give my students a variety of experiences and often find myself falling short in some aspect, especially with technology. That is always one of my worries, that my students will go into the next grade needing to know a skill I did not teach them or expose them to. Now, I am wondering if all my worrying was worth it. There sure seems to be at least a few people who believe our school systems are so screwed up that concerning ourselves with technology should be last on the list. From my point of view schools have worked for this long, there must be something that we are doing right. Of course there is always room for improvement, but are they really as bad as some make it our to be?
When I look back at myself as a student, I did not have a computer in my house until 7th grade. Even then it was another year until it was connected to a communication system called the Great Lakes Free Net, a simple local Internet system set up mainly for school age children to chat. Before I had that computer I managed to learn in school. I found the information I needed. I wasn’t even required to touch a computer until 7th grade when a technology class was offered to learn the basics. My teachers managed to create lessons and teach students with minimal technology.
Now as I consider my future, my students’ future, we live in a world that depends on technology, whether we like it or not. I know I check my email 20 times a day. I use the phone several times a day. I also watch TV, listen to CDs, and use my electric window. I know I am depending on a lot of technology for this class and all the classes I will ever take from now on. Although, some may not agree with technology my question is, are we doing our students any favors by depriving them of one subject we know they will have to know and learn to be productive in society? The one subject that will continue to advance? The one subject that is not going away? I am beginning to believe we can stand against technology or we can learn to embrace it, incorporate it to the best of our ability, and help our student become familiar with it so they can be successful.
Subscribe to:
Posts (Atom)