“Where are we going to eat today? My third period class is huge! Are we going to have time to work in our rooms?” If I were a cartoon character, these are the quotes that would have appeared in the thought bubbles over my head while I was participating in professional development last fall. Much of the information that was presented was redundant or was centered on disaggregation of test scores. While important, these topics did little to motivate and invigorate me about the upcoming school year. Wikis and blogs offer educators a forum capable of personalizing their professional conversations.
According to Bill Ferriter in Learning with Blogs and Wikis, No Child Left Behind has caused meaningful professional conversations to be “pushed aside” because educators are too busy. While I do believe NCLB has had an impact on professional development, I believe that educators would be motivated and find time to have these meaningful experiences if they could choose the topics that interested them. Blogs and wikis allow educators to decide what interests them and allows them to communicate with people who share their interests.
Ferriter goes on to describe the learning with blogs and wikis as “uniquely authentic, driven by personal interests and connected to classroom realities.” Discovering wikis was the last thing I can remember that truly rejuvenated my teaching. I had been looking for a way for my students to digitally interact with each other outside of class. Then, I found professional wikis, and the possibilities blossomed. I am really interested to research educational blogs and find a few to follow as the article suggested.
Wikis and blogs are Web 2.0 tools that allow educators a very powerful way to communicate about their profession and collaborate with each other. These tools can be used in a way that teachers can individualize their professional learning and grow in their teaching. Because they can be used at any time, educators can find their own time to participate.
Ferriter, B. (2009). Learning with blogs and wikis. Educational Leadership, 66(05), Retrieved from http://www.ascd.org/publications/educational_leadership/feb09/vol66/num05/Learning_with_Blogs_and_Wikis.aspx
Saturday, April 17, 2010
Opinion Paper 2
The article “How to teach with technology: science and math” was written by Sara Bernard in 2009. The article gives examples of high tech teaching and technology integration from teachers’ and students’ classroom experiences. Many of the people interviewed for the article talked about how the tech activities were “fun” and how paper and pencil assignments were “boring”. Activities involving technology motivate the students to actively engage in the learning process and encourage them to make meaningful decisions about their learning.
In the article “Focusing the digital brain”, Marilee Sprenger makes the statement, “Digital natives are motivated by a desire to be busy and in demand.” Although the article also states that this constant buzz of activity is not always positive, a point has been made about how to get today’s students to engage and learn. I have spent time in many meetings where the topic of conversation was how today’s students are not motivated, but have just started to explore the possibility that today’s students are just motivated in a different way.
In the book The Global Achievement Gap, Tony Wagner indentifies three new learning styles: learning through multimedia and connection to others, learning as discovery, and learning through creating. Classroom activities involving technology lend themselves to these learning styles. Using Web 2.0 applications students are now able to collaborate with others to do projects, discover new information using the web, and create new information to share with others. Wagner also talks about three reasons why people are motivated to work or to learn: transfer of habits (traditions and social norms), push (need, threat, or risk) and pull (interest, desire, and passion). Teachers must find a way to provide this pull for our “digital natives.”
Using technology in the classroom is the key to making the students feel like they are busy and in demand and to motivating students and providing them with the pull that they need in order to actively engage in the learning process.
Bernard, S. (2009, June). Kids talk tech. Edutopia, Retrieved from http://www.edutopia.org/digital-generation-lesson-ideas.
Wagner, T. (2008). The Global achievement gap. New York, NY: Basic Books.
Sprenger, M. (2009, September). Focusing the digital brain. Educational Leadership, 67(1), 34-39.
In the article “Focusing the digital brain”, Marilee Sprenger makes the statement, “Digital natives are motivated by a desire to be busy and in demand.” Although the article also states that this constant buzz of activity is not always positive, a point has been made about how to get today’s students to engage and learn. I have spent time in many meetings where the topic of conversation was how today’s students are not motivated, but have just started to explore the possibility that today’s students are just motivated in a different way.
In the book The Global Achievement Gap, Tony Wagner indentifies three new learning styles: learning through multimedia and connection to others, learning as discovery, and learning through creating. Classroom activities involving technology lend themselves to these learning styles. Using Web 2.0 applications students are now able to collaborate with others to do projects, discover new information using the web, and create new information to share with others. Wagner also talks about three reasons why people are motivated to work or to learn: transfer of habits (traditions and social norms), push (need, threat, or risk) and pull (interest, desire, and passion). Teachers must find a way to provide this pull for our “digital natives.”
Using technology in the classroom is the key to making the students feel like they are busy and in demand and to motivating students and providing them with the pull that they need in order to actively engage in the learning process.
Bernard, S. (2009, June). Kids talk tech. Edutopia, Retrieved from http://www.edutopia.org/digital-generation-lesson-ideas.
Wagner, T. (2008). The Global achievement gap. New York, NY: Basic Books.
Sprenger, M. (2009, September). Focusing the digital brain. Educational Leadership, 67(1), 34-39.
Opinion Paper 1
The article “How to thrive – not just survive – in a one-computer classroom” was written by Glori Chaika in 2003. When the article was written seven years ago, I would have agreed that teachers could thrive in a one computer classroom, but I have now observed students in classrooms with a 1:1 student-computer ratio and have changed my opinion. In 2010, one computer per class does not sufficiently meet the technology needs of our students and does not keep them actively engaged in student-centered learning.
The article suggests daily or weekly assigned computer time. If I have 25 students in a class that meets 5 times a week for 50 minutes, each student would get 2 minutes of computer time per day or 10 minutes per week. While this scenario would allow for short, weekly, web-based projects or discussions, it would not allow for in-depth and internet-based projects, digital textbooks, meaningful online research, or collaborative online projects. The article “Notebook programs pave the way to student-centered learning” states that “notebooks help students use more problem-solving and critical-thinking skills” and “notebooks lead to higher quality work.”
Glori Chaika also suggests using an LCD projector to make the classroom computer accessible to all. This allows visual access to everyone, but does not allow the student to make choices about their own learning. This approach to a one-computer classroom allows for a more teacher-centered approach to education, but does not allow for a student-centered classroom in which the teacher is acting as the facilitator.
For students’ technology needs to be met, they need to have the opportunity to use the tools for themselves instead of merely seeing the technology being used. When students are given freedom of discovery and choices about their learning, they become actively engaged and the learning becomes student-centered. I do not believe that these conditions can be met in the one-computer classroom.
Chaika, G. (2003). How to Thrive - not just survive - in a one-computer classroom. Education World, Retrieved from http://www.educationworld.com/a_tech/tech/tech092.shtml.
Notebook programs pave the way to student-centered learning. (1999). THE Journal, Retrieved from http://thejournal.com/Articles/1999/04/01/Notebook-Programs-Pave-the-Way-to-StudentCentered-Learning.aspx?sc_lang=en&Page=1
The article suggests daily or weekly assigned computer time. If I have 25 students in a class that meets 5 times a week for 50 minutes, each student would get 2 minutes of computer time per day or 10 minutes per week. While this scenario would allow for short, weekly, web-based projects or discussions, it would not allow for in-depth and internet-based projects, digital textbooks, meaningful online research, or collaborative online projects. The article “Notebook programs pave the way to student-centered learning” states that “notebooks help students use more problem-solving and critical-thinking skills” and “notebooks lead to higher quality work.”
Glori Chaika also suggests using an LCD projector to make the classroom computer accessible to all. This allows visual access to everyone, but does not allow the student to make choices about their own learning. This approach to a one-computer classroom allows for a more teacher-centered approach to education, but does not allow for a student-centered classroom in which the teacher is acting as the facilitator.
For students’ technology needs to be met, they need to have the opportunity to use the tools for themselves instead of merely seeing the technology being used. When students are given freedom of discovery and choices about their learning, they become actively engaged and the learning becomes student-centered. I do not believe that these conditions can be met in the one-computer classroom.
Chaika, G. (2003). How to Thrive - not just survive - in a one-computer classroom. Education World, Retrieved from http://www.educationworld.com/a_tech/tech/tech092.shtml.
Notebook programs pave the way to student-centered learning. (1999). THE Journal, Retrieved from http://thejournal.com/Articles/1999/04/01/Notebook-Programs-Pave-the-Way-to-StudentCentered-Learning.aspx?sc_lang=en&Page=1
Online Exercise 15
A number of technologies have been presented this semester to help you reach outside of your immediate surroundings for personal growth and instructional purposes.
How could you use these technologies to help yourself create better learning opportunities for your students? How could you use them to help yourself continue to develop as a teacher throughout your career? I have most enjoyed learning about educational blogs and their uses in the classroom, both from a teacher's and learner's perspective. I am going to enjoy using blogs with my students to help them be more reflective about projects and activities and to help them be better communicators. As a learner, I was surprised by the number of blogs created by fellow educators that I will be interested in following and participating.
What are the benefits of using the communications tools? Accessibility and ease are the two best benefits of using communication tools. Online communication tools are accessible to most students and are easy to use.
What are the dangers? Students putting too much information in cyberspace and not using the tools appropriately. Also, I think lack of language skills online can be a problem.
How can technology help you better reach out to all of your students regardless of their race, gender or economic status? If you stay on top of the new technology that is out there, you can introduce your students to the technology. If you are introducing all students to a new skill, their race, gender and economic status doesn't matter.
How could you use these technologies to help yourself create better learning opportunities for your students? How could you use them to help yourself continue to develop as a teacher throughout your career? I have most enjoyed learning about educational blogs and their uses in the classroom, both from a teacher's and learner's perspective. I am going to enjoy using blogs with my students to help them be more reflective about projects and activities and to help them be better communicators. As a learner, I was surprised by the number of blogs created by fellow educators that I will be interested in following and participating.
What are the benefits of using the communications tools? Accessibility and ease are the two best benefits of using communication tools. Online communication tools are accessible to most students and are easy to use.
What are the dangers? Students putting too much information in cyberspace and not using the tools appropriately. Also, I think lack of language skills online can be a problem.
How can technology help you better reach out to all of your students regardless of their race, gender or economic status? If you stay on top of the new technology that is out there, you can introduce your students to the technology. If you are introducing all students to a new skill, their race, gender and economic status doesn't matter.
Saturday, March 27, 2010
Onilne Exercise 14
How can development tools help you to develop students’ higher order skills and creativity? (Development tools: Imaging/Editing Software, drawing tools, web page development tools, multimedia tools, etc.) How can these tools help students to be more productive? What makes these tools suitable for your classroom?
Students' higher order thinking skills can be developed with web 2.0 tools. These tools allow students to create their own content and allows them an outlet to display their work. Students are more productive because they are the creators of the information. Web 2.0 tools that I use in my classroom are wikispaces and blogs. I find that these tools allow the students to discuss the mathematics that they are doing.
Students' higher order thinking skills can be developed with web 2.0 tools. These tools allow students to create their own content and allows them an outlet to display their work. Students are more productive because they are the creators of the information. Web 2.0 tools that I use in my classroom are wikispaces and blogs. I find that these tools allow the students to discuss the mathematics that they are doing.
Wednesday, March 10, 2010
Online Exercise 12
Think of the productivity tools discussed in class and ways you have used them. (Word processing, spreadsheets, databases, presentation software, concept mapping tools, free productivity tools) I have mainly used PowerPoint, Microsoft Excel, and Microsoft Word in my classes.
How have productivity tools helped you be more creative? Doing the PowerPoint for the ED 527 class made me learn more about the creative aspects of the program. I am not very creative with Word, but have created a few unique and useful spreadsheets using Excel.
More organized? Excel is my organizational go-to program. I use it to keep ledger sheets for my cheerleading account and the junior class account. I also use it to determine exemptions at the end of the semester! I use Microsoft Word to distribute information to my students and to make tests.
More productive? Excel helps me to be more productive (My husband is a computer programmer and can write specific programs to meet my individual needs.)
How can you incorporate the learner-centered principles into your approaches for using these tools? Students can use PowerPoint and Excel as components to their final product when doing projects. PowerPoint can be used to present their findings and Excel can be used to show budget.
How have productivity tools helped you be more creative? Doing the PowerPoint for the ED 527 class made me learn more about the creative aspects of the program. I am not very creative with Word, but have created a few unique and useful spreadsheets using Excel.
More organized? Excel is my organizational go-to program. I use it to keep ledger sheets for my cheerleading account and the junior class account. I also use it to determine exemptions at the end of the semester! I use Microsoft Word to distribute information to my students and to make tests.
More productive? Excel helps me to be more productive (My husband is a computer programmer and can write specific programs to meet my individual needs.)
How can you incorporate the learner-centered principles into your approaches for using these tools? Students can use PowerPoint and Excel as components to their final product when doing projects. PowerPoint can be used to present their findings and Excel can be used to show budget.
Saturday, February 6, 2010
Online Exercise 10
Online Exercise 10- Planning an Initiating/Introduction Activity
A teacher you work with has asked for your help in designing technology-related activities capitalizing on the wide variety of technology resources available in the room (assume the kind of technology you choose will be in the room).
How would you design the initiating activity(s)?
The initiating activity would be attention grabbing and short. Maybe a 1-2 minute video that poses questions about the topic(s) being covered. Students could then spend maybe 5 minutes writing their reactions using a blog.
How many would there be? I would use at least three activities: a video, journal (blog) entry, and a pretest.
How would you choose to integrate technology into your teaching, students’ learning, and the assessments? In this classroom, every student has a computer. Using thatquiz.org, students could take a pretest to determine how much prior information they have. They could also do a quick search using key words given to them about the topic. This could lead to a meaningful, student-led discussion.
What technology would you choose?
I would love for every student to have access to a computer. Then, the applications that could be used are endless. I would use teachertube, camstudio(to record off youtube if necessary), thatquiz.org, and blogster.
How would you assist the teacher in understanding how the technology you use in the initiating activities could be used again in the guided learning and culminating performance – for instruction, learning, and assessment?
Students could post comments to their original journal entry as their learning progresses. They could also review the results of their pretest. Students could search for other videos or make a video to present. These could be posted on teachertube.
What resources would you direct him/her towards?
teachertube, camstudio(to record off youtube if it is necessary), thatquiz.org, and blogster
A teacher you work with has asked for your help in designing technology-related activities capitalizing on the wide variety of technology resources available in the room (assume the kind of technology you choose will be in the room).
How would you design the initiating activity(s)?
The initiating activity would be attention grabbing and short. Maybe a 1-2 minute video that poses questions about the topic(s) being covered. Students could then spend maybe 5 minutes writing their reactions using a blog.
How many would there be? I would use at least three activities: a video, journal (blog) entry, and a pretest.
How would you choose to integrate technology into your teaching, students’ learning, and the assessments? In this classroom, every student has a computer. Using thatquiz.org, students could take a pretest to determine how much prior information they have. They could also do a quick search using key words given to them about the topic. This could lead to a meaningful, student-led discussion.
What technology would you choose?
I would love for every student to have access to a computer. Then, the applications that could be used are endless. I would use teachertube, camstudio(to record off youtube if necessary), thatquiz.org, and blogster.
How would you assist the teacher in understanding how the technology you use in the initiating activities could be used again in the guided learning and culminating performance – for instruction, learning, and assessment?
Students could post comments to their original journal entry as their learning progresses. They could also review the results of their pretest. Students could search for other videos or make a video to present. These could be posted on teachertube.
What resources would you direct him/her towards?
teachertube, camstudio(to record off youtube if it is necessary), thatquiz.org, and blogster
Saturday, January 23, 2010
Online Exercise 7
1. Locate a state standard(s) for the grade you are teaching. Identify a standard that can be addressed through a short unit (one to five days).
AL Course of Study Mathematics 2003 - Geometry Standard 18
Students will construct with precision a circle graph to represent data from given tables or classroom experiments.
2. Now visit the ISTE NETS standards to see whether one or more of those is appropriate for helping you meet the content standard(s) you have selected.
ISTE NETS Standard 2a: Design and Develop Digital-Age Learning Experiences and Assessments - design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
3. If so, identify the tools, such as software or websites that you will be using or have used in a past lesson.
Pie Chart Generator - www.mrnussbaum.com/smartpoll3.htm
Budget Worksheet - http://financialplan.about.com/cs/budgeting/l/blbudget.htm
Search Engine - www.google.com
4. Now that you have the standards in mind and have selected your technology, think about how you might assess or did assess whether your students have met the standard(s).
Will you use quizzes? Tests? A performance-based task?
Students will research and write a 1 page essay about career involving mathematics (including starting salary). Using the starting salary for their chosen profession, students will complete a budget worksheet. Students will categorize their expenses (or use the ones already in the budget worksheet) to create a pie chart.
5. Next, think about the learning activities. How will each activity address the standard(s) you have selected?
All 3 activities will address the ISTE NETS stardard chosen above. The pie chart component of the lesson will address the AL COS standard.
6. How will the activities help your students succeed on the assessment?
The end results of the activities are the assessments for this lesson.
AL Course of Study Mathematics 2003 - Geometry Standard 18
Students will construct with precision a circle graph to represent data from given tables or classroom experiments.
2. Now visit the ISTE NETS standards to see whether one or more of those is appropriate for helping you meet the content standard(s) you have selected.
ISTE NETS Standard 2a: Design and Develop Digital-Age Learning Experiences and Assessments - design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
3. If so, identify the tools, such as software or websites that you will be using or have used in a past lesson.
Pie Chart Generator - www.mrnussbaum.com/smartpoll3.htm
Budget Worksheet - http://financialplan.about.com/cs/budgeting/l/blbudget.htm
Search Engine - www.google.com
4. Now that you have the standards in mind and have selected your technology, think about how you might assess or did assess whether your students have met the standard(s).
Will you use quizzes? Tests? A performance-based task?
Students will research and write a 1 page essay about career involving mathematics (including starting salary). Using the starting salary for their chosen profession, students will complete a budget worksheet. Students will categorize their expenses (or use the ones already in the budget worksheet) to create a pie chart.
5. Next, think about the learning activities. How will each activity address the standard(s) you have selected?
All 3 activities will address the ISTE NETS stardard chosen above. The pie chart component of the lesson will address the AL COS standard.
6. How will the activities help your students succeed on the assessment?
The end results of the activities are the assessments for this lesson.
Online Exercise 5
1. Think about your classroom. In your mind, where do you see the technology in that room? (Think of all the possible technologies—computers, LCD projectors, handhelds, laptop carts, and more.)
I have a LCD projector, a document camera, a digital camera, a InterWrite pad, a scanner, two laptops for student use, and a personal computer. I also have a classroom wiki page and discussion board. I would love to have student digital response systems (handheld clickers) and a classroom set of netbooks. After using the IPod Touch in our class, I would really like to have a classroom set!
2. How will you set up the classroom to support students in working both with technology and with each other?
The classroom could be set up with tables instead of desk to promote group discussion. Tables would also all more room for the use of laptop computers or other technology. The classroom wikipage or blog can be a place where students are asked to interact with each other.
Ask yourself the following questions:
3. Will the kinds of technologies you have envisioned support all of your students regardless of their learning strengths and weaknesses?
Technology does a lot to support all learners because the learners can search for information that specifically fits their needs. This is especially true if the learners are aware of their learning style. For example, Visual learners can look for or create pictures and diagrams and auditory learners can search for or create podcasts or videos. The possibilities are endless.
4. Will these technologies support your students in working together?
I think that these technologies will support the students working together to create collaborative projects. The class wikipage or discussion board is also a place where the students can work together.
5. Will students have enough access to technologies to meet their learning needs?
I think that they will have enough technologies to find something to support their individual learning styles and needs.
Now think about teaching in that classroom:
6. How will you know students are learning what you intend them to learn?
I will be able to assess their understanding of the material using a variety of assessments, both formative and summative. (i.e. end of unit projects, discussions, quizzes, unit tests, and presentations)
7. How will you identify their preferred learning style and differentiate instruction in the classroom for them?
I really liked the online learning style survey we took in class. The students could take this survey or one like it. Learners with different styles could be given a choice of assignments that would support the same class objectives.
8. If they are not learning what you intend, how will you address that?
This could be addressed by offering tutoring, both during and after class, preforming a reevaluation of their learning style, and reteaching the objective using different methods.
SHANNON GOODWIN
I have a LCD projector, a document camera, a digital camera, a InterWrite pad, a scanner, two laptops for student use, and a personal computer. I also have a classroom wiki page and discussion board. I would love to have student digital response systems (handheld clickers) and a classroom set of netbooks. After using the IPod Touch in our class, I would really like to have a classroom set!
2. How will you set up the classroom to support students in working both with technology and with each other?
The classroom could be set up with tables instead of desk to promote group discussion. Tables would also all more room for the use of laptop computers or other technology. The classroom wikipage or blog can be a place where students are asked to interact with each other.
Ask yourself the following questions:
3. Will the kinds of technologies you have envisioned support all of your students regardless of their learning strengths and weaknesses?
Technology does a lot to support all learners because the learners can search for information that specifically fits their needs. This is especially true if the learners are aware of their learning style. For example, Visual learners can look for or create pictures and diagrams and auditory learners can search for or create podcasts or videos. The possibilities are endless.
4. Will these technologies support your students in working together?
I think that these technologies will support the students working together to create collaborative projects. The class wikipage or discussion board is also a place where the students can work together.
5. Will students have enough access to technologies to meet their learning needs?
I think that they will have enough technologies to find something to support their individual learning styles and needs.
Now think about teaching in that classroom:
6. How will you know students are learning what you intend them to learn?
I will be able to assess their understanding of the material using a variety of assessments, both formative and summative. (i.e. end of unit projects, discussions, quizzes, unit tests, and presentations)
7. How will you identify their preferred learning style and differentiate instruction in the classroom for them?
I really liked the online learning style survey we took in class. The students could take this survey or one like it. Learners with different styles could be given a choice of assignments that would support the same class objectives.
8. If they are not learning what you intend, how will you address that?
This could be addressed by offering tutoring, both during and after class, preforming a reevaluation of their learning style, and reteaching the objective using different methods.
SHANNON GOODWIN
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