Objective #4: Differentiate blogs from diaries and traditional journals and ways they can used to guide student learning.
Blogs (weblogs) have quickly emerged as a socially accepted form of communication by almost everyone including media outlets, politicians, and citizens alike. Blogs are similar to a journal in the way that they allow the user to express his/her feelings and ideas. However, a blog also allows the user to include pictures, video, hyper-text, audio. While a journal is typically used for the person writing it, a blog allows the user to communicate desired feelings to anyone and everyone.
Blogs can aid teachers in guiding student learning. However, as with all information on the internet, students need to be able to decipher what sites are credible and factual and what is not. Blogs can be used for: journaling, discussion, reflection, and in collaborating with others. Educators have been more cautious in accepting blogs as appropriate mediums in the classroom, but have quickly realized that today’s tech-savvy 21st century learner responds well to the use of blogs.
My question for this chapter is regarding calculators. Although I do not foresee myself asking my English students to use a calculator, or even find myself teaching a Math class, I am curious as to who makes the decisions on calculator usage? Throughout all of my schooling calculators have been an issue. I’ve taken intuitive calculus classes that allow calculators and I’ve taken algebra classes that strictly forbid the use of the machine. Is it the teachers rule, or is the teacher simply acting under the school’s policy?
In my future classroom I am certain that I will enlist the aid of blogs, podcasts, and other multimedia sources to aid my students learning. I am especially excited about the use of blogs. Some students are more reserved when it comes to speaking in class, but leave little out when they write. I think the use of a blog or electronic journal is a great way to prompt the more introverted student to share their feelings and creatively show their knowledge.
Saturday, April 17, 2010
Sunday, April 11, 2010
Chapter 7 The Internet and Databases
Objective 2: Explain how e-mail, discussion boards, and listserves are similar and yet different.
All three communicative tools are excellent resources for students to connect with other students outside of the classroom. Allowing students access to others across the world provides an avenue for broadening ideas outside of a textbook or singular presentation.
E-mail, the most used internet service, is a “ubiquitous communication tool.” (pg. 133) It allows the user to communicate ideas and information as quickly as it is being thought about. E-mail allows the user to not only forward text, but video, pictures, and sound as well.
Discussion boards or groups allow ideas to be posted to a central location that includes a subject heading, date, time, and author’s name or e-mail. Instead of communicating about a specified topic via e-mail, a discussion board can allow a group of people to focus on a topic and have all of the information stored in one location.
List Servers are one of the earliest and most productive means of communication using the internet. Unlike discussion boards, list serves are not typically public and for everyone to view. The user must subscribe to the list serve in order to receive the information. List serves can help teachers communicate exclusively with other teachers or even students.
My question is: What is the proper way to encourage students to communicate freely and intelligently, but curb inappropriate dialogues?
Already I am excited to use e-mail, discussion boards, and list serves in my classroom in the ways I previously discussed. I am completely amazed with how the internet can enhance student learning. When I was in school the internet was never used in the classroom. In fact the internet was still too new and teachers were uncertain of how to integrate it. My favorite internet resources to use are webquests. It is still a new tool to me, but I think that it can be a great interactive tool for my students to use in the classroom.
All three communicative tools are excellent resources for students to connect with other students outside of the classroom. Allowing students access to others across the world provides an avenue for broadening ideas outside of a textbook or singular presentation.
E-mail, the most used internet service, is a “ubiquitous communication tool.” (pg. 133) It allows the user to communicate ideas and information as quickly as it is being thought about. E-mail allows the user to not only forward text, but video, pictures, and sound as well.
Discussion boards or groups allow ideas to be posted to a central location that includes a subject heading, date, time, and author’s name or e-mail. Instead of communicating about a specified topic via e-mail, a discussion board can allow a group of people to focus on a topic and have all of the information stored in one location.
List Servers are one of the earliest and most productive means of communication using the internet. Unlike discussion boards, list serves are not typically public and for everyone to view. The user must subscribe to the list serve in order to receive the information. List serves can help teachers communicate exclusively with other teachers or even students.
My question is: What is the proper way to encourage students to communicate freely and intelligently, but curb inappropriate dialogues?
Already I am excited to use e-mail, discussion boards, and list serves in my classroom in the ways I previously discussed. I am completely amazed with how the internet can enhance student learning. When I was in school the internet was never used in the classroom. In fact the internet was still too new and teachers were uncertain of how to integrate it. My favorite internet resources to use are webquests. It is still a new tool to me, but I think that it can be a great interactive tool for my students to use in the classroom.
Chapter 5 Learning with and about Writing with Technology
Objective 2: Explain how and why students need to learn keyboard
Keyboarding should be integrated into multiple classrooms. It is not only the technology instructors’ job to educate students on keyboarding, but also the specific classroom teacher. Teachers should collaborate with the technology instructor on effective ways to integrate keyboarding into their curriculum. Learning the keyboard is an indispensable skill for students in the classroom and for their futures. Since keyboarding is the most commonly used tool for presenting information students should practice this skill from an early age. Word processing is not only a learning tool, but a communication tool that can enhance the presentation of information, as well as the student’s productivity.
My question is: Is it fair to allow students to hand-write information (i.e. a final research paper) if they do not have access to a word processor, or should it be expected that they find the means to turn in a typed paper? Basically, where do you (as a teacher) draw the line for students who may have less access to a computer than others?
Since I intend to be an English or Language Arts educator understanding how to use a word processor will be an essential skill my students will need to master. Even now, as I complete my unit plan for EDCI 320 I have incorporated the use of a word processor into many of the lessons. Word processing will help my students to develop their own language and writing skills. Examples of use are: blogs, journals, formal/informal papers, and presentations. Really, in the Language Arts environment word processing is a must!
Keyboarding should be integrated into multiple classrooms. It is not only the technology instructors’ job to educate students on keyboarding, but also the specific classroom teacher. Teachers should collaborate with the technology instructor on effective ways to integrate keyboarding into their curriculum. Learning the keyboard is an indispensable skill for students in the classroom and for their futures. Since keyboarding is the most commonly used tool for presenting information students should practice this skill from an early age. Word processing is not only a learning tool, but a communication tool that can enhance the presentation of information, as well as the student’s productivity.
My question is: Is it fair to allow students to hand-write information (i.e. a final research paper) if they do not have access to a word processor, or should it be expected that they find the means to turn in a typed paper? Basically, where do you (as a teacher) draw the line for students who may have less access to a computer than others?
Since I intend to be an English or Language Arts educator understanding how to use a word processor will be an essential skill my students will need to master. Even now, as I complete my unit plan for EDCI 320 I have incorporated the use of a word processor into many of the lessons. Word processing will help my students to develop their own language and writing skills. Examples of use are: blogs, journals, formal/informal papers, and presentations. Really, in the Language Arts environment word processing is a must!
Sunday, March 7, 2010
Chapter 8
Objective 4: Explain how a spreadsheet can be used as a communication and productivity tool.
It is essential to teach students about how a spreadsheet can be both a tool to learn about and to aid in learning. Multiple classroom activities are available that can help students learn about how spreadsheets work, but also teach lessons, such as multiplication or other mathematical tables. As a teacher, using a spreadsheet to record and calculate grades is an excellent way to save time. Since teachers are required to keep and up-to-date and accurate record of grades, using a spreadsheet will allow them to spend less time entering grades and completing calculations and more time assisting students or planning activities.
A spreadsheet is also an effective communication tool. Large amounts of raw data can be intimidating, but once it is grouped into a chart or graph the information it represents is much less intimidating and more useful. Having access to a spreadsheet that contains the student’s grades is an easy way to keep students and their parents up-to-date on their progress through the semester.
My question about spreadsheets in the classroom is what is the best way to differentiate instruction for students who are at a lower readiness level in regards to the spreadsheet?
In my future classroom I envision using spreadsheets primarily for organization and communication. I am not opposed to incorporating spreadsheets into my lesson plans, but at this time I am unsure of how I can adequately do so in a language arts class. Giving students and parents access to a spreadsheet that contains the student’s grades is an easy way to communicate throughout the school year. I currently use a spreadsheet for personal financial use and am excited about how I can incorporate such a useful tool into my classroom.
It is essential to teach students about how a spreadsheet can be both a tool to learn about and to aid in learning. Multiple classroom activities are available that can help students learn about how spreadsheets work, but also teach lessons, such as multiplication or other mathematical tables. As a teacher, using a spreadsheet to record and calculate grades is an excellent way to save time. Since teachers are required to keep and up-to-date and accurate record of grades, using a spreadsheet will allow them to spend less time entering grades and completing calculations and more time assisting students or planning activities.
A spreadsheet is also an effective communication tool. Large amounts of raw data can be intimidating, but once it is grouped into a chart or graph the information it represents is much less intimidating and more useful. Having access to a spreadsheet that contains the student’s grades is an easy way to keep students and their parents up-to-date on their progress through the semester.
My question about spreadsheets in the classroom is what is the best way to differentiate instruction for students who are at a lower readiness level in regards to the spreadsheet?
In my future classroom I envision using spreadsheets primarily for organization and communication. I am not opposed to incorporating spreadsheets into my lesson plans, but at this time I am unsure of how I can adequately do so in a language arts class. Giving students and parents access to a spreadsheet that contains the student’s grades is an easy way to communicate throughout the school year. I currently use a spreadsheet for personal financial use and am excited about how I can incorporate such a useful tool into my classroom.
Sunday, February 28, 2010
Chapter 8
Identify authoring tools that offer a multimedia environment for students to express and communicate their ideas.
Chapter eight explores multiple tools that can aid students in communicating their ideas both academically and expressionatively. “In essence students have access to many different multimedia tools to think with, to create, and to communicate what they know and how they know it.” Concept maps, slide-based communication tools, and clip-based communication tools are discussed in this chapter as possible ways for students to learn and communicate within a multimedia environment. A concept map can help a student organize their thoughts and communicate exactly what they are thinking. Concept maps can also help in brainstorming and to show the parallels between multiple topics and ideas. It is also important to note that a concept map gives a visual display of the topic at hand.
Slide-based communication tools can help a student to effectively present an idea or project through the use of software such as Microsoft PowerPoint. Students create slides that already have built-in capabilities such as “backgrounds, designs, text formatting, and drawing tools;” as well as the ability to add audio and video. This technology can be used both as a way for the students to communicate what they know, but also for the teacher to present students with new materials.
Clip-based communication tools consist of video and audio editing programs that offer continuous motion picture presentations. The process of developing a movie not only displays the student’s literacy on the subject, but also “their literacy with respect to using multimedia in developing their critical thinking and creative production capabilities.”
My question regarding this chapter is one similar to the previous questions I have posed: how important is it to incorporate technology, such as multimedia programs, into a classroom even if it takes away from the lesson, or drags a simple lesson out? I am still very unsure of when I need to use technology and when I can rely on pen, paper, and the student’s mind to effectively engage learning.
I truly enjoy the idea of multimedia presentations in the classroom. I’d like to be able to incorporate multimedia tools in my classroom as much as possible. I think a good opportunity to do so would be when discussing a longer text such as short stories, or novels. The students could use their critical analysis t recreate part of the text, but set in a more modern time or scenario more personal to their everyday lives. Once the project is completed it will be both enjoyable for the class to watch, but also an easy way to assess what the students have learned.
Chapter eight explores multiple tools that can aid students in communicating their ideas both academically and expressionatively. “In essence students have access to many different multimedia tools to think with, to create, and to communicate what they know and how they know it.” Concept maps, slide-based communication tools, and clip-based communication tools are discussed in this chapter as possible ways for students to learn and communicate within a multimedia environment. A concept map can help a student organize their thoughts and communicate exactly what they are thinking. Concept maps can also help in brainstorming and to show the parallels between multiple topics and ideas. It is also important to note that a concept map gives a visual display of the topic at hand.
Slide-based communication tools can help a student to effectively present an idea or project through the use of software such as Microsoft PowerPoint. Students create slides that already have built-in capabilities such as “backgrounds, designs, text formatting, and drawing tools;” as well as the ability to add audio and video. This technology can be used both as a way for the students to communicate what they know, but also for the teacher to present students with new materials.
Clip-based communication tools consist of video and audio editing programs that offer continuous motion picture presentations. The process of developing a movie not only displays the student’s literacy on the subject, but also “their literacy with respect to using multimedia in developing their critical thinking and creative production capabilities.”
My question regarding this chapter is one similar to the previous questions I have posed: how important is it to incorporate technology, such as multimedia programs, into a classroom even if it takes away from the lesson, or drags a simple lesson out? I am still very unsure of when I need to use technology and when I can rely on pen, paper, and the student’s mind to effectively engage learning.
I truly enjoy the idea of multimedia presentations in the classroom. I’d like to be able to incorporate multimedia tools in my classroom as much as possible. I think a good opportunity to do so would be when discussing a longer text such as short stories, or novels. The students could use their critical analysis t recreate part of the text, but set in a more modern time or scenario more personal to their everyday lives. Once the project is completed it will be both enjoyable for the class to watch, but also an easy way to assess what the students have learned.
Sunday, February 21, 2010
Chapter 12
Objective #5
Identify some ideas for guiding a teacher’s reflections on instructions with technology.
The key to this objective is that as a teacher you need to take time to reflect on the lesson you recently taught. After each lesson a teacher needs to review what happened during the lesson, identify both positive and negative aspects of the lesson, and assess if the lesson was successful in both engaging the students and achieving the goal of the lesson. The text pointed out that Mr. Wyngard (from the Snapshort section) reflected that his transition from a PowerPoint presentation to a spreadsheet allowed for the students to engage in off-task behavior because of the down time. This particular example is something that I often see during my own classes at a university level and furthers the needs that a teacher must reflect on the lesson after it is completed.
After reflecting on the reading from this chapter there is one question that keeps reoccurring in my thoughts: How will I know how to form my lesson plans? Specifically, will my school give me guidelines or perhaps a format to follow? Thus far in my education I have had multiple people throw different lesson plan formats at me to use for class assignments, but all of them appear to be designed to specifically include only what the instructor wants for the specific class. I feel like I am getting better at writing lesson plans for assignments, but I can’t see actually using the lesson plan in my future classroom. Overall, there is a definite area of disconnect for me in the lessons I am developing now and what I will use in the future. Basically, is there a general outline for lesson plan writing, or will I have to change my format each time I change schools?
In regards to my own future teaching I believe that reflection will not only aid my students, but better me as a teacher from year one to year two. At this point in my education I am still completely unsure of what to expect when I am in my own classroom, but remembering to always assess myself as well as the students will aid me in getting through my own uncertainty. I like the idea of making small, immediate reflections while I am conducting the lesson by using marks on my own notes or some sort of sticker or sticky note/tab to mark positive and negative areas. Teachers are often extremely busy throughout the day and it may be hours or even days before there is an adequate amount of reflection time available. By making small notes throughout the lesson or by having a system that can be used during class or subject change to quickly mark areas that need further reflecting could aid in the process. I think that if I can make notes throughout the lesson of areas that need improvement I could also compare that area to how my students perform on that area of their assessment. If I note that I may not have been clear enough on a certain section and then the majority of my students perform poorly in that section I will be able to connect my teaching to their understanding and make adjustments.
Identify some ideas for guiding a teacher’s reflections on instructions with technology.
The key to this objective is that as a teacher you need to take time to reflect on the lesson you recently taught. After each lesson a teacher needs to review what happened during the lesson, identify both positive and negative aspects of the lesson, and assess if the lesson was successful in both engaging the students and achieving the goal of the lesson. The text pointed out that Mr. Wyngard (from the Snapshort section) reflected that his transition from a PowerPoint presentation to a spreadsheet allowed for the students to engage in off-task behavior because of the down time. This particular example is something that I often see during my own classes at a university level and furthers the needs that a teacher must reflect on the lesson after it is completed.
After reflecting on the reading from this chapter there is one question that keeps reoccurring in my thoughts: How will I know how to form my lesson plans? Specifically, will my school give me guidelines or perhaps a format to follow? Thus far in my education I have had multiple people throw different lesson plan formats at me to use for class assignments, but all of them appear to be designed to specifically include only what the instructor wants for the specific class. I feel like I am getting better at writing lesson plans for assignments, but I can’t see actually using the lesson plan in my future classroom. Overall, there is a definite area of disconnect for me in the lessons I am developing now and what I will use in the future. Basically, is there a general outline for lesson plan writing, or will I have to change my format each time I change schools?
In regards to my own future teaching I believe that reflection will not only aid my students, but better me as a teacher from year one to year two. At this point in my education I am still completely unsure of what to expect when I am in my own classroom, but remembering to always assess myself as well as the students will aid me in getting through my own uncertainty. I like the idea of making small, immediate reflections while I am conducting the lesson by using marks on my own notes or some sort of sticker or sticky note/tab to mark positive and negative areas. Teachers are often extremely busy throughout the day and it may be hours or even days before there is an adequate amount of reflection time available. By making small notes throughout the lesson or by having a system that can be used during class or subject change to quickly mark areas that need further reflecting could aid in the process. I think that if I can make notes throughout the lesson of areas that need improvement I could also compare that area to how my students perform on that area of their assessment. If I note that I may not have been clear enough on a certain section and then the majority of my students perform poorly in that section I will be able to connect my teaching to their understanding and make adjustments.
Sunday, February 14, 2010
Chapter 13
The chapter learning objective I choose was number 2:
Clarify the purposes for different types of assessments and how those assessments support learning in technology-rich environments
To begin, the book states that assessment is the process of monitoring students’ progresses toward important learning goals and objectives. Assessment needs to be interwoven before, during, and after each lesson or unit. In the past, standardized tests or the like have been the preferred mode of assessment, but cultural and societal changes have forced educators to not only alter, but very their modes of assessment. Students are now being confronted by the demands of living in the twenty-first century and studies show these students can best show what they have learned and how they have learned it through different types of assessment.
Preassessments aid teachers in making decisions about what content needs to be addressed during a unit, as well as what can be left out. Formative assessment is a type of assessing that is done throughout the instruction to the check the progress of each student. The feedback gained from this type of assessment can help both students and teachers know where they need to go from there. A summative assessment is given at the end of a lesson/unit and allows the teacher to gauge the overall comprehension of the student.
All of the above-mentioned types of assessment can help support learning in a technology-rich environment just as well as they can in classroom without technology. Using these types of assessment can help a teacher know when to use technology, or when they students may be struggling with the use of technology. I do believe that the more technology that is being used during a lesson/unit, more assessment will be needed to ensure that students are not being hindered by the use of the technology.
After four blog posts it may appear that I am more hesitant to incorporate technology into my classroom than I am excited about the possibilities. I have to reiterate that I am indeed excited about technology, but I question its effectiveness at certain times. My question after reading this chapter is how will technological assessment hinder then less tech-savvy student? If I assign an electronic portfolio to my students (assuming they are in the latter grades of school) will it be easier for those students who are most familiar with technology to complete the tasks than those who have less access to and less experience with certain technologies? Even if both students are able to show that they are equally knowledgeable of the topic does the tech-savvy student earn a higher grade because s/he is able to incorporate more technological examples?
There are many great concepts/ideas regarding assessment in this chapter. It was especially useful since I am also currently taking an assessment class. In my future classroom I believe that I will be able to use multiple ways to assess my students. I am most fond of formative assessment. If my class is reading a novel or a section on poetry I think formative assessment will allow me to gauge how much my class is retaining and what areas still need work. I also like using portfolios as a type of assessment. I can imagine using this as a final project, but as something that is worked on throughout the year. It is a great way for students to showcase how much they have learned and where they have made improvements throughout the time period. Portfolios can take many forms and allows for the students to make choices based on how they can best show what they have learned.
Clarify the purposes for different types of assessments and how those assessments support learning in technology-rich environments
To begin, the book states that assessment is the process of monitoring students’ progresses toward important learning goals and objectives. Assessment needs to be interwoven before, during, and after each lesson or unit. In the past, standardized tests or the like have been the preferred mode of assessment, but cultural and societal changes have forced educators to not only alter, but very their modes of assessment. Students are now being confronted by the demands of living in the twenty-first century and studies show these students can best show what they have learned and how they have learned it through different types of assessment.
Preassessments aid teachers in making decisions about what content needs to be addressed during a unit, as well as what can be left out. Formative assessment is a type of assessing that is done throughout the instruction to the check the progress of each student. The feedback gained from this type of assessment can help both students and teachers know where they need to go from there. A summative assessment is given at the end of a lesson/unit and allows the teacher to gauge the overall comprehension of the student.
All of the above-mentioned types of assessment can help support learning in a technology-rich environment just as well as they can in classroom without technology. Using these types of assessment can help a teacher know when to use technology, or when they students may be struggling with the use of technology. I do believe that the more technology that is being used during a lesson/unit, more assessment will be needed to ensure that students are not being hindered by the use of the technology.
After four blog posts it may appear that I am more hesitant to incorporate technology into my classroom than I am excited about the possibilities. I have to reiterate that I am indeed excited about technology, but I question its effectiveness at certain times. My question after reading this chapter is how will technological assessment hinder then less tech-savvy student? If I assign an electronic portfolio to my students (assuming they are in the latter grades of school) will it be easier for those students who are most familiar with technology to complete the tasks than those who have less access to and less experience with certain technologies? Even if both students are able to show that they are equally knowledgeable of the topic does the tech-savvy student earn a higher grade because s/he is able to incorporate more technological examples?
There are many great concepts/ideas regarding assessment in this chapter. It was especially useful since I am also currently taking an assessment class. In my future classroom I believe that I will be able to use multiple ways to assess my students. I am most fond of formative assessment. If my class is reading a novel or a section on poetry I think formative assessment will allow me to gauge how much my class is retaining and what areas still need work. I also like using portfolios as a type of assessment. I can imagine using this as a final project, but as something that is worked on throughout the year. It is a great way for students to showcase how much they have learned and where they have made improvements throughout the time period. Portfolios can take many forms and allows for the students to make choices based on how they can best show what they have learned.
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