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!
Subscribe to:
Posts (Atom)
