Chapter 9: Visualizing with Technologies
This chapter focused on visualizing scientific and mathematical ideas using technology, digital cameras, video production and video modeling and feedback. The idea behind this chapter is that individuals have no means to visually represent their ideas for others to see and share. Technology provides a means to reason through and represent our ideas without requiring the same artistic skills required to produce illustrations by hand. I am a very non-artistic person; I cannot draw to save my life. Thus the idea of using technology as a means to visualize one’s idea appeals greatly to me. Generally when I think of visualizing something I think drawings and artists. However, after reading this chapter I feel I too am capable of visually sharing my ideas with others through the use of technology.
Visualizing Scientific Ideas with Computers
I think using the computer, as a resource for illustrating concepts is a great idea. Whenever I was in science classes and we had to draw our observations or draw what certain organisms or chemicals looked like I would freak out. My drawings ended up looking like scribbles on the paper. After I was done I would never be able to look back on a drawing and identify what it was supposed to be because I did not recognize it. My drawings held no meaning to me. However I think if I were able to use a computer program to help illustrate what I saw then I would be able to better understand my drawings later.
One thing I especially liked in this section was using Google Earth or other Global Positioning Software within the classroom. Many children today have no concept of where things are in relation to other things. Thus I would use this in my classroom to have students calculate the total number of miles or distance they travel on the way to school each day. I could also use this software in a lesson where students have to pick a city and then showcase important features of that city that one would visit while vacationing there. http://eduscapes.com/tap/topic78.htm This is another site that provides ideas for how to use handhelds in the classroom. One resource I especially liked on this site was the lesson plan of using GPS to map out students’ community.
Visualizing Mathematical Ideas with Technology
This section of the text was very familiar to me since I have been using graphing calculators since I was in middle school. I think the idea of using a calculator to illustrate abstract mathematical concepts is a great idea as it really helps students visualize what the equation means. One of my favorite aspects of using a graphing calculator is the different representations available for students to use to visualize the equation. The graphical representation helps students easily draw an accurate illustration of the graph. Then the numeric representation provides a table of all the points on the graph. One way I would use this in my classroom would be to help students find multiple intersection points two lines make. Students would input the equations into the calculator and then have the calculator graph the results. Students would then be expected to explore the graph and find the points of intersection on their own. The one problem with graphically illustrating mathematical concepts is that it is often too complex for younger children to adequately understand.
I also think TinkerPlots would be a great resource to use in the elementary school classroom to help students visualize mathematical problems. Students could use this to separate their data points and to create bar graphs, leaf plots and picture graphs. http://www.keypress.com/x5715.xml provides TinkerPlots software for download and purchase.
http://nces.ed.gov/nceskids/graphing/Classic/ This site provides students with resources to make an area, bar, line graph or pie chart.
I also think using technology with geometry problems would be a great resource to help students visualize the normally abstract concept. Generally students find geometry to be a rather confusing subject to understand and visualize. Thus I think if there was a computer program that helped students visualize these concepts then students would be able to see the relationships among the lines much easier.
Visualizing with Digital Cameras and Mobile Phones
Using digital cameras and mobile phones as a means to visualizing concepts in the classroom was a little new to me. I use camera and phone applications to take pictures and videos but this is not something I would think to allow my students to do in completing an assignment. However, these technologies might be easier to use since they are more popular and are cheaper thus easier to find within the elementary school classroom.
http://school.discoveryeducation.com/schrockguide/gadgets.html This website offers links to ideas for how to incorporate digital cameras and camcorders into the curriculum.
Visualizing with Video
This section goes along with the last section as a means for students to create videos to illustrate and visualize their ideas. I like this idea a lot. I think getting children to use a camcorder to take video of things and then editing them together into a cohesive movie would be very beneficial. Children would learn a lot and would be actively engaged in the project. Camcorders can also be used in having children create a videocast about a certain topic of interest.
In my schooling experiences I used camcorders to convey my ideas quite frequently. I was in two different TV production classes where I learned how to visualize my ideas on camera to share with others. One of the most valuable things about visualizing ideas with video is having students edit their video after initial filming. Editing requires students to analyze their video and to make judgment calls about what exactly they want to portray in the video. One thing about using video in the classroom as a means to visualize one’s ideas is that it takes a significant amount of time to create and edit a movie, especially if students are just learning how to use the technology. In my classes we would spend multiple class periods working on the same video. Thus, if teachers were to use this in the classroom they would have to allot time to teach children how to use the technology and then adequate amounts of time for students to use the technology in creating a visual.
Video Modeling and Feedback
Video modeling is one way teachers can demonstrate how students are to complete a task. Modeling with video could also be a good way to maintain student interest in instructions and the assignment. The text suggests providing video models and then videotaping children’s performances so they can be used during the feedback portion of the activity. I think this is a great idea. I especially like the idea of providing feedback to students on their assignments. I feel feedback is an extremely important step in promoting learning. Students should not only receive feedback from teachers but also they should be given the opportunity to review and critique themselves. In my TV production classes while critiquing our videos we often learned the most.
After reading this chapter I feel more comfortable about using technology in my classroom as a resource for students to visualize their thinking and ideas. Although I had already had some experience using most of the technologies presented in this chapter I never thought to use them in elementary school. However, now I feel like I have some creative ideas for how to use technology in the classroom as a way to visualize student ideas. I think using technology, as a visual tool, will be easier and less stressful for students as they will not have to be artistic to be able to visually share their ideas with others.
Saturday, October 24, 2009
Sunday, October 18, 2009
Chapter 8 Reading Response
Chapter 8: Designing with Technologies
Chapter 8 focused on four contexts where traditional subject area learning is enhanced using design activities with technologies. When I think of designing the first thing that comes to mind is drawing and sketching. However, transferring these processes to the virtual world as students complete these tasks on a computer seems to be a much harder, more complex concept. Designing with technologies requires students to contextualize and explore how to illustrate the big ideas of a subject area. Yet, it could and ultimately should be used in the classroom to enhance student learning.
The first context described in the text is drawing design ideas with computer aided design software. This software helps children visualize their ideas in a 3D representation on the screen before it is made for real. The main idea here was that students learn what the thing will look like before they actually make it to reduce the potential failures experienced in making the thing in real life. Students can learn from what works and does not work on the computer to improve and better their actual product. SketchUp was one resource the book talked about in this section. I liked the idea that children can really get an idea for what they would be creating as children can walk through their design as if they were in it themselves. I think children would really enjoy using this application as students get the feeling that what they are designing is real.
· http://sketchup.google.com/#utm_campaign=en&utm_source=en-ha-na-us-sk&utm_medium=ha&utm_term=software%20interior%20design This could be used for all children as it seeks to have individuals create, modify, and share 3-D models with others.
· http://www.prodesktop.net/ This is another example of computer software that helps children design their own models. This site is a good resource in that it allows teachers and students to discuss and chat with other individuals using the software.
· http://www.topshareware.com/Kidscape-download-11426.htm This software allows students to create 3D landscapes.
The next section focused on using simulation software to design and build models. Simulations are designed to act as intermediate causal models that link the real world with abstract theories and laws. Thus, through simulations students can learn about what happens given certain characteristics or data. Using simulations also helps students learn what works and what does not work in certain circumstances.
* http://www.aspexsoftware.com/spexworlds/kids_educational_software.htm This site is one of my favorite design software sites available as it gives students the opportunity to create and design their own town, classroom, school, game, playground and numerous other things. The site also offers the ability to create simulations of what would happen given certain characteristics.
Designing in the media arts was another section of the chapter. Designing in the media arts uses Logo programming language. Logo programming language gives students control over what occurs in the system. The major program described in this section was Scratch. Scratch helps children learn basic computer literacy skills while designing games, animations, graphics, and music.
I would use Scratch in my classroom for students to design a visual representation of one of their writing samples. Students can write a short story and then using Scratch can act out this story on the computer. http://scratch.mit.edu/ The Scratch website would also be used as a resource for students to explore and learn from others creations. Then once students are done with their own Scratch project they can share it on the web for others to use, comment on, and learn from.
One of the most interesting sections of this chapter was the section on designing music with composition software. I think the idea of having children use Musical Sketch Pad is great to reinforce musical concepts. Especially in classrooms today where music instruction is being cut due to budgets shortages, using Musical Sketch Pad would be a great resource to introduce children to musical notes and instruments. I would use this technology to allow children to experiment with different instruments and the sounds they make to create a song to accompany lyrics they write about a specific concept. For example, when learning about the different types of habitats around the world children could write lyrics and then compose music on Musical Sketch Pad to create a song. I found this idea to be fun and a great interactive resource to use in my classroom.
* http://www.creatingmusic.com/mmm/mmm.html This site offers Musical Sketch Pad for both teachers and students to use in the classroom.
* http://www.sibelius.com/home/index_flash.html This software could be used in music classes to supplement instruction since students can use a variety of notation styles. Teachers and students can interact and exchange notes and ideas via sticky notes on compositions also. Using this software in the classroom allows teachers the opportunity to send mass notes, instructions and worksheets to every student at once. I would use this in my class to have students create a musical composition to convey what they are learning. Using musical composition software teachers can integrate music into cross-curricular areas of study.
When I first looked at this chapter I thought the material was entirely too confusing and complex for use in elementary school classrooms. The only interaction I had with designing was with using Legos and K’NEX when I was little. Prior to this semester I did not even consider using designing software in the classroom. However, now after practicing with Scratch and reading more in depth about the various resources available for use in the classroom I feel like children would really enjoy designing things with technologies.
The important thing about using technology in the classroom as a tool to assist children in designing models is for the program to provide students with immediate feedback on what children have done. Students should be able to learn what is and is not possible from the program before they try to create the design in real life. Designing with technology helps students develop an understanding of concepts and skills that can then be transferred to other areas of study. Designing also helps students enjoy learning as they see learning can be fun and interactive.
How would you use designing software in your classroom? Is there any grade you would not use some type of design software to supplement the curriculum or would you use it across all subject areas and grades?
Chapter 8 focused on four contexts where traditional subject area learning is enhanced using design activities with technologies. When I think of designing the first thing that comes to mind is drawing and sketching. However, transferring these processes to the virtual world as students complete these tasks on a computer seems to be a much harder, more complex concept. Designing with technologies requires students to contextualize and explore how to illustrate the big ideas of a subject area. Yet, it could and ultimately should be used in the classroom to enhance student learning.
The first context described in the text is drawing design ideas with computer aided design software. This software helps children visualize their ideas in a 3D representation on the screen before it is made for real. The main idea here was that students learn what the thing will look like before they actually make it to reduce the potential failures experienced in making the thing in real life. Students can learn from what works and does not work on the computer to improve and better their actual product. SketchUp was one resource the book talked about in this section. I liked the idea that children can really get an idea for what they would be creating as children can walk through their design as if they were in it themselves. I think children would really enjoy using this application as students get the feeling that what they are designing is real.
· http://sketchup.google.com/#utm_campaign=en&utm_source=en-ha-na-us-sk&utm_medium=ha&utm_term=software%20interior%20design This could be used for all children as it seeks to have individuals create, modify, and share 3-D models with others.
· http://www.prodesktop.net/ This is another example of computer software that helps children design their own models. This site is a good resource in that it allows teachers and students to discuss and chat with other individuals using the software.
· http://www.topshareware.com/Kidscape-download-11426.htm This software allows students to create 3D landscapes.
The next section focused on using simulation software to design and build models. Simulations are designed to act as intermediate causal models that link the real world with abstract theories and laws. Thus, through simulations students can learn about what happens given certain characteristics or data. Using simulations also helps students learn what works and what does not work in certain circumstances.
* http://www.aspexsoftware.com/spexworlds/kids_educational_software.htm This site is one of my favorite design software sites available as it gives students the opportunity to create and design their own town, classroom, school, game, playground and numerous other things. The site also offers the ability to create simulations of what would happen given certain characteristics.
Designing in the media arts was another section of the chapter. Designing in the media arts uses Logo programming language. Logo programming language gives students control over what occurs in the system. The major program described in this section was Scratch. Scratch helps children learn basic computer literacy skills while designing games, animations, graphics, and music.
I would use Scratch in my classroom for students to design a visual representation of one of their writing samples. Students can write a short story and then using Scratch can act out this story on the computer. http://scratch.mit.edu/ The Scratch website would also be used as a resource for students to explore and learn from others creations. Then once students are done with their own Scratch project they can share it on the web for others to use, comment on, and learn from.
One of the most interesting sections of this chapter was the section on designing music with composition software. I think the idea of having children use Musical Sketch Pad is great to reinforce musical concepts. Especially in classrooms today where music instruction is being cut due to budgets shortages, using Musical Sketch Pad would be a great resource to introduce children to musical notes and instruments. I would use this technology to allow children to experiment with different instruments and the sounds they make to create a song to accompany lyrics they write about a specific concept. For example, when learning about the different types of habitats around the world children could write lyrics and then compose music on Musical Sketch Pad to create a song. I found this idea to be fun and a great interactive resource to use in my classroom.
* http://www.creatingmusic.com/mmm/mmm.html This site offers Musical Sketch Pad for both teachers and students to use in the classroom.
* http://www.sibelius.com/home/index_flash.html This software could be used in music classes to supplement instruction since students can use a variety of notation styles. Teachers and students can interact and exchange notes and ideas via sticky notes on compositions also. Using this software in the classroom allows teachers the opportunity to send mass notes, instructions and worksheets to every student at once. I would use this in my class to have students create a musical composition to convey what they are learning. Using musical composition software teachers can integrate music into cross-curricular areas of study.
When I first looked at this chapter I thought the material was entirely too confusing and complex for use in elementary school classrooms. The only interaction I had with designing was with using Legos and K’NEX when I was little. Prior to this semester I did not even consider using designing software in the classroom. However, now after practicing with Scratch and reading more in depth about the various resources available for use in the classroom I feel like children would really enjoy designing things with technologies.
The important thing about using technology in the classroom as a tool to assist children in designing models is for the program to provide students with immediate feedback on what children have done. Students should be able to learn what is and is not possible from the program before they try to create the design in real life. Designing with technology helps students develop an understanding of concepts and skills that can then be transferred to other areas of study. Designing also helps students enjoy learning as they see learning can be fun and interactive.
How would you use designing software in your classroom? Is there any grade you would not use some type of design software to supplement the curriculum or would you use it across all subject areas and grades?
Sunday, October 11, 2009
Chapter 7 Reading Response
Chapter 7: Communicating with Technologies
Chapter 7 focused on asynchronous and synchronous communication. Asynchronous communication is communication that is not in real time, i.e. discussion board posts. Computer conferencing is one example of asynchronous communication as messages are stored in a computer and viewed over time. Computer conferencing promotes long distance collaboration among learners, as learners do not have to be in the same place or time to talk about ideas. Another advantage asynchronous communication, such as computer conferencing, has is the ability for students to reflect on their ideas or responses before making them. The chapter also mentions the idea that asynchronous communication allows students an outlet to continue their conversations outside the classroom to ultimately enrich their overall learning. I think the idea of allowing students to post their reactions and follow up questions on a discussion board after class is a good way to gain an understanding of what exactly students understand or are having difficulty with. I also like the idea of continuing conversations outside the classroom as a way to promote the idea that learning can occur anywhere and does not necessarily need to occur inside the 50 minute class time.
Some examples of discussion boards teachers can use in their classroom include:
http://www.kidscom.com/chat/chat.html provides children the opportunity to chat and make friends with other kids.
epals.com
http://community.scholastic.com/scholastic?category.id=kidBoards This site offers children the opportunity to chat about a cause, message about books, authors, and general topics of interest.
http://www.alfy.com/messageboard/ offers children the ability to interact with others about life, American idol, and other entertainment news and events.
I think using messages boards to further classroom discussion is a great resource to use in the classroom. I did not use this feature until I was in college. However, I think this can be used in the elementary school grades by providing general student guidance while introducing the boards and then allowing students to explore the boards on their own. Teacher support at the beginning of the year introducing children to boards is helpful so children get comfortable using the boards. Yet, at some point teachers need to step back and let children discuss the issues at hand. Students often learn more when they have the opportunity to explore on their own and evaluate others ideas, creating a new collaborative understanding of a topic or concept.
The next section of the chapter focused on exchanging ideas synchronously with interactive chats and messaging. This section incorporates real time, instant communication among individuals. Synchronous communication includes Internet relay chat, chat rooms and instant messaging. Other than Skype, AOL, Yahoo! Messenger and MSN Messenger some more synchronous chat forums include:
http://www.kidzworld.com/chat provides children the opportunity to chat with other children in a safe kids chat room.
http://www.kidchatters.com/ offers children the opportunity to interact with other children in a safe kid website.
http://www.kidscom.com/ offers children the ability to play games, chat, make friends, create things and shop.
Making connections through videoconferencing was another major section of the chapter. Videoconferencing allows two or more locations to interact simultaneously by two-way video and audio transmissions. Videoconferencing allows children to experience things that would otherwise be impossible. If videoconferencing were to be implemented into the daily curriculum teachers would have to consider the cost of implementation, required training, and time differences among areas around the world participating in conference before reasoning if it is worth the cost. Although technology is expensive the benefits of using it are worth the price since children’s education is greatly enhanced. The most important thing to remember when installing any technology into the classroom is for the technology to be utilized in a supporting manner. Technology is to help students learn, not confuse students in technology. Technology should not be the focus of the students, rather the intended learning outcomes for your students should be the focus. Students should learn with technology not from technology.
Broadcasting with podcasts and Internet radio was another section of the chapter. Prior to reading this chapter I did not really know what a podcast was. Now I understand that a podcast is much like a radio show, broadcasted online for anytime viewing. Podcasts are useful in the classroom as students have the ability to listen to others’ ideas and talk through their own ideas forming a better understanding of the information or concepts. The idea of using a podcast in the classroom is perfect. Podcasts allow students to collaborate, make decisions and determine the purpose and content for what they want to broadcast. I also like the idea of having students listen to other schools’ podcasts, as they will learn about different topics of importance. Quickcasts and vodcasts are variations of podcasts that teachers can use in the classroom to enhance instruction.
Videoconferencing and podcasting were fairly new concepts to me. Although I had heard of them before I would never have thought to use them in elementary grade classrooms. However after reading this chapter I realized using these in my future classroom would greatly enhance my teaching, as children would be able to communicate and interact with experts, people they would normally have no interaction with. I think allowing children to connect with individuals they normally would not be able to greatly increases the number of possibilities within the classroom.
Some podcasting sites available for use in the classroom include:
http://www.kid-cast.com/ is a website for kids to publish their own Podcasts so that other kids can listen.
http://www2.scholastic.com/browse/article.jsp?id=11531 This link includes a list of 10 podcasts for teachers and kids that can be used to enhance the curriculum. This will be a great resource to use in the classroom as it provides a variety of different types of podcasts teachers and students can use to supplement the curriculum.
http://kids.podcast.com/ offers stories and entertainment for families along with parenting advice.
http://millard.esu3.org/willow/radio/podcasts.html offers podcasts for kids by kids organized by grade level.
http://www.npr.org/rss/podcast/podcast_detail.php?siteId=14946301 provides a directory of podcasts organized by topic, title, and provider.
Chapter 7 focused on asynchronous and synchronous communication. Asynchronous communication is communication that is not in real time, i.e. discussion board posts. Computer conferencing is one example of asynchronous communication as messages are stored in a computer and viewed over time. Computer conferencing promotes long distance collaboration among learners, as learners do not have to be in the same place or time to talk about ideas. Another advantage asynchronous communication, such as computer conferencing, has is the ability for students to reflect on their ideas or responses before making them. The chapter also mentions the idea that asynchronous communication allows students an outlet to continue their conversations outside the classroom to ultimately enrich their overall learning. I think the idea of allowing students to post their reactions and follow up questions on a discussion board after class is a good way to gain an understanding of what exactly students understand or are having difficulty with. I also like the idea of continuing conversations outside the classroom as a way to promote the idea that learning can occur anywhere and does not necessarily need to occur inside the 50 minute class time.
Some examples of discussion boards teachers can use in their classroom include:
http://www.kidscom.com/chat/chat.html provides children the opportunity to chat and make friends with other kids.
epals.com
http://community.scholastic.com/scholastic?category.id=kidBoards This site offers children the opportunity to chat about a cause, message about books, authors, and general topics of interest.
http://www.alfy.com/messageboard/ offers children the ability to interact with others about life, American idol, and other entertainment news and events.
I think using messages boards to further classroom discussion is a great resource to use in the classroom. I did not use this feature until I was in college. However, I think this can be used in the elementary school grades by providing general student guidance while introducing the boards and then allowing students to explore the boards on their own. Teacher support at the beginning of the year introducing children to boards is helpful so children get comfortable using the boards. Yet, at some point teachers need to step back and let children discuss the issues at hand. Students often learn more when they have the opportunity to explore on their own and evaluate others ideas, creating a new collaborative understanding of a topic or concept.
The next section of the chapter focused on exchanging ideas synchronously with interactive chats and messaging. This section incorporates real time, instant communication among individuals. Synchronous communication includes Internet relay chat, chat rooms and instant messaging. Other than Skype, AOL, Yahoo! Messenger and MSN Messenger some more synchronous chat forums include:
http://www.kidzworld.com/chat provides children the opportunity to chat with other children in a safe kids chat room.
http://www.kidchatters.com/ offers children the opportunity to interact with other children in a safe kid website.
http://www.kidscom.com/ offers children the ability to play games, chat, make friends, create things and shop.
Making connections through videoconferencing was another major section of the chapter. Videoconferencing allows two or more locations to interact simultaneously by two-way video and audio transmissions. Videoconferencing allows children to experience things that would otherwise be impossible. If videoconferencing were to be implemented into the daily curriculum teachers would have to consider the cost of implementation, required training, and time differences among areas around the world participating in conference before reasoning if it is worth the cost. Although technology is expensive the benefits of using it are worth the price since children’s education is greatly enhanced. The most important thing to remember when installing any technology into the classroom is for the technology to be utilized in a supporting manner. Technology is to help students learn, not confuse students in technology. Technology should not be the focus of the students, rather the intended learning outcomes for your students should be the focus. Students should learn with technology not from technology.
Broadcasting with podcasts and Internet radio was another section of the chapter. Prior to reading this chapter I did not really know what a podcast was. Now I understand that a podcast is much like a radio show, broadcasted online for anytime viewing. Podcasts are useful in the classroom as students have the ability to listen to others’ ideas and talk through their own ideas forming a better understanding of the information or concepts. The idea of using a podcast in the classroom is perfect. Podcasts allow students to collaborate, make decisions and determine the purpose and content for what they want to broadcast. I also like the idea of having students listen to other schools’ podcasts, as they will learn about different topics of importance. Quickcasts and vodcasts are variations of podcasts that teachers can use in the classroom to enhance instruction.
Videoconferencing and podcasting were fairly new concepts to me. Although I had heard of them before I would never have thought to use them in elementary grade classrooms. However after reading this chapter I realized using these in my future classroom would greatly enhance my teaching, as children would be able to communicate and interact with experts, people they would normally have no interaction with. I think allowing children to connect with individuals they normally would not be able to greatly increases the number of possibilities within the classroom.
Some podcasting sites available for use in the classroom include:
http://www.kid-cast.com/ is a website for kids to publish their own Podcasts so that other kids can listen.
http://www2.scholastic.com/browse/article.jsp?id=11531 This link includes a list of 10 podcasts for teachers and kids that can be used to enhance the curriculum. This will be a great resource to use in the classroom as it provides a variety of different types of podcasts teachers and students can use to supplement the curriculum.
http://kids.podcast.com/ offers stories and entertainment for families along with parenting advice.
http://millard.esu3.org/willow/radio/podcasts.html offers podcasts for kids by kids organized by grade level.
http://www.npr.org/rss/podcast/podcast_detail.php?siteId=14946301 provides a directory of podcasts organized by topic, title, and provider.
Monday, October 5, 2009
Chapter 6 Reading Response
Chapter 6: Community Building with Technology
Chapter 6 discusses how today’s technologies have drastically transformed our society, giving individuals increased opportunities to connect with one another. Students today are expected to participate in knowledge construction. Thus, by using technologies such as social networks and knowledge webs, students’ creation of knowledge occurs through collaboration and teamwork.
This chapter focuses on Knowledge Forums being one way technology can help students build a community from which they learn. The idea behind knowledge forums is that students share knowledge to develop deeper levels of understanding. Students create knowledge by defining problems, hypothesizing, researching, collecting information, collaborating, and analyzing the information online. Central to the idea of students learning from Knowledge Forums is the idea that students will create new ideas that ‘rise above’ the inaccuracies of other ideas. Knowledge forums help communities create databases where notes are stored, ideas are connected and ultimately knowledge is produced. The key idea of Knowledge forums is that students are contributors; they actively participate in learning.
The next section of the textbook talked about constructing knowledge with Wikis. Wikis allow students to add, remove, edit or change the available content. Throughout my schooling experience I was always told not to use Wikipedia and other wiki sites as reliable sources of information because anyone can edit and change them. However, this book discusses how because anyone can change wikis they are good sources to use for information because they are constantly being peer reviewed. This section changed my thinking about the use of wikis in the classroom. Depending on what type of wiki one uses it can be a great resource for information. The important thing to remember when using wikis is for students to examine the documentation of changes and the associated discussion pages. Wikis are great to use in the classroom because students can collaborate with others in an open forum to get a better understanding of a topic. Students also have the opportunity to contribute to wiki pages, which helps them feel like they know what they are talking about and ultimately helps them create a deeper understanding of a subject area. Wikis are also great resources to use to completing class projects.
Although wikis are good in that they allow students plenty of freedom in creativity, it is also necessary for teachers to provide students a general framework for their work so they remain focused on their knowledge.
Some examples of other wikis I found to use in the classroom include:
http://www.wikispaces.com/; http://www.wikiquote.org/; http://wikisource.org/wiki/Main_Page
http://en.wikiversity.org/wiki/Wikiversity:Main_Page; http://www.wikibooks.org/; and
http://wikitravel.org/en/Main_Page
http://www.amillionpenguins.com/wiki/index.php/Main_Page is one example of how the community atmosphere of wikis allows individuals the opportunity to create a book.
The chapter also discusses the use of interactive blogs in the classroom. Blogs have changed over time, from initially personal diaries to a more interactive atmosphere for people where they can comment and respond to others ideas. Blogs are a good resource to use in the classroom as students can create their own blogs, teachers can have class blogs, and students can use other blogs as resources for information. Some examples of blogs the text mentions and I found that can be used in the classroom include:
https://www.blogger.com/start; http://technorati.com/blogs/directory/; http://wordpress.com/; http://www.livejournal.com/; http://www.blogs.com/; http://www.21classes.com/shop/features
Before this year I had no experience with using blogs. However, now I have experience using wordpress and blogger. I think using blogs is an invaluable resource in the classroom. Blogs are self-explanatory and allow students the opportunity to express themselves in an open, non-judgmental atmosphere.
Another topic the chapter discusses is the use of building international learning communities. I like this idea a lot. When I was in elementary school I always wanted to have a pen pal. We did pen pals in another classroom in the same school. However, I think the idea of connecting and communicating with others from a completely different country or culture is extremely beneficial and educational. Communicating with another from a different culture helps broaden students’ ideas and experiences; students ultimately learn more from each other. Using technology helps this process along since students have the ability to communicate with another student from around the world multiple times within the same day.
Teacher communities such as Tapped In and TeacherTalk also promote teacher professional development. Many times teachers do not have time to have in-depth conversations or collaborations during the school day. However, using technology teachers can share stories and ideas about their experiences online in an environment where multiple teachers can learn from one other. Communicating in online communities with other teachers allows teachers the opportunity to learn from and collaborate with people outside their normal area of interaction. Professional teacher communities also provide teachers with the opportunity to contribute their own ideas to forums. Many communities provide examples of lesson plans teachers can use that have been effective in addressing certain standards.
The Internet also offers forums to discuss common interests with others. These forums or discourse communities are a great way for students to talk about and share common ideals and hobbies. Students also get to know people who are like them from around the world.
Overall, I enjoyed this chapter and see myself implementing many of these resources in my classroom. I think both wikis and blogs are self explanatory and easy for children to use to communicate their own ideas and to communicate with others. I also like the idea of connecting with others outside the classroom or school via online communities. The Internet has created endless opportunities for students and teachers alike to communicate with others, thus as teachers it is our job to provide students the opportunities to expand their frame of reference and connect with people outside their comfort zone. The Internet is our playground that students should explore and ultimately further their knowledge.
Chapter 6 discusses how today’s technologies have drastically transformed our society, giving individuals increased opportunities to connect with one another. Students today are expected to participate in knowledge construction. Thus, by using technologies such as social networks and knowledge webs, students’ creation of knowledge occurs through collaboration and teamwork.
This chapter focuses on Knowledge Forums being one way technology can help students build a community from which they learn. The idea behind knowledge forums is that students share knowledge to develop deeper levels of understanding. Students create knowledge by defining problems, hypothesizing, researching, collecting information, collaborating, and analyzing the information online. Central to the idea of students learning from Knowledge Forums is the idea that students will create new ideas that ‘rise above’ the inaccuracies of other ideas. Knowledge forums help communities create databases where notes are stored, ideas are connected and ultimately knowledge is produced. The key idea of Knowledge forums is that students are contributors; they actively participate in learning.
The next section of the textbook talked about constructing knowledge with Wikis. Wikis allow students to add, remove, edit or change the available content. Throughout my schooling experience I was always told not to use Wikipedia and other wiki sites as reliable sources of information because anyone can edit and change them. However, this book discusses how because anyone can change wikis they are good sources to use for information because they are constantly being peer reviewed. This section changed my thinking about the use of wikis in the classroom. Depending on what type of wiki one uses it can be a great resource for information. The important thing to remember when using wikis is for students to examine the documentation of changes and the associated discussion pages. Wikis are great to use in the classroom because students can collaborate with others in an open forum to get a better understanding of a topic. Students also have the opportunity to contribute to wiki pages, which helps them feel like they know what they are talking about and ultimately helps them create a deeper understanding of a subject area. Wikis are also great resources to use to completing class projects.
Although wikis are good in that they allow students plenty of freedom in creativity, it is also necessary for teachers to provide students a general framework for their work so they remain focused on their knowledge.
Some examples of other wikis I found to use in the classroom include:
http://www.wikispaces.com/; http://www.wikiquote.org/; http://wikisource.org/wiki/Main_Page
http://en.wikiversity.org/wiki/Wikiversity:Main_Page; http://www.wikibooks.org/; and
http://wikitravel.org/en/Main_Page
http://www.amillionpenguins.com/wiki/index.php/Main_Page is one example of how the community atmosphere of wikis allows individuals the opportunity to create a book.
The chapter also discusses the use of interactive blogs in the classroom. Blogs have changed over time, from initially personal diaries to a more interactive atmosphere for people where they can comment and respond to others ideas. Blogs are a good resource to use in the classroom as students can create their own blogs, teachers can have class blogs, and students can use other blogs as resources for information. Some examples of blogs the text mentions and I found that can be used in the classroom include:
https://www.blogger.com/start; http://technorati.com/blogs/directory/; http://wordpress.com/; http://www.livejournal.com/; http://www.blogs.com/; http://www.21classes.com/shop/features
Before this year I had no experience with using blogs. However, now I have experience using wordpress and blogger. I think using blogs is an invaluable resource in the classroom. Blogs are self-explanatory and allow students the opportunity to express themselves in an open, non-judgmental atmosphere.
Another topic the chapter discusses is the use of building international learning communities. I like this idea a lot. When I was in elementary school I always wanted to have a pen pal. We did pen pals in another classroom in the same school. However, I think the idea of connecting and communicating with others from a completely different country or culture is extremely beneficial and educational. Communicating with another from a different culture helps broaden students’ ideas and experiences; students ultimately learn more from each other. Using technology helps this process along since students have the ability to communicate with another student from around the world multiple times within the same day.
Teacher communities such as Tapped In and TeacherTalk also promote teacher professional development. Many times teachers do not have time to have in-depth conversations or collaborations during the school day. However, using technology teachers can share stories and ideas about their experiences online in an environment where multiple teachers can learn from one other. Communicating in online communities with other teachers allows teachers the opportunity to learn from and collaborate with people outside their normal area of interaction. Professional teacher communities also provide teachers with the opportunity to contribute their own ideas to forums. Many communities provide examples of lesson plans teachers can use that have been effective in addressing certain standards.
The Internet also offers forums to discuss common interests with others. These forums or discourse communities are a great way for students to talk about and share common ideals and hobbies. Students also get to know people who are like them from around the world.
Overall, I enjoyed this chapter and see myself implementing many of these resources in my classroom. I think both wikis and blogs are self explanatory and easy for children to use to communicate their own ideas and to communicate with others. I also like the idea of connecting with others outside the classroom or school via online communities. The Internet has created endless opportunities for students and teachers alike to communicate with others, thus as teachers it is our job to provide students the opportunities to expand their frame of reference and connect with people outside their comfort zone. The Internet is our playground that students should explore and ultimately further their knowledge.
Sunday, September 27, 2009
Chapter 5 Reading Response
Chapter five focuses on modeling with technologies using concept maps, system dynamics tools, spreadsheets, expert systems, databases, and general models. Before I read the chapter and was just browsing over the pages I found this chapter to be highly confusing. Many of the topics addressed here I thought were too advanced for elementary school classroom implementation.
The chapter opens with discussing learning by making models. Generally I believe models to be 3-D representations of the concept. However, modeling with technology is a completely new concept. Yet, after reading this chapter I now realize modeling can occur in many different forms not only in 3-D representations.
The textbook also has a discussion about modeling knowledge using concept maps. The use of concept maps to display student understanding began in chapter four. Here the textbook expands upon the idea that students need to create the maps themselves and form their own understanding of concepts. The software teachers use also needs to provide the opportunity for students to enter linking words between concepts to visually illustrate how they are related. One idea the book describes is for students to spend a whole year creating one concept map. I like this idea since students will be able to reevaluate their knowledge after each new unit it taught. Comparing student concept maps at the beginning of the year with those that are created at the end of the year is extremely valuable, since it gets students to evaluate their learning and create new connections among ideas.
Modeling with databases is also discussed in this chapter. Database modeling is illustrated through the use of any library catalog. When explaining how students model with databases the textbook explains matrices. Matrices are tools that help students compare and contrast information. The goal of modeling through the use of databases is for students to collect, compare, and contrast information and experiences and gather them in a unified collection that can then be searched among for different purposes. In this chapter databases are expanded to include people’s experiences.
Another main topic discussed in this chapter was modeling using system dynamics tools. This means modeling concepts and understanding how their components are related to a larger system. Thus diagrams created using system dynamics tools focus on the relationships of how one thing affects another; everything is interconnected in the diagrams and relies one another. After reading this section of the book I was very confused. I decided to further examine this topic by investigating other system dynamics sites.
http://www.powersim.no/ is a website to assist students with modeling with system dynamics tools. This site provides software for simulation tools that can be downloaded. I think this site could be used for high school, college level students and real life career people. This site is too advanced and confusing to be used within the elementary school classroom.
Another good site to use for upper high school, college, or professional life the book mentions is Stella. http://www.iseesystems.com/softwares/Education/StellaSoftware.aspx This site is designed to help students visualize and communicate their understanding of how ideas connect and how complex ideas are related. Stella is designed so students can model their understanding of concepts by translating them into new creative models. Although this site looks too confusing and challenging for younger children, upon further examination of the site I found that middle school students could use this site if guided appropriately. The pictures and figures in the book look way too confusing for elementary students to comprehend. However, on the actual site there are much simpler examples of what children can create.
The next section, modeling with spreadsheets, was also a very new concept for me. Although I have used Excel and spreadsheets before I never thought of using these as a method to teach modeling techniques. However, after finding some cool websites I found I really like this idea. In the future I hope I will have the capabilities to use this software in my classrooms to reinforce modeling.
One great website I found to use in the classroom to help students graphically model, using spreadsheets, simulations and design is aspexsoftware.com. http://www.aspexsoftware.com/spex_presentation.htm This is children’s educational software. I think this would be a great resource to use in the classroom to help students visualize the abstract concept of modeling with a spreadsheet. I absolutely love this website. The material presented here is designed for 5 to 14 year olds but I think it can also be used in introduction computer classes with people older than that. This site is also extremely easy to use and is very simple to understand. It provides students with the opportunity to design 3-D representations of things, learn about and practice graphical modeling, and practice using spreadsheet modeling. Displaying results on graphs is also a skill students gain practice with using this software. Another bonus to this site is that the software is free and can be downloaded to use on either a PC or a Mac. The one disadvantage I found of this site is that the budget applications are based on the Euro since the program is British. However, this could also be used as a math lesson since students have to convert their Euro budget to its equivalency in American dollars.
http://www.solver.com/ is another site that provides add-ons for Excel. Excel is a spreadsheet program, thus solver.com helps one model using spreadsheets. This site is helpful in that it explains how to create a worksheet using Microsoft Excel. Although the language on this site is often above that of elementary school children it does provide student help in that students can register their textbooks with the site and gain access to extra spreadsheet modeling resources.
One resource the book mentions to use in your classroom is http://www.mindtools.com/. This site offers multiple tools for students to use to organize their thoughts. One thing I like about this site is that the diagrams are organized based on categories. If students need examples for how to model their communication they can look under the communication skills tab. Likewise, there are diagrams and examples for how to map their problem solving, decision-making, time management, information skills and leadership skills.
Another site http://www.goknow.com/Products/ demonstrates how to use cell phones in classrooms. Suggestions for using handhelds in the classroom are also provided. This site also offers suggestions for how to get started with using technology in the classroom. I think this site will be used in my classroom by utilizing the grant writing templates to help raise funds to buy enough handhelds for my students.
Although at first glance this chapter was very confusing, upon further examination and investigation I found this chapter to be quite informative and helpful. This chapter helped me change my concept of what modeling is and how it should be represented. I also found some really useful sites to use in my future classroom to promote modeling with technology. However, I found many of the ideas discussed in this chapter to be too advanced for elementary school children. I think system dynamics tools would be more useful in high school since they require students to analyze complex interrelationships of concepts. Yet, I did find some great sites that I will definitely be using in my future classroom.
The chapter opens with discussing learning by making models. Generally I believe models to be 3-D representations of the concept. However, modeling with technology is a completely new concept. Yet, after reading this chapter I now realize modeling can occur in many different forms not only in 3-D representations.
The textbook also has a discussion about modeling knowledge using concept maps. The use of concept maps to display student understanding began in chapter four. Here the textbook expands upon the idea that students need to create the maps themselves and form their own understanding of concepts. The software teachers use also needs to provide the opportunity for students to enter linking words between concepts to visually illustrate how they are related. One idea the book describes is for students to spend a whole year creating one concept map. I like this idea since students will be able to reevaluate their knowledge after each new unit it taught. Comparing student concept maps at the beginning of the year with those that are created at the end of the year is extremely valuable, since it gets students to evaluate their learning and create new connections among ideas.
Modeling with databases is also discussed in this chapter. Database modeling is illustrated through the use of any library catalog. When explaining how students model with databases the textbook explains matrices. Matrices are tools that help students compare and contrast information. The goal of modeling through the use of databases is for students to collect, compare, and contrast information and experiences and gather them in a unified collection that can then be searched among for different purposes. In this chapter databases are expanded to include people’s experiences.
Another main topic discussed in this chapter was modeling using system dynamics tools. This means modeling concepts and understanding how their components are related to a larger system. Thus diagrams created using system dynamics tools focus on the relationships of how one thing affects another; everything is interconnected in the diagrams and relies one another. After reading this section of the book I was very confused. I decided to further examine this topic by investigating other system dynamics sites.
http://www.powersim.no/ is a website to assist students with modeling with system dynamics tools. This site provides software for simulation tools that can be downloaded. I think this site could be used for high school, college level students and real life career people. This site is too advanced and confusing to be used within the elementary school classroom.
Another good site to use for upper high school, college, or professional life the book mentions is Stella. http://www.iseesystems.com/softwares/Education/StellaSoftware.aspx This site is designed to help students visualize and communicate their understanding of how ideas connect and how complex ideas are related. Stella is designed so students can model their understanding of concepts by translating them into new creative models. Although this site looks too confusing and challenging for younger children, upon further examination of the site I found that middle school students could use this site if guided appropriately. The pictures and figures in the book look way too confusing for elementary students to comprehend. However, on the actual site there are much simpler examples of what children can create.
The next section, modeling with spreadsheets, was also a very new concept for me. Although I have used Excel and spreadsheets before I never thought of using these as a method to teach modeling techniques. However, after finding some cool websites I found I really like this idea. In the future I hope I will have the capabilities to use this software in my classrooms to reinforce modeling.
One great website I found to use in the classroom to help students graphically model, using spreadsheets, simulations and design is aspexsoftware.com. http://www.aspexsoftware.com/spex_presentation.htm This is children’s educational software. I think this would be a great resource to use in the classroom to help students visualize the abstract concept of modeling with a spreadsheet. I absolutely love this website. The material presented here is designed for 5 to 14 year olds but I think it can also be used in introduction computer classes with people older than that. This site is also extremely easy to use and is very simple to understand. It provides students with the opportunity to design 3-D representations of things, learn about and practice graphical modeling, and practice using spreadsheet modeling. Displaying results on graphs is also a skill students gain practice with using this software. Another bonus to this site is that the software is free and can be downloaded to use on either a PC or a Mac. The one disadvantage I found of this site is that the budget applications are based on the Euro since the program is British. However, this could also be used as a math lesson since students have to convert their Euro budget to its equivalency in American dollars.
http://www.solver.com/ is another site that provides add-ons for Excel. Excel is a spreadsheet program, thus solver.com helps one model using spreadsheets. This site is helpful in that it explains how to create a worksheet using Microsoft Excel. Although the language on this site is often above that of elementary school children it does provide student help in that students can register their textbooks with the site and gain access to extra spreadsheet modeling resources.
One resource the book mentions to use in your classroom is http://www.mindtools.com/. This site offers multiple tools for students to use to organize their thoughts. One thing I like about this site is that the diagrams are organized based on categories. If students need examples for how to model their communication they can look under the communication skills tab. Likewise, there are diagrams and examples for how to map their problem solving, decision-making, time management, information skills and leadership skills.
Another site http://www.goknow.com/Products/ demonstrates how to use cell phones in classrooms. Suggestions for using handhelds in the classroom are also provided. This site also offers suggestions for how to get started with using technology in the classroom. I think this site will be used in my classroom by utilizing the grant writing templates to help raise funds to buy enough handhelds for my students.
Although at first glance this chapter was very confusing, upon further examination and investigation I found this chapter to be quite informative and helpful. This chapter helped me change my concept of what modeling is and how it should be represented. I also found some really useful sites to use in my future classroom to promote modeling with technology. However, I found many of the ideas discussed in this chapter to be too advanced for elementary school children. I think system dynamics tools would be more useful in high school since they require students to analyze complex interrelationships of concepts. Yet, I did find some great sites that I will definitely be using in my future classroom.
Sunday, September 20, 2009
Chapter 4 Reading Response
Chapter 4 Reading Response
Chapter four focused on how to support writing with technology. Technology was integrated into the writing process as students used technology to organize and plan their writing, compose, present and edit their texts, collaborate on texts and finally peer review texts. The chapter focuses on explaining and illustrating how technology can help in setting writing goals, planning, organizing ideas, composing texts, and editing texts. During the organizing and planning stage of writing students have the opportunity to use technology in creating concepts maps.
http://cmap.ihmc.us/conceptmap.html is one site I found that allows students to download a program that allows teachers and students alike to create concepts maps. The main feature of CMAP Tools is that it forces students to enter linking words between concepts so students have to visualize the connections among ideas. Creating linking words and ideas between concepts is an essential part of creating concept maps.
http://www.mywebspiration.com/ is another site that allows students to digitally map out their ideas to make them visual and to organize the connections among them. Webspiration is unique in that students can upload and insert pictures into their concepts maps to further visual their thinking. Webspiration would be good to use in the earlier grades since there is also less of a focus on linking words between the concepts. Thus, if students were being introduced into the idea of concept mapping webspiration would be more inviting and easier to use than CMAP Tools.
http://www.inspiration.com/Kidspiration is even more kid friendly. Webspiration, kidspiration and inspiration are all made by the same company and can be used for different purposes. Kidspiration is geared towards allowing students to choose different shapes and pictures to represent their ideas. This site also offers some ideas for how to integrate kidspiration into the curriculum.
The important thing to realize when choosing concept mapping technology to use in the classroom is to make sure the technology is not too confusing that students cannot students create their own maps. Concept mapping is to help the students, thus teachers should give students plenty of time to explore the software on their own and create their own understanding of how to map their ideas.
Another main part of this chapter focused on presenting one’s writing via technology. PowerPoint is one tool the book references. However, although PowerPoint is a great tool to use since it allows plenty of student freedom in design and creation, it can also be too free. There are too many options for students to chose from that students can get distracted from what is important, the actual writing.
http://prezi.com/ is another unique presentation tool that allows students to showcase their writing in unique and interesting ways. The good thing about Prezi.com is that students can access these presentations from anywhere as they are put on the web.
http://www.omnigroup.com/applications/omnioutliner/ is a site that allows students to present their writing using headings, subheadings and outlines. Unique to this site is the fact that students can allow people to see as much or as little as they want of their presentation as each heading can be minimized or expanded upon. Omni Outliner can also be used in the organizing and planning portion of the writing process.
http://show.zoho.com/login.do is another online site where students can create, edit, share and present their writing online. Zoho show is like PowerPoint but rather than only being able to be viewed on computers with PowerPoint, Zoho can be viewed anywhere on the Internet. Zoho also promotes collaboration in writing as multiple students are able to view and edit presentations and writing online.
Publishing one’s writing is also an important feature that technology helps make possible.
http://www.kidpub.com/ is a site that allows students to share their stories, poetry, and other creative writings with others. Students have the ability to read other stories, write their own, talk about and review stories and even publish their stories. There is a bookstore available that allows students to buy other students books. Although this site requires a yearly fee this would be a great site to use in a classroom so multiple children will have access to sharing their stories.
Sites such as www.fanfiction.net also allow students to share their creative writings with others and receive reviews and feedback from peers. http://brightinvisiblegreen.com/kidscribe/index.html#writing is an interesting site that promotes bilingual writing. This site would be good to use in an ESOL classroom with ELLs since students can read and write stories in both English and Spanish. This site is good in that everything is in both English and Spanish, thus Spanish speakers could easily navigate the site without too much hassle. English speakers also learn about the Spanish language and culture through this site as students read the various stories.
Collaborating with others on stories and peer reviewing stories is also made easier with the addition of technology. http://writeboard.com/ is one site that allows students to share their writing with others. Multiple people are allowed to help compose and edit the same document. This site also helps keep track of previous versions of the documents to go back to later.
http://docs.google.com is another site that allows one to create, edit and share writing online with others.
http://turnitin.com/static/index.html also has features that allow collaboration and peer reviewing. Collaboration and peer reviewing are essential aspects of the writing process as students learn from one another to create something ultimately better. Students also learn how to actively help others out so everyone is benefited rather than just one person. I think peer reviewing is an essential step in the writing process.
Overall, I found this chapter a very valuable resource to use in the future. Since writing is an essential skill that students need to learn it is important we expose students to quality resources they can use in this new technology driven era.
Chapter four focused on how to support writing with technology. Technology was integrated into the writing process as students used technology to organize and plan their writing, compose, present and edit their texts, collaborate on texts and finally peer review texts. The chapter focuses on explaining and illustrating how technology can help in setting writing goals, planning, organizing ideas, composing texts, and editing texts. During the organizing and planning stage of writing students have the opportunity to use technology in creating concepts maps.
http://cmap.ihmc.us/conceptmap.html is one site I found that allows students to download a program that allows teachers and students alike to create concepts maps. The main feature of CMAP Tools is that it forces students to enter linking words between concepts so students have to visualize the connections among ideas. Creating linking words and ideas between concepts is an essential part of creating concept maps.
http://www.mywebspiration.com/ is another site that allows students to digitally map out their ideas to make them visual and to organize the connections among them. Webspiration is unique in that students can upload and insert pictures into their concepts maps to further visual their thinking. Webspiration would be good to use in the earlier grades since there is also less of a focus on linking words between the concepts. Thus, if students were being introduced into the idea of concept mapping webspiration would be more inviting and easier to use than CMAP Tools.
http://www.inspiration.com/Kidspiration is even more kid friendly. Webspiration, kidspiration and inspiration are all made by the same company and can be used for different purposes. Kidspiration is geared towards allowing students to choose different shapes and pictures to represent their ideas. This site also offers some ideas for how to integrate kidspiration into the curriculum.
The important thing to realize when choosing concept mapping technology to use in the classroom is to make sure the technology is not too confusing that students cannot students create their own maps. Concept mapping is to help the students, thus teachers should give students plenty of time to explore the software on their own and create their own understanding of how to map their ideas.
Another main part of this chapter focused on presenting one’s writing via technology. PowerPoint is one tool the book references. However, although PowerPoint is a great tool to use since it allows plenty of student freedom in design and creation, it can also be too free. There are too many options for students to chose from that students can get distracted from what is important, the actual writing.
http://prezi.com/ is another unique presentation tool that allows students to showcase their writing in unique and interesting ways. The good thing about Prezi.com is that students can access these presentations from anywhere as they are put on the web.
http://www.omnigroup.com/applications/omnioutliner/ is a site that allows students to present their writing using headings, subheadings and outlines. Unique to this site is the fact that students can allow people to see as much or as little as they want of their presentation as each heading can be minimized or expanded upon. Omni Outliner can also be used in the organizing and planning portion of the writing process.
http://show.zoho.com/login.do is another online site where students can create, edit, share and present their writing online. Zoho show is like PowerPoint but rather than only being able to be viewed on computers with PowerPoint, Zoho can be viewed anywhere on the Internet. Zoho also promotes collaboration in writing as multiple students are able to view and edit presentations and writing online.
Publishing one’s writing is also an important feature that technology helps make possible.
http://www.kidpub.com/ is a site that allows students to share their stories, poetry, and other creative writings with others. Students have the ability to read other stories, write their own, talk about and review stories and even publish their stories. There is a bookstore available that allows students to buy other students books. Although this site requires a yearly fee this would be a great site to use in a classroom so multiple children will have access to sharing their stories.
Sites such as www.fanfiction.net also allow students to share their creative writings with others and receive reviews and feedback from peers. http://brightinvisiblegreen.com/kidscribe/index.html#writing is an interesting site that promotes bilingual writing. This site would be good to use in an ESOL classroom with ELLs since students can read and write stories in both English and Spanish. This site is good in that everything is in both English and Spanish, thus Spanish speakers could easily navigate the site without too much hassle. English speakers also learn about the Spanish language and culture through this site as students read the various stories.
Collaborating with others on stories and peer reviewing stories is also made easier with the addition of technology. http://writeboard.com/ is one site that allows students to share their writing with others. Multiple people are allowed to help compose and edit the same document. This site also helps keep track of previous versions of the documents to go back to later.
http://docs.google.com is another site that allows one to create, edit and share writing online with others.
http://turnitin.com/static/index.html also has features that allow collaboration and peer reviewing. Collaboration and peer reviewing are essential aspects of the writing process as students learn from one another to create something ultimately better. Students also learn how to actively help others out so everyone is benefited rather than just one person. I think peer reviewing is an essential step in the writing process.
Overall, I found this chapter a very valuable resource to use in the future. Since writing is an essential skill that students need to learn it is important we expose students to quality resources they can use in this new technology driven era.
Monday, September 14, 2009
Chapter 3 Reading Response
Ch. 3: Experimenting with Technologies (pp. 44-59).
1. On pp. 45-48, Jonassen introduces microworlds and shares several examples. Explore Sodaplay, a contemporary microworld. What's your first impression? In your own words, what is the purpose of this microworld? How could it be used with elementary students?
My first impression of the Sodaplay website was that it was a confusing and rather bland site. However, upon further examination I discovered I like the site Sodaplay. Sodaplay allows students to create animated models, which then others can play with. I found the site rather easy to use. I think the purpose of this microworld is to help promote creative thinking in a collaborative environment. The main focus of this microworld is making physics interactive. Students can play with other models people have created, or they can create their own model.
2. Jonassen discusses simulations on pp. 48-52. In addition to the simulations he provides, explore the online simulations below and provide a reaction to each. Your reaction should include your first impression, your position on using the simulation with students, and your opinion on whether or not the simulation promotes meaningful learning.
Net Frog
My first impression of this site was that it was creative and useful. However, after exploring the site for a while I found this simulation to be too advanced for elementary school students. Although I think the information presented was informative and helpful I do not think I would use the simulation in my classroom. I think students in elementary school would be too distracted and too disgusted to pay attention to the narration.
Funderstanding Roller Coaster
I thought this simulation was great. It was a lot of fun and educational. I think students would certainly enjoy it and have fun while learning about how height, mass, speed or friction influence a roller coaster. I would use this simulation to demonstrate the effects of variables in upper elementary school science classrooms. I think this simulation does promote meaningful learning.
3. Now find a UNIQUE online simulation that you believe could be used with a particular grade level and content area you would teach. Post the URL of the simulation on your learning log and provide an explanation for how the simulation promotes meaningful learning. Remember, you should find a UNIQUE online simulation, i.e., one that has not been introduced by the textbook, me or your peers. The subject of your discussion post should be the name of the simulation so that your peers can quickly see which simulations have already been posted. You will also need to respond to 3 of your peers' posts. Your response should include your impression of the simulation.
See previous post.
4. Educational gaming is introduced on pp. 52-56. Play each of the games listed below, then provide a reaction to each game. Your reaction should include your first impression, your position on using the game with students, and your opinion on whether or not the game promotes meaningful learning.
Darfur is Dying: I found this game entirely too confusing and complex for elementary school children. Although the concept is good I found it was very hard to control and did not give enough directions as to what the people should be doing. The information was useful but I think children would get too confused with all that is required of them in playing the game. I learned more about the Darfur crisis but I think some of the information would not be appropriate for little children. If I were to teach about Darfur in my classroom I do not think I would be using this game. This game would be more appropriate for older students.
Ayiti: The Cost of Life: My first impression of this game is that there is a lot of text for students to read. I can easily see students becoming bored with reading and skipping ahead to the actual game where they learn they do not know what is going on. I also think children might get confused with all that is required of them. I think less initial text and more text placed throughout the game when appropriate would yield more meaningful learning. This game is good in that it does illustrate to students all that is required of healthy living especially in low income areas but I think students would be put off with the introduction to the game they might not play the game to its optimal level.
3rd World Farmer: I found this site rather confusing at first. In the beginning there are no real choices that one can make as to what they do because one does not have money. However, after the first year then students can make decisions about what to buy or not buy. I think to fully optimize student learning there should be information about the crops, animals and necessary tools so students can make a more informed decision. Children can also learn about the different types of crops and animals if there was more information available to them about them. I liked the annual report at the end but I feel like there needs to be more active learning involved in order for it to be truly meaningful learning.
5. Now find a UNIQUE online game that you believe could be used with a particular grade level and content area you would teach. Post the URL of the game on your learning log and provide an explanation of whether or not the game addresses any of Gee's principles (pp. 54-55). Remember, you should find a UNIQUE game, i.e., one that has not been introduced by the textbook, me or your peers. Thus, if a peer has already posted the game you want to use, you'll need to find a different one. The subject of your discussion post should be the name of the game or website so that your peers can quickly see which games have already been posted. You will also need to respond to 3 of your peers' posts. Your response should include your impression of the game.
See previous post.
6. Jonassen provides an overview of virtual worlds on pp. 56-57. Do some research to determine if there are virtual worlds that are appropriate for use by elementary students? If so, describe the virtual world(s). If not, identify characteristics of a virtual world that you think would be appropriate for an elementary student. Be sure to document your research process.
There are many virtual worlds that are appropriate for use by elementary school students. JumpStart is one I found that is appropriate for children aged 3 through 8. There are multiple different virtual worlds depending on grade level (preschool through second grade available). Each of the virtual worlds teaches a different subject area. The focus on JumpStart is to promote math, reading and critical thinking skills. Within JumpStart there are 12 different areas one can visit to practice different skills. Also there is Webkinz World where students own stuffed animals and take care of them like they are real. Webkinz allows students a creative outlet to teach life skills rather than specific subject areas. JumpStart is appropriate for use in the classroom because it is educational, whereas Webkinz would be a more out of school site for children to use.
http://www.jumpstart.com/
http://www.webkinz.com/us_en/
7. For the Digital Interactive Media Project (due in week 7; requirement for A contract), you will use Scratch to create an interactive simulation, game or animation that addresses content appropriate for a grade level of your choice. Explore the Scratch website to review some examples of how the software can be used. There are also resources available to help you learn how to use the software. For this prompt, describe your programming background. Have you ever taken a class on programming or a class where programming was an aspect of the course? Do you know how to write HTML code or other programming languages?
I have no programming background what so ever. I have taken basic computer classes and then EME2040 but that is as in depth as I have gone. I do not know how to write HTML code or any other programming language. Generally, I am a fast learner so I should be able to learn how to write programming. After examining the Scratch website I think creating my own interactive project would be rather easy to do.
1. On pp. 45-48, Jonassen introduces microworlds and shares several examples. Explore Sodaplay, a contemporary microworld. What's your first impression? In your own words, what is the purpose of this microworld? How could it be used with elementary students?
My first impression of the Sodaplay website was that it was a confusing and rather bland site. However, upon further examination I discovered I like the site Sodaplay. Sodaplay allows students to create animated models, which then others can play with. I found the site rather easy to use. I think the purpose of this microworld is to help promote creative thinking in a collaborative environment. The main focus of this microworld is making physics interactive. Students can play with other models people have created, or they can create their own model.
2. Jonassen discusses simulations on pp. 48-52. In addition to the simulations he provides, explore the online simulations below and provide a reaction to each. Your reaction should include your first impression, your position on using the simulation with students, and your opinion on whether or not the simulation promotes meaningful learning.
Net Frog
My first impression of this site was that it was creative and useful. However, after exploring the site for a while I found this simulation to be too advanced for elementary school students. Although I think the information presented was informative and helpful I do not think I would use the simulation in my classroom. I think students in elementary school would be too distracted and too disgusted to pay attention to the narration.
Funderstanding Roller Coaster
I thought this simulation was great. It was a lot of fun and educational. I think students would certainly enjoy it and have fun while learning about how height, mass, speed or friction influence a roller coaster. I would use this simulation to demonstrate the effects of variables in upper elementary school science classrooms. I think this simulation does promote meaningful learning.
3. Now find a UNIQUE online simulation that you believe could be used with a particular grade level and content area you would teach. Post the URL of the simulation on your learning log and provide an explanation for how the simulation promotes meaningful learning. Remember, you should find a UNIQUE online simulation, i.e., one that has not been introduced by the textbook, me or your peers. The subject of your discussion post should be the name of the simulation so that your peers can quickly see which simulations have already been posted. You will also need to respond to 3 of your peers' posts. Your response should include your impression of the simulation.
See previous post.
4. Educational gaming is introduced on pp. 52-56. Play each of the games listed below, then provide a reaction to each game. Your reaction should include your first impression, your position on using the game with students, and your opinion on whether or not the game promotes meaningful learning.
Darfur is Dying: I found this game entirely too confusing and complex for elementary school children. Although the concept is good I found it was very hard to control and did not give enough directions as to what the people should be doing. The information was useful but I think children would get too confused with all that is required of them in playing the game. I learned more about the Darfur crisis but I think some of the information would not be appropriate for little children. If I were to teach about Darfur in my classroom I do not think I would be using this game. This game would be more appropriate for older students.
Ayiti: The Cost of Life: My first impression of this game is that there is a lot of text for students to read. I can easily see students becoming bored with reading and skipping ahead to the actual game where they learn they do not know what is going on. I also think children might get confused with all that is required of them. I think less initial text and more text placed throughout the game when appropriate would yield more meaningful learning. This game is good in that it does illustrate to students all that is required of healthy living especially in low income areas but I think students would be put off with the introduction to the game they might not play the game to its optimal level.
3rd World Farmer: I found this site rather confusing at first. In the beginning there are no real choices that one can make as to what they do because one does not have money. However, after the first year then students can make decisions about what to buy or not buy. I think to fully optimize student learning there should be information about the crops, animals and necessary tools so students can make a more informed decision. Children can also learn about the different types of crops and animals if there was more information available to them about them. I liked the annual report at the end but I feel like there needs to be more active learning involved in order for it to be truly meaningful learning.
5. Now find a UNIQUE online game that you believe could be used with a particular grade level and content area you would teach. Post the URL of the game on your learning log and provide an explanation of whether or not the game addresses any of Gee's principles (pp. 54-55). Remember, you should find a UNIQUE game, i.e., one that has not been introduced by the textbook, me or your peers. Thus, if a peer has already posted the game you want to use, you'll need to find a different one. The subject of your discussion post should be the name of the game or website so that your peers can quickly see which games have already been posted. You will also need to respond to 3 of your peers' posts. Your response should include your impression of the game.
See previous post.
6. Jonassen provides an overview of virtual worlds on pp. 56-57. Do some research to determine if there are virtual worlds that are appropriate for use by elementary students? If so, describe the virtual world(s). If not, identify characteristics of a virtual world that you think would be appropriate for an elementary student. Be sure to document your research process.
There are many virtual worlds that are appropriate for use by elementary school students. JumpStart is one I found that is appropriate for children aged 3 through 8. There are multiple different virtual worlds depending on grade level (preschool through second grade available). Each of the virtual worlds teaches a different subject area. The focus on JumpStart is to promote math, reading and critical thinking skills. Within JumpStart there are 12 different areas one can visit to practice different skills. Also there is Webkinz World where students own stuffed animals and take care of them like they are real. Webkinz allows students a creative outlet to teach life skills rather than specific subject areas. JumpStart is appropriate for use in the classroom because it is educational, whereas Webkinz would be a more out of school site for children to use.
http://www.jumpstart.com/
http://www.webkinz.com/us_en/
7. For the Digital Interactive Media Project (due in week 7; requirement for A contract), you will use Scratch to create an interactive simulation, game or animation that addresses content appropriate for a grade level of your choice. Explore the Scratch website to review some examples of how the software can be used. There are also resources available to help you learn how to use the software. For this prompt, describe your programming background. Have you ever taken a class on programming or a class where programming was an aspect of the course? Do you know how to write HTML code or other programming languages?
I have no programming background what so ever. I have taken basic computer classes and then EME2040 but that is as in depth as I have gone. I do not know how to write HTML code or any other programming language. Generally, I am a fast learner so I should be able to learn how to write programming. After examining the Scratch website I think creating my own interactive project would be rather easy to do.
Online Game: Action Fraction
http://funschool.kaboose.com/fun-blaster/back-to-school/games/game_action_fraction.html This online game is called Action Fraction. This game teaches children about fractions, while they practice adding and subtracting fractions using different denominators. I think students would enjoy this game because it offers students the ability to race other cars around a track. Many children enjoy competition, even if it is fake, as it motivates them to do better than their opponent. I found this game to be fun. This game starts out very easy. However, as students advanced through the levels it gets harder with students needing to add different denominators. This game is a good game to help reinforce math facts, while also demonstrating some of Gee’s principles. This game applies the multimodal principle since it uses go carts and a race track to engage students. The practice principle is also highlighted as students are given plenty of different fraction problems to solve. The purpose of this game is to practice fraction facts and thus does not involve probing about new identities, or connecting to real life examples or consequences. This game does do a good job for what it is, a resource to practice fractions.
Simulation: Sunny Meadows
http://puzzling.caret.cam.ac.uk/game.php?game=foodchain This simulation is called Sunny Meadows. I would use this simulation in a science classroom in upper elementary school grades. This simulation promotes meaningful learning as children decide how many foxes, rabbits and plants should be in their ecosystem. Then once they run the simulation they can see how the food chain works. This simulation provides lots of vocabulary for students to learn such as consumers, producers and food chains. At the end of the simulation students can see how much each species fluctuated over 50 years. I found this simulation very interesting. I think students could easy learn a lot from running this simulation.
Monday, September 7, 2009
Chapter 2 Reading Response
1. Based on your reading (Information Gathering with Internet Resources, pp. 14-24), evaluate the following websites for accuracy of content. Be sure to identify the procedures you used to evaluate the website.
In order for websites to be considered good websites to use for accurate information they must be relevant and credible.
o Save the Pacific Northwest Tree Octopus
This site is not an accurate site for children to use as a source of information. The information is not credible. This site does not have a reference page to list the resources used to compile the information provided.
o Martin Luther King Jr. - A True Historical Examination
This site is not a legitimate site for children to use. The information presented here is quite biased. Stormfront.org, which is a white pride worldwide organization, created the site; thus the site is very biased against Martin Luther King Jr. The source of the information is also questionable. The site does not show where the information presented came from or when the site was made or last updated.
o Dog Island Free Forever
This site is somewhat legitimate. This site has a disclaimer that states it is not for profit and is only to be used as a source of enjoying dogs. Background information about how the site was created and the history of the creators is available. This site can be used for fun but not for serious research. Since there is no specific information as to what exactly the island provides it cannot be used as a credible research site.
o All About Explorers
This site is not legitimate. Teachers created it for teachers and students. This site also clearly states when it was last updated and provides background information about the authors of the site. There is a link for an Explorer WebQuest. However under About This Site the authors state it was made to help teach students about phony websites.
o History of Robots in the Victorian Era
This site is not an accurate source to use for information. One individual rather than an organization or educational institution created the site. There is also no background information to verify the accuracy of the information. The pictures and visuals used on the site also look photoshopped.
o Dihydrogen Monoxide Research Division
This site is not legitimate. Although the site clearly shows when it was last updated it does not say when the site was created. Also it provides numerous links for further research but it does not provide background information about where the author got the information. Also, this site has a store that it promotes rather than information about the actual cause. More information regarding the background of the site and information is needed before this can be called a legitimate, credible, relevant site to use for research.
o The First Human Male Pregnancy
This site is not legitimate. This site says it is affiliated with the Dwayne Medical Center and offers a space for individuals to voice their opinions, news and press releases, information about the history of male pregnancy and then some frequently asked questions. The site is rather easy to navigate as the home page has links to various differing opinions and articles on the topic. However, this site is a fake. It is not really affiliated with a real hospital and the whole topic is not possible.
o Which of these is the true World Trade Organization website? http://www.gatt.org OR http://www.wto.org
http://www.wto.org is the real World Trade Organization website. This site provides statistics and data and then the research behind the data. Also it provides links to resources, documents, and press releases that the World Trade Organization published. Although the other site looks like it could be the real website, it does not provide enough of the background information about the organization that the real site provides. The real site is also organized in an easier more accessible manner than the gatt.org site.
2. On p. 24, Jonassen briefly mentions Internet scavenger hunts (AKA treasure hunts or knowledge hunts). Choose a content area and grade level, and then do a search for a web-based scavenger hunt. How many do you find? Do any of them promote meaningful learning?
I chose to look for a 5th grade math web-based scavenger hunt. I did not find that many web-based scavenger hunts available for math. However, I did find numerous WebQuests available for other subject areas. Although not all of these sites were legitimate to use in a classroom scavenger hunt assignment, many of them did promote meaningful learning. Education World provides many meaningful learning scavenger hunts for children as students learn how to navigate the Internet.
3. On pp. 25-26, Jonassen introduces webquests. Visit webquest.org and find a webquest you could use with a grade level you are interested in teaching, then provide an explanation for how that webquest you've selected is more than an 'electronic worksheet'. Use Jonassen's criteria for a well-designed webquest. That is, does the webquest incorporate cooperative learning? Does it incorporate consideration of multiple learning perspectives? Does it incorporate analysis and synthesis of information? Does it incorporate creation of original products that demonstrate knowledge gained? Is it open-ended? Is it student-directed?
Hurricane 2000 is a well-designed webquest. http://geocities.com/charatbeach/huricane.html This webquest promotes cooperative learning as students work together to create a presentation to share their knowledge about hurricanes. Each group member takes on a different role in the group to answer questions about Hurricanes. During this webquest students do have an opportunity to learn in different ways by taking on different roles during the project. Students can chose what role they do based on how they learn best. Students do analyze and synthesize information as they read different sites to look for information. Then students must work together to create a script to inform others of what they have learned. Students have the opportunity to be creative when they create a script of their knowledge to share with others at the end of the project. Students then videotape the presentation to present to others later. The project is not open-ended. Students are asked to answer specific questions for each role of the project. The project is student directed though. Students are given a list of resources that they can visit for information if needed but they can chose which of the sites they visit or do not visit. Thus students are in charge of how they complete the project to some extent.
4. Search the web for an example of an elementary teacher who uses handhelds in his/her classroom. Provide an overview of how the teacher integrates handhelds. Does the teacher's use of handhelds allow her/him to do something s/he couldn't do before OR does the teacher's use of handhelds allow her/him to do something s/he could do before only better?
Third graders at Forman Elementary School used Palms in Mrs. Patrick’s classroom. During Language Arts students used Palms to improve their writing skills. Also, they were used as a planner to keep track of due dates and assignments. Students would write assignments at home and then use the Doc To Go application to turn it in. During math class students used handhelds to improve their computation skills. Using handhelds students who did not have computers at home were able to use handhelds to complete writing assignments. Thus, Mrs. Patrick’s use of handheld Palms allowed students to do their current assignments faster while also improving students’ technological skills. The use of handhelds allowed Mrs. Patrick to teach new things while also improving her current teaching methods.
In order for websites to be considered good websites to use for accurate information they must be relevant and credible.
o Save the Pacific Northwest Tree Octopus
This site is not an accurate site for children to use as a source of information. The information is not credible. This site does not have a reference page to list the resources used to compile the information provided.
o Martin Luther King Jr. - A True Historical Examination
This site is not a legitimate site for children to use. The information presented here is quite biased. Stormfront.org, which is a white pride worldwide organization, created the site; thus the site is very biased against Martin Luther King Jr. The source of the information is also questionable. The site does not show where the information presented came from or when the site was made or last updated.
o Dog Island Free Forever
This site is somewhat legitimate. This site has a disclaimer that states it is not for profit and is only to be used as a source of enjoying dogs. Background information about how the site was created and the history of the creators is available. This site can be used for fun but not for serious research. Since there is no specific information as to what exactly the island provides it cannot be used as a credible research site.
o All About Explorers
This site is not legitimate. Teachers created it for teachers and students. This site also clearly states when it was last updated and provides background information about the authors of the site. There is a link for an Explorer WebQuest. However under About This Site the authors state it was made to help teach students about phony websites.
o History of Robots in the Victorian Era
This site is not an accurate source to use for information. One individual rather than an organization or educational institution created the site. There is also no background information to verify the accuracy of the information. The pictures and visuals used on the site also look photoshopped.
o Dihydrogen Monoxide Research Division
This site is not legitimate. Although the site clearly shows when it was last updated it does not say when the site was created. Also it provides numerous links for further research but it does not provide background information about where the author got the information. Also, this site has a store that it promotes rather than information about the actual cause. More information regarding the background of the site and information is needed before this can be called a legitimate, credible, relevant site to use for research.
o The First Human Male Pregnancy
This site is not legitimate. This site says it is affiliated with the Dwayne Medical Center and offers a space for individuals to voice their opinions, news and press releases, information about the history of male pregnancy and then some frequently asked questions. The site is rather easy to navigate as the home page has links to various differing opinions and articles on the topic. However, this site is a fake. It is not really affiliated with a real hospital and the whole topic is not possible.
o Which of these is the true World Trade Organization website? http://www.gatt.org OR http://www.wto.org
http://www.wto.org is the real World Trade Organization website. This site provides statistics and data and then the research behind the data. Also it provides links to resources, documents, and press releases that the World Trade Organization published. Although the other site looks like it could be the real website, it does not provide enough of the background information about the organization that the real site provides. The real site is also organized in an easier more accessible manner than the gatt.org site.
2. On p. 24, Jonassen briefly mentions Internet scavenger hunts (AKA treasure hunts or knowledge hunts). Choose a content area and grade level, and then do a search for a web-based scavenger hunt. How many do you find? Do any of them promote meaningful learning?
I chose to look for a 5th grade math web-based scavenger hunt. I did not find that many web-based scavenger hunts available for math. However, I did find numerous WebQuests available for other subject areas. Although not all of these sites were legitimate to use in a classroom scavenger hunt assignment, many of them did promote meaningful learning. Education World provides many meaningful learning scavenger hunts for children as students learn how to navigate the Internet.
3. On pp. 25-26, Jonassen introduces webquests. Visit webquest.org and find a webquest you could use with a grade level you are interested in teaching, then provide an explanation for how that webquest you've selected is more than an 'electronic worksheet'. Use Jonassen's criteria for a well-designed webquest. That is, does the webquest incorporate cooperative learning? Does it incorporate consideration of multiple learning perspectives? Does it incorporate analysis and synthesis of information? Does it incorporate creation of original products that demonstrate knowledge gained? Is it open-ended? Is it student-directed?
Hurricane 2000 is a well-designed webquest. http://geocities.com/charatbeach/huricane.html This webquest promotes cooperative learning as students work together to create a presentation to share their knowledge about hurricanes. Each group member takes on a different role in the group to answer questions about Hurricanes. During this webquest students do have an opportunity to learn in different ways by taking on different roles during the project. Students can chose what role they do based on how they learn best. Students do analyze and synthesize information as they read different sites to look for information. Then students must work together to create a script to inform others of what they have learned. Students have the opportunity to be creative when they create a script of their knowledge to share with others at the end of the project. Students then videotape the presentation to present to others later. The project is not open-ended. Students are asked to answer specific questions for each role of the project. The project is student directed though. Students are given a list of resources that they can visit for information if needed but they can chose which of the sites they visit or do not visit. Thus students are in charge of how they complete the project to some extent.
4. Search the web for an example of an elementary teacher who uses handhelds in his/her classroom. Provide an overview of how the teacher integrates handhelds. Does the teacher's use of handhelds allow her/him to do something s/he couldn't do before OR does the teacher's use of handhelds allow her/him to do something s/he could do before only better?
Third graders at Forman Elementary School used Palms in Mrs. Patrick’s classroom. During Language Arts students used Palms to improve their writing skills. Also, they were used as a planner to keep track of due dates and assignments. Students would write assignments at home and then use the Doc To Go application to turn it in. During math class students used handhelds to improve their computation skills. Using handhelds students who did not have computers at home were able to use handhelds to complete writing assignments. Thus, Mrs. Patrick’s use of handheld Palms allowed students to do their current assignments faster while also improving students’ technological skills. The use of handhelds allowed Mrs. Patrick to teach new things while also improving her current teaching methods.
Monday, August 31, 2009
Growing Up Online Video Response
Growing Up Online
Chapter 1: Living Their Lives Essentially Online
Chapter 1 was mostly about introducing the audience to the three different children who for the majority have lives online only. This served as the introduction to the Internet and how it has now become the main source of students’ lives. According to the video 90% of teenagers are online.
I believe since this video has been made the percentage of teens online has increased dramatically. I think this video had a good representation of people who use the internet, although I think the result would have been more accurate had students from other cities and schools been interviewed.
Chapter 2: A Revolution in Classrooms and Social Life
Chapter 2 talked about how technology was necessary in school to keep students’ interest. The Internet and the rising popularity of online communities force teachers to become entertainers of the classroom. Teachers today use a new wave of technology that includes using Smartboards, giving lectures on podcasts and even conducting whole lessons while students sit at computers.
The idea that schools are teaching mostly by using technology is quite different than my own schooling opportunities. I think going into a technology savvy classroom to teach would be quite challenging currently because I do not know how to use technologies other than the internet. However, I do believe it is necessary for teachers to learn how to integrate technology into the classroom because I think it is the future. Classrooms will only continue to advance in the types of technologies used to assist learning.
Chapter 3: Self Expression, Trying On New Identities
This section of the video was about how the Internet can be used as a method of escapism. Online one can be a different persona. The Internet allows for students to create a new identity because the perceptions of people can be changed.
Although the idea of being another person online sounds nice, it can be quite dangerous. I believe all people should be able to find an environment where they can be themselves without shame or embarrassment but many times if these environments are online people do not know exactly who they are talking with. Creating a new identity online is okay if used appropriately and people do not share personal information that might put them at risk.
Chapter 4: The Child Predator Fear
The Child Predator Fear is the fear parents have that their children are being solicited online. Parents fear that their children are being exposed to sexual predators and other dangerous being that would risk their safety. In actuality about one in seven students have been solicited online. However, these interactions have been mild and in these cases the students were actively participating and encouraging the interactions.
I think parents do have something to be worried about when their children are online to some extent. Parents should definitely sit down with their children and talk about what information should and should not be shared online. Then it is the child’s responsibility to talk and not talk to certain people. Basically everyone including children need to be careful about who they talk to and what they share online because if you are going to use the Internet then you are at risk.
Chapter 5: Private Worlds Outside Parents’ Reach?
This section was about how children are able to live completely different lives that their parents do not know about while online. Online children are able to be their real selves. One girl was anorexic and was learning about how to live an anorexic lifestyle without her parents even knowing.
Hearing about the different lives young children live online that are completely separate from their real lives was mildly disturbing. I understand the Internet can be a completely different world for some people, but I feel like at some point it is the parents’ responsibility to make sure their kids are not doing something dangerous or risking their lives. Perhaps the Internet is too private and there are too many loopholes children can go through today that can limit what their parents can see. If parents themselves cannot monitor their children, then, maybe the internet should become more of a public domain, where everything is open to the public’s eye and there is no way around things online not being accessible.
Chapter 6: Cyberbullying
Chapter 6 of this video was about cyberbullying. Cyberbullying is trading insults, teasing, and making fun of others online. The effects of cyberbullying are illustrated through the case of a teenage boy who committed suicide after being taunted by a girl and befriending another boy who encouraged suicide.
I thought this section of the video was the most interesting. Cyberbullying has always been an interesting topic because it is so serious. I think passing laws such as Megan Meier’s Cyberbullying Prevention Act are extremely necessary especially with the increasing popularity of the Internet among teenagers and young adults.
Chapter 7: Updates
The last section of the video was an update of where the three main people are in life now and how the Internet is used in their lives today. I thought the updates section was interesting to see how one can be so reliant on the internet and then all of a sudden stop using the internet and technology all together. It was also interesting to learn how the girl has learned how to manage use of the Internet so that she can still have her social friends while also not going overboard and risking suspension.
Chapter 1: Living Their Lives Essentially Online
Chapter 1 was mostly about introducing the audience to the three different children who for the majority have lives online only. This served as the introduction to the Internet and how it has now become the main source of students’ lives. According to the video 90% of teenagers are online.
I believe since this video has been made the percentage of teens online has increased dramatically. I think this video had a good representation of people who use the internet, although I think the result would have been more accurate had students from other cities and schools been interviewed.
Chapter 2: A Revolution in Classrooms and Social Life
Chapter 2 talked about how technology was necessary in school to keep students’ interest. The Internet and the rising popularity of online communities force teachers to become entertainers of the classroom. Teachers today use a new wave of technology that includes using Smartboards, giving lectures on podcasts and even conducting whole lessons while students sit at computers.
The idea that schools are teaching mostly by using technology is quite different than my own schooling opportunities. I think going into a technology savvy classroom to teach would be quite challenging currently because I do not know how to use technologies other than the internet. However, I do believe it is necessary for teachers to learn how to integrate technology into the classroom because I think it is the future. Classrooms will only continue to advance in the types of technologies used to assist learning.
Chapter 3: Self Expression, Trying On New Identities
This section of the video was about how the Internet can be used as a method of escapism. Online one can be a different persona. The Internet allows for students to create a new identity because the perceptions of people can be changed.
Although the idea of being another person online sounds nice, it can be quite dangerous. I believe all people should be able to find an environment where they can be themselves without shame or embarrassment but many times if these environments are online people do not know exactly who they are talking with. Creating a new identity online is okay if used appropriately and people do not share personal information that might put them at risk.
Chapter 4: The Child Predator Fear
The Child Predator Fear is the fear parents have that their children are being solicited online. Parents fear that their children are being exposed to sexual predators and other dangerous being that would risk their safety. In actuality about one in seven students have been solicited online. However, these interactions have been mild and in these cases the students were actively participating and encouraging the interactions.
I think parents do have something to be worried about when their children are online to some extent. Parents should definitely sit down with their children and talk about what information should and should not be shared online. Then it is the child’s responsibility to talk and not talk to certain people. Basically everyone including children need to be careful about who they talk to and what they share online because if you are going to use the Internet then you are at risk.
Chapter 5: Private Worlds Outside Parents’ Reach?
This section was about how children are able to live completely different lives that their parents do not know about while online. Online children are able to be their real selves. One girl was anorexic and was learning about how to live an anorexic lifestyle without her parents even knowing.
Hearing about the different lives young children live online that are completely separate from their real lives was mildly disturbing. I understand the Internet can be a completely different world for some people, but I feel like at some point it is the parents’ responsibility to make sure their kids are not doing something dangerous or risking their lives. Perhaps the Internet is too private and there are too many loopholes children can go through today that can limit what their parents can see. If parents themselves cannot monitor their children, then, maybe the internet should become more of a public domain, where everything is open to the public’s eye and there is no way around things online not being accessible.
Chapter 6: Cyberbullying
Chapter 6 of this video was about cyberbullying. Cyberbullying is trading insults, teasing, and making fun of others online. The effects of cyberbullying are illustrated through the case of a teenage boy who committed suicide after being taunted by a girl and befriending another boy who encouraged suicide.
I thought this section of the video was the most interesting. Cyberbullying has always been an interesting topic because it is so serious. I think passing laws such as Megan Meier’s Cyberbullying Prevention Act are extremely necessary especially with the increasing popularity of the Internet among teenagers and young adults.
Chapter 7: Updates
The last section of the video was an update of where the three main people are in life now and how the Internet is used in their lives today. I thought the updates section was interesting to see how one can be so reliant on the internet and then all of a sudden stop using the internet and technology all together. It was also interesting to learn how the girl has learned how to manage use of the Internet so that she can still have her social friends while also not going overboard and risking suspension.
Chapter 1 Reading Response
Chapter 1
1. What is your first impression of this textbook based on reading the preface and first chapter?
I think the textbook will help teach me ways to effectively integrate technology into the daily curriculum. I like the idea of learning how to use technology with children. Many times, especially in today’s society, children are more technology competent than the teachers. However, if both teachers and children can learn with technology together, then I believe both will benefit enormously. The idea of learning with technology and not from technology will also be interesting to investigate. Hopefully this textbook will teach me some effective ways to help children actively learn with technology.
2. Jonassen identifies 5 characteristics of meaningful learning. How do these 5 characteristics compare with your own understanding of what meaningful learning is?
Jonassen mentions the 5 characteristics of meaningful learning as active, constructive, cooperative, authentic, and intentional. I agree that in order for learning to be meaningful one must be actively engaged in discussions and thinking about the concept. Students must also be able to explain their own understanding of the concepts to demonstrate full comprehension. When children can link the concepts learned in the classroom to examples outside the classroom in their real lives then they more likely to connect with the material and truly learn it. However, I believe one can learn something without initially setting out to learn it; all learning is not necessarily the intended thing to be learned. Additionally, many children learn best initially when they are independent. I do believe cooperation and group work should be introduced into the classroom in addition, but students should have time to reflect on their own understanding first.
3. As a student you have observed the teaching process for more than 15 years. Some authors refer to this as an apprenticeship of observation. Reflecting back as a K-12 and college student, how have you seen technology used as teaching and learning tool?
During my schooling, technology was used mostly outside of the classroom. In elementary school if we finished up our work ahead of time we could play math games on the computer. Yet since there were only 3 computers for the whole class these occurrences were rare. As I progressed through schooling, computer use inside the classroom got less frequent. In middle and high school computers were only used to type papers, which mostly occurred outside the classroom at home. Other than computers the most technology used was an overhead projector and rarely an ELMO machine. Technology was used as a medium to post notes faster than the traditional chalk to chalkboard technique.
4. In your own words, what is the difference between ‘learning from technology’ and ‘learning with technology’?
Learning from technology is when one is shown information on a screen with minimal to no skill or work involved at getting the information. Learning with technology is actively working towards creating an understanding of information that is not always immediately apparent. Learning with technology involves learning about how the technology works while learning other concepts. Learning with technology allows students personal freedom as they figure out things as they go along, whereas learning from technology involves a rigid path students follow, depriving students of freedom in their learning.
5. Who is David Jonassen? Find out more about his background and professional interests.
David Jonassen went to school at the University of Delaware. He took many psychology classes and then he completed a masters program in experimental educational psychology. He then taught in elementary and junior high school. Currently he is a distinguished professor of education at the University of Missouri-Columbia. David Jonassen’s professional interests include cognitive tools such as Mindtools for learning, cognitive modeling and cognitive task analysis, systems dynamics and systems modeling, and problem solving.
6. Occasionally, you may come across unfamiliar terms in the reading. Rather than ignore them (a strategy struggling readers use), be sure to understand what these new words mean. This is great practice for the GRE. Also, when we discuss the readings in class, I will randomly call on students to define unfamiliar terms using their own words. For example, do you know what an ‘epiphenomenon’ is? Can you define the word ‘nascent’? Both of these terms are used in Ch. 1.
Epiphenomenon is a secondary or additional phenomenon that results from and accompanies another phenomenon. Nascent means beginning to exist or develop; emerging. Advent means the coming or arrival. Myriad means a lot or an indefinitely great number. Syllogisms require deductive reasoning. Repositories are storehouses, or an abundant source or supply.
7. Choose one question from the ‘Things to Think About’ section on pp. 10-12. Respond to this question. Be sure to identify the question to which you are responding.
10. Can you learn to cook merely from watching cooking shows on television? What meaning do you make from the experiences that you observe? Will the experiences you have when you prepare a dish be the same as that of the television chef? How will it be different?
No, it is not possible to learn how to cook from merely watching cooking shows. Cooking is something that must be done and practiced in order to learn. From observing others you learn mistakes they have made so as not to do them yourself. From observing you learn what the dish is supposed to involve and how it is to look at the end. By observing you begin preparing yourself for active, manipulative learning that will occur when you make the dish yourself. Intentional learning is also taught through observing as one learns what the final product should look like, which then helps them create a goal for their own dish. Constructive learning, where the cook examines what the chef did to create the dish, occurs while one observes the chef too. Authentic, active and constructive learning again occur as one actually tries to cook the dish himself. Cooperative learning also occurs while observing the TV chef because one uses the ideas of the chef to mix with his own ideas to create new recipes and dishes. Many times the best dishes are created from mixing multiple peoples’ ideas to create a whole new dish altogether. The experiences you have when you prepare the dish on your own will be different from those of the television chef. The television chef is an expert at making the dish. Thus, when he or she explains how to make the dish one is not learning all the things that might go wrong. Rather, the chef is discussing what should happen. Thus, when you make the dish and things start to go wrong you will be experiencing things differently. Each time you cook a dish your experiences will be different because one will have reflected upon and learned from his or her past experiences. Additionally, minimal learning can occur while watching the chef cook. In order for real, meaningful learning to occur one must be actively engaged in creating his unique dish.
1. What is your first impression of this textbook based on reading the preface and first chapter?
I think the textbook will help teach me ways to effectively integrate technology into the daily curriculum. I like the idea of learning how to use technology with children. Many times, especially in today’s society, children are more technology competent than the teachers. However, if both teachers and children can learn with technology together, then I believe both will benefit enormously. The idea of learning with technology and not from technology will also be interesting to investigate. Hopefully this textbook will teach me some effective ways to help children actively learn with technology.
2. Jonassen identifies 5 characteristics of meaningful learning. How do these 5 characteristics compare with your own understanding of what meaningful learning is?
Jonassen mentions the 5 characteristics of meaningful learning as active, constructive, cooperative, authentic, and intentional. I agree that in order for learning to be meaningful one must be actively engaged in discussions and thinking about the concept. Students must also be able to explain their own understanding of the concepts to demonstrate full comprehension. When children can link the concepts learned in the classroom to examples outside the classroom in their real lives then they more likely to connect with the material and truly learn it. However, I believe one can learn something without initially setting out to learn it; all learning is not necessarily the intended thing to be learned. Additionally, many children learn best initially when they are independent. I do believe cooperation and group work should be introduced into the classroom in addition, but students should have time to reflect on their own understanding first.
3. As a student you have observed the teaching process for more than 15 years. Some authors refer to this as an apprenticeship of observation. Reflecting back as a K-12 and college student, how have you seen technology used as teaching and learning tool?
During my schooling, technology was used mostly outside of the classroom. In elementary school if we finished up our work ahead of time we could play math games on the computer. Yet since there were only 3 computers for the whole class these occurrences were rare. As I progressed through schooling, computer use inside the classroom got less frequent. In middle and high school computers were only used to type papers, which mostly occurred outside the classroom at home. Other than computers the most technology used was an overhead projector and rarely an ELMO machine. Technology was used as a medium to post notes faster than the traditional chalk to chalkboard technique.
4. In your own words, what is the difference between ‘learning from technology’ and ‘learning with technology’?
Learning from technology is when one is shown information on a screen with minimal to no skill or work involved at getting the information. Learning with technology is actively working towards creating an understanding of information that is not always immediately apparent. Learning with technology involves learning about how the technology works while learning other concepts. Learning with technology allows students personal freedom as they figure out things as they go along, whereas learning from technology involves a rigid path students follow, depriving students of freedom in their learning.
5. Who is David Jonassen? Find out more about his background and professional interests.
David Jonassen went to school at the University of Delaware. He took many psychology classes and then he completed a masters program in experimental educational psychology. He then taught in elementary and junior high school. Currently he is a distinguished professor of education at the University of Missouri-Columbia. David Jonassen’s professional interests include cognitive tools such as Mindtools for learning, cognitive modeling and cognitive task analysis, systems dynamics and systems modeling, and problem solving.
6. Occasionally, you may come across unfamiliar terms in the reading. Rather than ignore them (a strategy struggling readers use), be sure to understand what these new words mean. This is great practice for the GRE. Also, when we discuss the readings in class, I will randomly call on students to define unfamiliar terms using their own words. For example, do you know what an ‘epiphenomenon’ is? Can you define the word ‘nascent’? Both of these terms are used in Ch. 1.
Epiphenomenon is a secondary or additional phenomenon that results from and accompanies another phenomenon. Nascent means beginning to exist or develop; emerging. Advent means the coming or arrival. Myriad means a lot or an indefinitely great number. Syllogisms require deductive reasoning. Repositories are storehouses, or an abundant source or supply.
7. Choose one question from the ‘Things to Think About’ section on pp. 10-12. Respond to this question. Be sure to identify the question to which you are responding.
10. Can you learn to cook merely from watching cooking shows on television? What meaning do you make from the experiences that you observe? Will the experiences you have when you prepare a dish be the same as that of the television chef? How will it be different?
No, it is not possible to learn how to cook from merely watching cooking shows. Cooking is something that must be done and practiced in order to learn. From observing others you learn mistakes they have made so as not to do them yourself. From observing you learn what the dish is supposed to involve and how it is to look at the end. By observing you begin preparing yourself for active, manipulative learning that will occur when you make the dish yourself. Intentional learning is also taught through observing as one learns what the final product should look like, which then helps them create a goal for their own dish. Constructive learning, where the cook examines what the chef did to create the dish, occurs while one observes the chef too. Authentic, active and constructive learning again occur as one actually tries to cook the dish himself. Cooperative learning also occurs while observing the TV chef because one uses the ideas of the chef to mix with his own ideas to create new recipes and dishes. Many times the best dishes are created from mixing multiple peoples’ ideas to create a whole new dish altogether. The experiences you have when you prepare the dish on your own will be different from those of the television chef. The television chef is an expert at making the dish. Thus, when he or she explains how to make the dish one is not learning all the things that might go wrong. Rather, the chef is discussing what should happen. Thus, when you make the dish and things start to go wrong you will be experiencing things differently. Each time you cook a dish your experiences will be different because one will have reflected upon and learned from his or her past experiences. Additionally, minimal learning can occur while watching the chef cook. In order for real, meaningful learning to occur one must be actively engaged in creating his unique dish.
Tuesday, August 25, 2009
Educational Technology Thoughts
I believe that technology will be utilized in the classroom as an invaluable resource for students to expand upon their knowledge base. Using computers students will be able to learn facts and information that is not immediately accessible to them. Technology also allows students the opportunity to communicate with and learn about others around the world. Introducing students to technology in the classroom will help students in the future as they go into their future careers.
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