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.
Sunday, September 27, 2009
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.
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