(A) Web Evaluation Discussion:
-FAIR-3
-Immigration Blog-3
-America.gov-3
-News from the Onions-3
total=12
(B) WebQuest Discussion:
total=6 (one comment on each webquest and 2 comments on my classmates' thoughts.)
(C) Google Form Discussion:
total=4 (2 of my own comments and 2 comments on my classmates' thoughts.)
(D) Lost Arts of Teaching Discussion:
total=4 (2 of my own comments and 2 comments on my classmates' thoughts.)
Monday, November 8, 2010
Thursday, November 4, 2010
EDCT 203 Final: Technology Integration Plan
For my technology integration plan, I am going to utilize a couple of Web 2.0 tools that I learned about in EDCT 203. In this lesson, students will research a topic in groups. This topic will deal with an aspect of the type of literature we are studying at the time. For example, I may ask them to research Shakespearean theater before reading Hamlet. While researching, the students will use the social bookmarking tool, Diigo, to communicate back and forth about the information. Following this research and collaboration, the students will write a cooperative paper using a Wiki. This lesson entwines two very useful and beneficial technologies and should take 1-2 weeks depending on the students and the extent to which they research. Through this lesson, I would like to communicate the importance of working together and seeing every group member as an asset. I will also stress what credible sources are and how to be respectful while working collaboratively on a paper.
First, after giving students a brief introduction to the topic, I will teach them how to use Diigo. After each student is comfortable with the social bookmarking tool, I will separate them into groups of 3 to 4. Once in their groups, each member will locate one credible online source and share it with the rest of the group members. (I will review what makes a source credible). Once each student has a link to every other member’s source, the students will spend time reading and analyzing the material. While doing this, they will use Diigo to comment on the material. Through use of the highlighting tool, floating sticky notes, and the ability to comment on their group members’ comments, the students will collaborate their ideas and be provided with in-text references that they may utilize in their paper. I think that Diigo is an excellent tool to use during research for a collaborative paper because the students are forced to actually absorb the text and talk about it, making them analyze the information more.
Next, once the students have read all of their sources and had Diigo conversations on each, students will learn how to create a Wiki. I will model the process for the entire class, and then each group will create their own Wiki page. They will have the opportunity to spice up their Wiki and personalize it. Once the group’s Wiki is complete, they will begin their collaborative research paper utilizing their credible sources and ideas that they formed through their Diigo conversations. There are multiple ways this paper can be written. Students may choose to each contribute a certain piece of the paper on the Wiki, or they may choose to add things “here and there.” I will give them freedom to decide what route works best for their particular group.
I feel that this lesson utilizes technology in a way that facilitates learning because the students are using Diigo to find information and analyze it, and then they are using the Wiki to do collaborative work and use good group work skills. All of these skills are important in our day to day lives, so that is what makes this lesson that utilizes technology beneficial to students. This method of carrying out a research paper is more fun for students because they get to learn new technology and work together—making a “dry” assignment more interesting.
My assessment as to whether this assignment was effective will be the students’ final product. Is it well organized and put together? Did they take advantage of the text that Diigo helped them decipher? But most of all, I will observe the students and listen to them as they work to see if they are enjoying/benefiting from this experience. I keep all of my lesson plan ideas on hand to have the ability to pull from them in a job interview situation. I can utilize this lesson to show my knowledge of different Web 2.0 tools.
First, after giving students a brief introduction to the topic, I will teach them how to use Diigo. After each student is comfortable with the social bookmarking tool, I will separate them into groups of 3 to 4. Once in their groups, each member will locate one credible online source and share it with the rest of the group members. (I will review what makes a source credible). Once each student has a link to every other member’s source, the students will spend time reading and analyzing the material. While doing this, they will use Diigo to comment on the material. Through use of the highlighting tool, floating sticky notes, and the ability to comment on their group members’ comments, the students will collaborate their ideas and be provided with in-text references that they may utilize in their paper. I think that Diigo is an excellent tool to use during research for a collaborative paper because the students are forced to actually absorb the text and talk about it, making them analyze the information more.
Next, once the students have read all of their sources and had Diigo conversations on each, students will learn how to create a Wiki. I will model the process for the entire class, and then each group will create their own Wiki page. They will have the opportunity to spice up their Wiki and personalize it. Once the group’s Wiki is complete, they will begin their collaborative research paper utilizing their credible sources and ideas that they formed through their Diigo conversations. There are multiple ways this paper can be written. Students may choose to each contribute a certain piece of the paper on the Wiki, or they may choose to add things “here and there.” I will give them freedom to decide what route works best for their particular group.
I feel that this lesson utilizes technology in a way that facilitates learning because the students are using Diigo to find information and analyze it, and then they are using the Wiki to do collaborative work and use good group work skills. All of these skills are important in our day to day lives, so that is what makes this lesson that utilizes technology beneficial to students. This method of carrying out a research paper is more fun for students because they get to learn new technology and work together—making a “dry” assignment more interesting.
My assessment as to whether this assignment was effective will be the students’ final product. Is it well organized and put together? Did they take advantage of the text that Diigo helped them decipher? But most of all, I will observe the students and listen to them as they work to see if they are enjoying/benefiting from this experience. I keep all of my lesson plan ideas on hand to have the ability to pull from them in a job interview situation. I can utilize this lesson to show my knowledge of different Web 2.0 tools.
EDCT 203 Assignment # 12: Lost Arts of Teaching?
Do you think technology can facilitate learning? Why and why not?
I do think technology can facilitate learning, it just has to be done in the right way. A teacher who makes Power Points and fills them with notes, and then stands up and reads them word for word, is not facilitating learning. At all. I think that some teachers use technology as a crutch in that way, they make it do all the work, and use it in a way that is not beneficial for students at all. However, I am not against technology. After reading the article "Lost Arts of Teaching," I really started thinking. I believe that there has to be a healthy balance in the classroom. This includes technology, group work, independent work, hands on projects and many other things. In this environment, technology should be used as a tool to assist a multidimensional lesson--not BE the entire lesson. Good examples would be all of the tools we have learned thus far in EDCT 203.
What are the factors that affect our decisions on whether and how we will use a technology in our classes or not?
Obviously, I am not a teacher yet, so it is difficult to answer this question realistically. However, I think that as a teacher, we need to first develop a lesson and a method of how to teach that lesson, and THEN incorporate the technology to enhance the lesson and deepen learning. You always need a base of knowledge before you can effectively use and integrate technology. As far as Power Points, I feel that they should be used sparingly, and only as a guide. I could see using a Power Point to show pictures that are associated with a lesson, or You Tube videos that pertain to a lesson and make a lesson more tangible. I definitely plan to use technology on a fairly regular basis, but it is hard to say exactly how because I do not know how equipped my school and classroom will be.
I do think technology can facilitate learning, it just has to be done in the right way. A teacher who makes Power Points and fills them with notes, and then stands up and reads them word for word, is not facilitating learning. At all. I think that some teachers use technology as a crutch in that way, they make it do all the work, and use it in a way that is not beneficial for students at all. However, I am not against technology. After reading the article "Lost Arts of Teaching," I really started thinking. I believe that there has to be a healthy balance in the classroom. This includes technology, group work, independent work, hands on projects and many other things. In this environment, technology should be used as a tool to assist a multidimensional lesson--not BE the entire lesson. Good examples would be all of the tools we have learned thus far in EDCT 203.
What are the factors that affect our decisions on whether and how we will use a technology in our classes or not?
Obviously, I am not a teacher yet, so it is difficult to answer this question realistically. However, I think that as a teacher, we need to first develop a lesson and a method of how to teach that lesson, and THEN incorporate the technology to enhance the lesson and deepen learning. You always need a base of knowledge before you can effectively use and integrate technology. As far as Power Points, I feel that they should be used sparingly, and only as a guide. I could see using a Power Point to show pictures that are associated with a lesson, or You Tube videos that pertain to a lesson and make a lesson more tangible. I definitely plan to use technology on a fairly regular basis, but it is hard to say exactly how because I do not know how equipped my school and classroom will be.
Monday, November 1, 2010
Sunday, October 24, 2010
Assignment # 10: “Learning with Games and Simulations”
Game # 1: Practice with Plurals
This game is great for practicing plurals, and I would use it in my classroom to reinforce and/or review plural forms of many different words. It is nice because It has multiple difficulty levels, and the students may choose between multiple choice questions and fill in the blank.
Game # 2: Lord of the Flies
I would use this game in a high school classroom if I was reading "Lord of the Flies" with my class. It would be a fun way to introduce them to the book and look at basic analytical elements. Sometimes older students need some play too, and this is a great way to do it!
This game is great for practicing plurals, and I would use it in my classroom to reinforce and/or review plural forms of many different words. It is nice because It has multiple difficulty levels, and the students may choose between multiple choice questions and fill in the blank.
Game # 2: Lord of the Flies
I would use this game in a high school classroom if I was reading "Lord of the Flies" with my class. It would be a fun way to introduce them to the book and look at basic analytical elements. Sometimes older students need some play too, and this is a great way to do it!
Wednesday, October 20, 2010
Sunday, October 17, 2010
EDCT 203 Assignment # 8 VoiceThread
Here is a link to my own mock VoiceThread. I made this voicethread for my students to learn a little bit about me. After watching mine, they will make a VoiceThread about themselves so I can learn about them.
Mock VoiceThread
I really enjoyed learning about this mean of digital storytelling. It was even fun to make! I like the idea of students making a VoiceThread about themselves. That way, they can pick out pictures of people, activities, or things that are very important to them. After they have done that, they get to tell me why those those things are important to them through a voice message or a text box message. They can even have family or friends comment on the picture, sharing memories and stories.
I like this idea because I want to know my students. I want to know them outside the classroom, and I want to know what interests they have! We could also have a "movie day" and watch everyone's VoiceThread so that all the students know some fun things about each other.
This method of digital story telling could also be used in a variety of ways for lessons. However, I really like the idea of getting to know my students this way.
Several standards were addressed:
1. Facilitate and Inspire Student Learning and Creativity (Students had freedom to create their own identities and choose their own style and direction for their VoiceThread.)
3. Model Digital-Age Work and Learning (By making a model VoiceThread myself)
* Commit to the Well-being of Students, Families, and Communities
Among others.
Mock VoiceThread
I really enjoyed learning about this mean of digital storytelling. It was even fun to make! I like the idea of students making a VoiceThread about themselves. That way, they can pick out pictures of people, activities, or things that are very important to them. After they have done that, they get to tell me why those those things are important to them through a voice message or a text box message. They can even have family or friends comment on the picture, sharing memories and stories.
I like this idea because I want to know my students. I want to know them outside the classroom, and I want to know what interests they have! We could also have a "movie day" and watch everyone's VoiceThread so that all the students know some fun things about each other.
This method of digital story telling could also be used in a variety of ways for lessons. However, I really like the idea of getting to know my students this way.
Several standards were addressed:
1. Facilitate and Inspire Student Learning and Creativity (Students had freedom to create their own identities and choose their own style and direction for their VoiceThread.)
3. Model Digital-Age Work and Learning (By making a model VoiceThread myself)
* Commit to the Well-being of Students, Families, and Communities
Among others.
Monday, October 4, 2010
EDCT 203 Assignment # 7 : Survey (Form) in Google Docs
What do you think are the three best ways of using Google Forms in this article?
After reading this article I feel like the three best ways of using Google Forms in this article are:
I could use Google Forms in my classroom in a variety of ways. In addition to the variations above, I could foresee myself creating forms for my students to give me feed back on lessons and how they feel about certain topics such as group work. I could also utilize forms to do movie critiques. For example, when reading Pride and Prejudice, we could watch the movie as a supplement and then for a Google form to compare and contrast the two. How were they similar and different, and why. There are so many different ways I could use Google Forms in my classroom, and I can definitely see myself using them in the future!
Here is a link to a Google Form I created:
Language Arts and Technology
After reading this article I feel like the three best ways of using Google Forms in this article are:
- Get to know your class. I especially liked this one because part of my teaching philosophy is to create a community within my classroom, and I must be a part of that community. Therefore, I must know my students apart from their academic selves. Making a form like this one is just one great way a teacher can get to know his or her students. I was even thinking that a teacher could make a new form with new questions at intervals throughout the year. That way he or she is always learning about students.
- Library book review. I picked this one out because of how I could utilize it in my future language arts classroom. I would love my students to have "silent reading time" in my classroom. A time when they can read what they want to read. This form would be great for students to evaluate books for each other--that way they could see a preview before they began reading.
- Prior learning assessment. I think this form is very practical and beneficial to any classroom. It could save the teacher a lot of time by letting them know exactly what the students remembered and absorbed. If he or she decides from the the results of this form that they need to review, they then know exactly what needs reviewed. This is also a way for students to gauge their understanding.
I could use Google Forms in my classroom in a variety of ways. In addition to the variations above, I could foresee myself creating forms for my students to give me feed back on lessons and how they feel about certain topics such as group work. I could also utilize forms to do movie critiques. For example, when reading Pride and Prejudice, we could watch the movie as a supplement and then for a Google form to compare and contrast the two. How were they similar and different, and why. There are so many different ways I could use Google Forms in my classroom, and I can definitely see myself using them in the future!
Here is a link to a Google Form I created:
Language Arts and Technology
Thursday, September 30, 2010
EDCT 203 Assignment # 6: WebQuest Assignment
WebQuest Evaluations
An Insect's Perspective
The introduction does engage the learner immediately by giving an
attention getting statistic. This will get the students interested
and excited to do more I think. I do not necessarily think it does a
good job of clearly justifying the webquest, because all it does is
list questions versus explaining the reason or displaying the
significance of the questions. I think the task portion of this webquest is very clear and
appropriate. It clearly states that there will be two tasks and then
also numbers those tasks for even more detail and clarification. I
believe it is complete; however, I will know more after seeing the
process section. Yes, this process utilizes multiple ways of learning--decision
making, research, discussion, writing, and doing. The lesson also
scaffolds the activities by breaking each one down into sections and
emphasizing words or phrases that are especially important. The
research and group discussion allow for discovery and collaboration.
I think that a small way for students to check their understanding is
the presence of examples throughout the process. They can then see if
they are on target for the assignment. I think this rubric is excellent. I like that the lowest scale is
labeled "beginning" because this way, students should not get
discouraged. The descriptions within the rubric are clear and
concise, allowing the students to know what is expected of them ahead
of time. Overall this was a good webquest, but like my classmate Allison pointed out, there is some poor punctuation which should be fixed.
The Four Seasons
I think the introduction is a little vague. She goes through the
introduction very quickly, and I think gives a little too much
information. Maybe the detail about the groups and the assignment
should be saved for the task portion. It does, however, engage the
learner by its beginning sentence. Young children love to help out,
so that was a great choice of words. And, like my classmate Sarah pointed out, this makes it very age appropriate. The task is cut a little short. She needed to go on to say how
they would apply that information to making their brochure. This will
be challenging to students, but maybe too challenging for 2nd graders,
especially to process via webquest. The task is not clearly defined
because she does not go on to say what they will do with the
questions. The process page is complete. Each step is outlined and
descriptive. All of the information is there for them to find easily
and they are told what to then do with the information. Many learning
styles are touched on due to the research, the sharing, the group
work, and the creative doing that the brochure requires. Again, the
flaw I see in this activity is the difficulty level. It is well put
together, I just am not sure if young students would comprehend the
assignment just by reading it off of this webquest. I like this rubric because it is easy to read and interpret. The students are clear as to what they are being asked and what is "good,"
"better," and "best." I do think the teacher should go over this with
the students verbally, along with the rest of the assignment.
Who Really Owns the Rosetta Stone?
This site is unlike the other webquests--but I don't think that makes
it bad. It does not use the same pages or subsections as our webquest
or the template we were introduced to. However, I do think this is a
very good resource to teach from. I think it is accessible to the
sixth graders, but not too easy. They are pushed to research and
think about things--but like my classmate Jill pointed out, there is also a lot of background information that students can look at too. The webquest is sophisticated and very
technological with many hyperlinks and resources. The students are
forced to use multiple modes of thinking by doing research, presenting
to peers, and working together in groups. Overall I think this is a
very good webquest even though it is unlike what we know.
Review of Algebra 1
The introduction is very clear and concise and justifies the purpose for the webquest. I think it could use some help in engaging the learner right away--an attention getter maybe. The task portion lack a little in direction. She simply listed links to math lessons online. She does not tell the students specifically what to do. Are they supposed to do all of them? Only certain ones on certain days? It seems to be the right level of cognitive ability, but just lacks in clarity and direction. The process is very clear and concise, but I feel like it almost needs to be switched with the task. This is questionable. This is great for students to get a break from the traditional ways of teaching math. They can get more "hands-on" and really check their understanding by doing the quizzes and repeating them for mastery. I am a little confused by this rubric. I looked at it for several minutes and still don't honestly understand how it works. I think the teacher should put an explanation as to how the rubric is structured and/or explain it to the class beforehand--so they know what is expected of them. Overall, I agree with my classmate Sarah in that the webquest is pretty boring and probably not the best way for students to review math.
My WebQuest
Language Arts WebQuest
An Insect's Perspective
The introduction does engage the learner immediately by giving an
attention getting statistic. This will get the students interested
and excited to do more I think. I do not necessarily think it does a
good job of clearly justifying the webquest, because all it does is
list questions versus explaining the reason or displaying the
significance of the questions. I think the task portion of this webquest is very clear and
appropriate. It clearly states that there will be two tasks and then
also numbers those tasks for even more detail and clarification. I
believe it is complete; however, I will know more after seeing the
process section. Yes, this process utilizes multiple ways of learning--decision
making, research, discussion, writing, and doing. The lesson also
scaffolds the activities by breaking each one down into sections and
emphasizing words or phrases that are especially important. The
research and group discussion allow for discovery and collaboration.
I think that a small way for students to check their understanding is
the presence of examples throughout the process. They can then see if
they are on target for the assignment. I think this rubric is excellent. I like that the lowest scale is
labeled "beginning" because this way, students should not get
discouraged. The descriptions within the rubric are clear and
concise, allowing the students to know what is expected of them ahead
of time. Overall this was a good webquest, but like my classmate Allison pointed out, there is some poor punctuation which should be fixed.
The Four Seasons
I think the introduction is a little vague. She goes through the
introduction very quickly, and I think gives a little too much
information. Maybe the detail about the groups and the assignment
should be saved for the task portion. It does, however, engage the
learner by its beginning sentence. Young children love to help out,
so that was a great choice of words. And, like my classmate Sarah pointed out, this makes it very age appropriate. The task is cut a little short. She needed to go on to say how
they would apply that information to making their brochure. This will
be challenging to students, but maybe too challenging for 2nd graders,
especially to process via webquest. The task is not clearly defined
because she does not go on to say what they will do with the
questions. The process page is complete. Each step is outlined and
descriptive. All of the information is there for them to find easily
and they are told what to then do with the information. Many learning
styles are touched on due to the research, the sharing, the group
work, and the creative doing that the brochure requires. Again, the
flaw I see in this activity is the difficulty level. It is well put
together, I just am not sure if young students would comprehend the
assignment just by reading it off of this webquest. I like this rubric because it is easy to read and interpret. The students are clear as to what they are being asked and what is "good,"
"better," and "best." I do think the teacher should go over this with
the students verbally, along with the rest of the assignment.
Who Really Owns the Rosetta Stone?
This site is unlike the other webquests--but I don't think that makes
it bad. It does not use the same pages or subsections as our webquest
or the template we were introduced to. However, I do think this is a
very good resource to teach from. I think it is accessible to the
sixth graders, but not too easy. They are pushed to research and
think about things--but like my classmate Jill pointed out, there is also a lot of background information that students can look at too. The webquest is sophisticated and very
technological with many hyperlinks and resources. The students are
forced to use multiple modes of thinking by doing research, presenting
to peers, and working together in groups. Overall I think this is a
very good webquest even though it is unlike what we know.
Review of Algebra 1
The introduction is very clear and concise and justifies the purpose for the webquest. I think it could use some help in engaging the learner right away--an attention getter maybe. The task portion lack a little in direction. She simply listed links to math lessons online. She does not tell the students specifically what to do. Are they supposed to do all of them? Only certain ones on certain days? It seems to be the right level of cognitive ability, but just lacks in clarity and direction. The process is very clear and concise, but I feel like it almost needs to be switched with the task. This is questionable. This is great for students to get a break from the traditional ways of teaching math. They can get more "hands-on" and really check their understanding by doing the quizzes and repeating them for mastery. I am a little confused by this rubric. I looked at it for several minutes and still don't honestly understand how it works. I think the teacher should put an explanation as to how the rubric is structured and/or explain it to the class beforehand--so they know what is expected of them. Overall, I agree with my classmate Sarah in that the webquest is pretty boring and probably not the best way for students to review math.
My WebQuest
Language Arts WebQuest
Friday, September 24, 2010
Assignment # 4 : Website Evaluation/ Diigo
Here is an overall evaluation of each site. Included in the evaluation is reasons why or why not I would use the site in my classroom. If I think I would use the site, I include how I envision utilizing it.
FAIR: This site looked very professional and was set up nicely. It was organized and labeled for easy navigation. However, this site is an organization. This means right away that there may be some biased present. After reading through this site, it is clear that there is explicit bias. This does affect the usefulness of the information, especially for students who are searching for accurate and clear information. Also, as my classmate Michelle pointed out, this site is out of date. I may use this site in my classroom, simply to go over what bias is. I would have an unbiased site picked out, and then possibly this one. My students would have to pick out parts they think highlight the bias.
Immigration Blog: By being a blog, this site is naturally going to be filled with biased. It is written by an individual who is voicing his "obsessed" opinions on immigration. For this reason, I do not see this site as a good way for students to learn about immigration as a whole. However, this site does provide links to credible sources such as CNN and The Washington Post, so students could possibly use those resources to gain more information they can trust. Also, I agree with my classmate Brittany that this site is nice in the face that it is very current. I may use this site in order teach about blogs and show what one looks like. I may also let students pull resources from the articles and links the blogger provides in order to check the credibility of those resources.
America.gov: I feel like this was the best site we had to evaluate, especially for the purposes of education. As my classmate Caitlin said very well--it is important to know both sides of every story, but it is also important to know the story as a whole--which is why this site is great. It gives an extended history, just as it promised in the title. I would trust this site to be credible based on its ".gov" address. I would use this site in my classroom simply for the great background information it gives. I would have them explore this site before starting a unit on immigration or before writing an argumentative paper. Students need that basic information in order to form any opinions of their own.
US Citizenship and Immigration Service: Along with the site above, this site is also a ".gov" address--giving it a sense of immediate credibility of some kind. This site is an excellent resource if a student is searching for something specific. It is set up in sections and sub-sections, so it is very accessible. Like my classmate, Jill, pointed out, the "how to" section on the far left is very helpful. I could see a project being done where students are put in groups and assigned a certain section. They could then be in charge of presenting that "how to" information to the rest of the class.
News from the Onions: This site was a tricky one. Its humor and set up makes me question the credibility and reliability of the authors and the information. My classmate Nathan commented that he thought older high school students may be able to grasp and analyze the information and its humor. At first, I agreed with him; however, after looking at the privacy section of the site and seeing the quote: "The Onion is not intended for readers under 18 years of age," I changed my mind. I do not think a teacher should ignore a claim like this and a vast majority of high school students are under 18, so that part alone takes this site out of the running for me. I would not use this site.
FAIR: This site looked very professional and was set up nicely. It was organized and labeled for easy navigation. However, this site is an organization. This means right away that there may be some biased present. After reading through this site, it is clear that there is explicit bias. This does affect the usefulness of the information, especially for students who are searching for accurate and clear information. Also, as my classmate Michelle pointed out, this site is out of date. I may use this site in my classroom, simply to go over what bias is. I would have an unbiased site picked out, and then possibly this one. My students would have to pick out parts they think highlight the bias.
Immigration Blog: By being a blog, this site is naturally going to be filled with biased. It is written by an individual who is voicing his "obsessed" opinions on immigration. For this reason, I do not see this site as a good way for students to learn about immigration as a whole. However, this site does provide links to credible sources such as CNN and The Washington Post, so students could possibly use those resources to gain more information they can trust. Also, I agree with my classmate Brittany that this site is nice in the face that it is very current. I may use this site in order teach about blogs and show what one looks like. I may also let students pull resources from the articles and links the blogger provides in order to check the credibility of those resources.
America.gov: I feel like this was the best site we had to evaluate, especially for the purposes of education. As my classmate Caitlin said very well--it is important to know both sides of every story, but it is also important to know the story as a whole--which is why this site is great. It gives an extended history, just as it promised in the title. I would trust this site to be credible based on its ".gov" address. I would use this site in my classroom simply for the great background information it gives. I would have them explore this site before starting a unit on immigration or before writing an argumentative paper. Students need that basic information in order to form any opinions of their own.
US Citizenship and Immigration Service: Along with the site above, this site is also a ".gov" address--giving it a sense of immediate credibility of some kind. This site is an excellent resource if a student is searching for something specific. It is set up in sections and sub-sections, so it is very accessible. Like my classmate, Jill, pointed out, the "how to" section on the far left is very helpful. I could see a project being done where students are put in groups and assigned a certain section. They could then be in charge of presenting that "how to" information to the rest of the class.
News from the Onions: This site was a tricky one. Its humor and set up makes me question the credibility and reliability of the authors and the information. My classmate Nathan commented that he thought older high school students may be able to grasp and analyze the information and its humor. At first, I agreed with him; however, after looking at the privacy section of the site and seeing the quote: "The Onion is not intended for readers under 18 years of age," I changed my mind. I do not think a teacher should ignore a claim like this and a vast majority of high school students are under 18, so that part alone takes this site out of the running for me. I would not use this site.
Sunday, September 19, 2010
EDCT 203 Assignment # 3 : Power Point Reflection
This assignment to create a Power Point lesson and an interactive quiz was actually quite fun. I enjoyed learning how to utilize all the things that Power Point has to offer because before, I only knew the basics.
To create this presentation, I first decided on a topic that would be fun and straight forward. I already had a lesson plan for Haiku Poetry designed for another class, so pulling facts and ideas was a breeze. Next I decided what facts were necessary for a basic understanding, and how I should word the information in a clear and concise manner. After I had my basic lesson slides, I went back and dressed them up by using clip art, fonts, and colors. I also embedded an instructional YouTube video that will not only serve as interactive media, but it also is very informative and really helps out with the lesson. After my instructional slides were completed, I started in on the quiz, keeping a consistent theme and style. I chose questions based on fact and one that required the use of a skill. I feel that tapping into different learning styles is important in assessing students. Finally, once I created all of my quiz slides and my source slide, I hyperlinked all the slides to the correct and incorrect slides, and added transition effects.
I do feel like I will use this method of presentation and assessment occasionally in my classroom. As for the interactive quiz, I think students would really enjoy it if it was used on special occasions. For example, if they have just written a big paper or had to read a high volume of literature. The process to create the quiz is quite time consuming, but I know I will get faster once I am more comfortable and familiar with this technology!
To create this presentation, I first decided on a topic that would be fun and straight forward. I already had a lesson plan for Haiku Poetry designed for another class, so pulling facts and ideas was a breeze. Next I decided what facts were necessary for a basic understanding, and how I should word the information in a clear and concise manner. After I had my basic lesson slides, I went back and dressed them up by using clip art, fonts, and colors. I also embedded an instructional YouTube video that will not only serve as interactive media, but it also is very informative and really helps out with the lesson. After my instructional slides were completed, I started in on the quiz, keeping a consistent theme and style. I chose questions based on fact and one that required the use of a skill. I feel that tapping into different learning styles is important in assessing students. Finally, once I created all of my quiz slides and my source slide, I hyperlinked all the slides to the correct and incorrect slides, and added transition effects.
I do feel like I will use this method of presentation and assessment occasionally in my classroom. As for the interactive quiz, I think students would really enjoy it if it was used on special occasions. For example, if they have just written a big paper or had to read a high volume of literature. The process to create the quiz is quite time consuming, but I know I will get faster once I am more comfortable and familiar with this technology!
Monday, September 13, 2010
EDCT 203 Assignment # 2 : Wiki Journal
1. What uses to you see for developing a wiki?
I have never heard of a Wiki before today, and after learning about them and making one, I see many beneficial uses for a Wiki. A Wiki would be perfect for a group project where multiple people need to have access to the same document, with the tools to add and take from it. The Wiki is perfect for that use because it can be edited and saved at the touch of a button. It is also great because if left open, anyone can see the information posted on your Wiki.
2. How do you see using this in your content area?
I see a Wiki as being a very cool thing to use in a high school English classroom. Providing that all students have internet access either at home or in a library that they have the opportunity to visit, I would be able to assign group papers and projects that require a collaborative written work. In this case, students could work on the writing at school during class, and at home or another public place. I see this as something I would definitely like to utilize in my classroom.
3. What ISTE did you meet today as a teacher and student? How?
As a teacher:
2. Design and Develop Digital-Age Learning Experiences and Assessmentsa.
Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
I met this standard as a "teacher" today during phase two of the lab when I made a Wiki page for literary terms and one for sonnet forms. These two areas are in my concentration and would be great to use in my classroom someday. These pages included a written purpose for the link, a link, and an image to represent the topic.
As a Student:
1. Creativity and Innovation:
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.
apply existing knowledge to generate new ideas, products, or processes.
I met this standard today during class when I used the general knowledge I had about technology and computers and used it to help me explore and figure out the new web tool, a Wiki. I had to be creative with my ideas of a topic and how to lay out my Wiki. It was a very beneficial process.
I have never heard of a Wiki before today, and after learning about them and making one, I see many beneficial uses for a Wiki. A Wiki would be perfect for a group project where multiple people need to have access to the same document, with the tools to add and take from it. The Wiki is perfect for that use because it can be edited and saved at the touch of a button. It is also great because if left open, anyone can see the information posted on your Wiki.
2. How do you see using this in your content area?
I see a Wiki as being a very cool thing to use in a high school English classroom. Providing that all students have internet access either at home or in a library that they have the opportunity to visit, I would be able to assign group papers and projects that require a collaborative written work. In this case, students could work on the writing at school during class, and at home or another public place. I see this as something I would definitely like to utilize in my classroom.
3. What ISTE did you meet today as a teacher and student? How?
As a teacher:
2. Design and Develop Digital-Age Learning Experiences and Assessmentsa.
Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
I met this standard as a "teacher" today during phase two of the lab when I made a Wiki page for literary terms and one for sonnet forms. These two areas are in my concentration and would be great to use in my classroom someday. These pages included a written purpose for the link, a link, and an image to represent the topic.
As a Student:
1. Creativity and Innovation:
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.
apply existing knowledge to generate new ideas, products, or processes.
I met this standard today during class when I used the general knowledge I had about technology and computers and used it to help me explore and figure out the new web tool, a Wiki. I had to be creative with my ideas of a topic and how to lay out my Wiki. It was a very beneficial process.
Saturday, September 11, 2010
EDCT 203 Assignment # 1 : Internet Resources
Copyright Issues and Internet Use
- Copyright and the Internet. On this site, copyright is briefly explained and a short history is given. This is beneficial to readers so that we have a background on the issue at hand. Plagiarism is also covered and what an owner of a work can do. For example, they may copy the work, rent the work, and sell the work, among other things. Also, this site covers what is protected on the World Wide Web, such as video, audio, and original text. Finally, what one can and cannot do when building a website is over-viewed.
- Copyright and Fair Use. This site goes over copyright and fair use issues that happen in the classroom and on the internet. Its goal is to help students and faculty be able to decipher when they need permission to use something off of the web, or when it is fair use. For most educators, many of the materials they may be utilizing are fair use because they are being used for a nonprofit, educational purpose. Finally, the site covers ways to obtain permission to use a copyrighted work if it is not fair use.
- Equity in Computer Classrooms. This site focuses on technology based classrooms, and how the students inside those classrooms are treated based upon their race and gender. The site concludes that, based on research, girls and minority students are far more "excluded" from computers and other technology. The reasons for this conclusion are based off of social, environmental, and attitudinal reasons. The site covers different societal myths that put women and minorities in this position and it also provides tips for teachers to start moving away from these negative ideas.
- Technology in K-12 Public Schools. This site asks questions about technology in the classrooms of public schools. With grants and funding increasing for technology, they question whether the technology is being used properly, whether teachers are being trained correctly, whether under-served students are receiving the same opportunities as mainstream students, and they are questioning whether students can aid and supplement their learning by having access to technology at home and outside of the classroom.
- Cultural Difference and its Influence on Learning. This site looks at how students with a culturally diverse background learn with computer based lessons, and how that diverse background may influence their learning. Their background may cause them to look at technology based learning in different ways. The struggles diverse students may encounter in the every day classroom can also carry into a computer-based learning environment, and the site covers those concerns as well.
- Cross-Cultural Reactions. This site focuses on a specific software called KIDWARE and how that software was used in a classroom of ESOL (English as a Second Language) elementary school students. It explores how a students culture and background can be expressed through learning in a technological learning environment.
- Computers. This site explores the use of computers by very young children in this up and coming technological society. It discusses all the possible benefits of this use including self-expression, and sense of accomplishment when mastering a task. The site also discusses the possible health risks associated with computer use at such an early age including eye strain and repetitive motion injuries. Finally the site gives suggestions of ways one can avoid these harms.
- Computer Vision. This site examines and explains the disorder called Computer Vision Syndrome. It also gives research information stating that despite the possible syndrome, computer use among preschoolers has prepared them better for school. It goes on to give tips on how parents and teachers can help to prevent the risks associated with computer use. One of those tips is to monitor and limit the amount time spent on the machines. Finally, the site urges parents to take their child to a comprehensive eye exam prior to starting their school education.
Wednesday, September 8, 2010
Northport, Michigan
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