Research Paper on Technology in the Classroom
Interest: Use of technology for dyslexic students
The reason I chose this topic is because I plan to work with students with special needs when I graduate. I have a special interest in dyslexia right now because my twelve year old brother just got diagnosed with dyslexia about a month ago. Dyslexia is a disability that doesn’t go away with time; consequently the child has to learn to live with it until he or she is an adult. That’s why it’s important to find technological tools that will help the student with reading and writing. These tools might also serve the student in university, the workplace, and all through adulthood.
Synopsis 1
James, A., Electronic Gadgets to Help with Dyslexia, Dyslexic.com, published: May 3rd 2007, website: http://www.dyslexic.com/articlecontent.asp?CAT=Technology&slug=155
This article describes different portable electronic devices that can help students with dyslexia.
1. First, electronic spell checkers and dictionaries: this tool is great for students when they’re not able to be around a computer; for example: at their desk in the classroom. The student just writes the word the way he or she thinks it’s written, and the program corrects it. It’s very sensitive that it will detect very “strange” spellings. This gadget comes in different sizes and from different dictionaries. Some even come with a thesaurus so students can make sure their using the right word at the right place. The Franklin DMQ-1870 Speaking Dictionary; a more advanced device reads the spelling and definition out loud.
Second, portable scanning pens: this tool scans a word or sentence off a book or paper and reads it out loud. It’s especially good because it lets the students hear the proper phonic pattern. According to the author, research shows that this will help and accelerate learning because it will take these students less time than if they would have to look several words up in the dictionary, or decode a word one on one with a teacher. Its more advanced features are word translation and the possibility to create word banks related to a field such as medicine, geography, and science (especially good for the job market).
Third, portable word processors: this tool can be considered as a mini-computer. It is great for classrooms because it’s smaller than a regular computer and more resistant than a laptop. It has spell check and a thesaurus. This tool is great for struggling writers because it may come with a typing tutor and a phonetic word predictor.
Fourth, voice recorders: This device is great because it can record meetings, lectures or conferences. I think that many of us have a hard time following what a teacher or professor is saying and take notes at the same time. So I can just imagine how hard it is for a struggling writer. This is a newer version of the cassette tape recorder; it tapes more than 20 hours and the information can be transferred onto a computer.
Fifth, E-book: This is an electronic based text device. It enables the student to control the font and the background color to personal taste. Also, there is an option of listening to the text ou loud.
2. I think that the resource provided me with great technological gadgets that I would have otherwise not known about. It took into consideration that children with dyslexia don’t grow out of this disability, and therefore they need special tools to help them function throughout their lives; in high school, college, university, and on the job market.
3. I would definitely consider using these tools in my classroom because it would make the child with dyslexia feel more capable of doing to assigned work, whether it being reading or writing. The voice recorder might not be useful for an elementary student but all the other tools are great; I especially think that the spell checker and scanning pens would be the most useful in an elementary setting. The child’s self-esteem will be boosted because he or she won’t get as many spelling mistakes when writing a text. I hope to have the funding for these tools in the school that I work in, or I might need to ask the children’s’ parents to provide them with it.
Synopsis 2
Butteriss, S., Interview with a Dyslexic Entrepreneur – a Life Turned Around Through Technology, May 3rd 2007. http://www.dyslexic.com/articlecontent.asp?CAT=General&slug=273
1. This article talks about an interview that Sharon Butteriss had with a Dyslexic Entrepreneur: John Tipping. Before technology, he felt that he wasn’t able to “fully” do his job. He felt that his writing skills were holding him back; he couldn’t write his own quotes or invoices for his company. He asked his son or partner to do this type of work for him.
Until he was 37, he felt that there was no help available for people with dyslexia. Today, thanks to technology he can be independent and organize and write on his own; he doesn’t need to depend on his partner and son to write his emails and invoices anymore. He uses PDA to organize himself. Also, he uses a program called Read & Write to help him read his emails: it actually reads it to him. He uses a program called Dragon Naturally Speaking to write back. He sais that at 38, he had tears running down his face, when he wrote his first email on his own.
2. This interview is an inspiration to all dyslexic individuals. It shows that thanks to technology dyslexia shouldn’t stop anyone from pursuing their dreams and everyday tasks. It showed me that everyday tasks such as reading and writing emails can be difficult and depressing for individuals with dyslexia. Therefore, they need these technological tools to help them have the confidence that they can be like and, do everything like everyone else.
3. Read & Write as well as Dragon Naturally Speaking, are both great tools to use in the classroom. However, I feel that students shouldn’t fully depend on it and they should still put an effort and try reading and writing. I think that the teacher’s place is to evaluate which student really needs this tool because if used properly, it can really aid and help children boost their self esteem just like it did to the entrepreneur. Students with dyslexia sometimes have a hard time putting their ideas down on paper, and therefore, they don’t get credit for their amazing and interesting ideas. These programs allow teachers and other individuals to recognize these people’s creative ideas.
Synopsis 3
Informal discussion with Carolyn *****; psychologist
1. Carolyn is my brother’s psychologist. She has three children of her own that have different learning disabilities. Her older daughter is dyslexic; she struggled with school but thanks to technology, she is now doing her masters degree. She got her books scanned in college and university and the program read her texts to her. This program eliminated most of her frustration in regards to reading and comprehension. Before, when she read on her own, her brain wasn’t able to properly process the information because she was too concentrated on decoding words; this isn’t the case anymore because the technology reads to her. This way she can fully concentrate on the content of the book, and study on her own like any other university student.
2. Her story gave me and my parents hope for my younger brother. It made us realize that thanks to technology, nothing is impossible today. Students with disabilities can go through school and even get a bachelors or masters degree like everyone else. Individuals with dyslexia should believe in themselves because they can go very far in life.
3. I can use such a program in my classroom for children whom reading in an everyday struggle. I would use it when students are being evaluated on reading comprehension as opposed to reading alone. This way I can evaluate their comprehension; something that I would probably have a hard time doing if they were reading on their own. The student would probably be struggling to read, and therefore have a hard time understanding the content. This is my brother’s problem; when we read to him, he understands much better than when he reads on his own. However, when I want to evaluate the level of reading, I would obviously take the child alone and make him read to me.
Synopsis 4
Software: Dragon Naturally Speaking Preferred version 9 http://www.dyslexic.com/dragon
1. This is a speech recognition software. It allows people with dyslexia and different disabilities to speak to their computer in order to write, and control their computer. Examples of the kind of writing that can be done is for emails, word processing, internet browsing, ECT…Individuals with disabilities usually find it very time consuming to get their thoughts out on paper or onto the computer. This tool minimizes the frustration that these individuals might encounter; it is 3 times faster than typing. It has automatic punctuation, and the users can edit their work with their voice. If the person isn’t close to a computer and wants his or her ideas to be put onto the computer, he or she can dictate their voice onto a voice recorder and then download it onto the computer. No tool is easy to work with when you aren’t familiar with it; this software comes with a tutorial to help the individual work with the system.
2. I knew that there were tools for individuals with dyslexia, but I never knew that someone can speak to a computer and get their ideas written in text. This resource has great advantages; it allows teachers to see each child’s potential and creative thinking; something teachers wouldn’t otherwise be able to do. Also, it allows students with disabilities to feel that they can write great things like any other child in the classroom. Thanks to this program, children with disabilities won’t feel secluded and different from the rest of the students.
3. I can use this software in many circumstances in my classroom. I can not only use it for dyslexic individuals but for students who might not be able to write on a computer or on paper due to an accident. They can get their ideas onto the computer even if their hand might be broken or swollen. This tool minimizes overall frustration for the students that are unable to write due to any given circumstance.
Saturday, April 19, 2008
Wednesday, April 16, 2008
April 9th
textbook 241-245
I had to leave early last class so I didn’t get to watch too many of the videos. However, from the couple that I watched, I realized how very different and varied they were even if we all had the same assignment! Ghada and I decided to do it as a commercial/collage on the moments of truth during ones life; our inspiration was my pregnancy. The other team’s inspiration was completely different; they were inspired from a book on rice, and that’s why they decided to film themselves making rice. The other group wanted to make it useful for teaching, so they decided to film themselves teaching a science lesson. Using movie maker isn’t very hard; however like with any other technology, it sometimes just doesn’t want to work! So we had to be patient and find tricks to make it work. One of the glitches was adding a title to a slide; if we made a small mistake, it would mix up the whole video and we would almost have to start all over. However, the most challenging part was to grab the video from utube and transforming it into a file instead of a website. We had to download a program off the internet and we got some help from Ghada’s cousin on this part.
Without any doubt, this class broadened my horizons about technology and its different uses in the classroom. As I stated in my first blog, I was very scared of using any type of technology because I felt like I just knew the basics so how would I teach children to use it. However, at the end of this class, I realize that I have gained confidence and I now know that I can use technology and help is out there if I need it. As the textbook states, it has given us example of how to use technology in to engage in meaningful learning; however it did not show us how to use the software (p.241). This was the course’s job! We were able to play around with the technology in the classroom and learn how to use it in our classroom. I never knew that creating a website can be so simple! I actually did my whole website on my own; I first thought that I would ask help from everyone and this was definitely not the case. So I am definitely proud of myself and I can say that I will use much more technology in my classroom than I initially thought that I would. As mentioned by Jonassen et al., we need to believe in our students and give them responsibility and ownership in the knowledge building. They can definitely do that with the help of technology. Also, they mention that with technology comes risk; these activities involve risk and I need to take these risks because they are worth it because the outcome might be great (p.243)! Technology is very prevalent in our society and as Jonassen mentions, teachers need to get away from the “standard and regular” ways of teaching, and use technology to enhance their teaching (p.245). I can honestly say that I am willing to start my teaching career with the “new” way of teaching and almost forget about the standard blackboard teaching.
textbook 241-245
I had to leave early last class so I didn’t get to watch too many of the videos. However, from the couple that I watched, I realized how very different and varied they were even if we all had the same assignment! Ghada and I decided to do it as a commercial/collage on the moments of truth during ones life; our inspiration was my pregnancy. The other team’s inspiration was completely different; they were inspired from a book on rice, and that’s why they decided to film themselves making rice. The other group wanted to make it useful for teaching, so they decided to film themselves teaching a science lesson. Using movie maker isn’t very hard; however like with any other technology, it sometimes just doesn’t want to work! So we had to be patient and find tricks to make it work. One of the glitches was adding a title to a slide; if we made a small mistake, it would mix up the whole video and we would almost have to start all over. However, the most challenging part was to grab the video from utube and transforming it into a file instead of a website. We had to download a program off the internet and we got some help from Ghada’s cousin on this part.
Without any doubt, this class broadened my horizons about technology and its different uses in the classroom. As I stated in my first blog, I was very scared of using any type of technology because I felt like I just knew the basics so how would I teach children to use it. However, at the end of this class, I realize that I have gained confidence and I now know that I can use technology and help is out there if I need it. As the textbook states, it has given us example of how to use technology in to engage in meaningful learning; however it did not show us how to use the software (p.241). This was the course’s job! We were able to play around with the technology in the classroom and learn how to use it in our classroom. I never knew that creating a website can be so simple! I actually did my whole website on my own; I first thought that I would ask help from everyone and this was definitely not the case. So I am definitely proud of myself and I can say that I will use much more technology in my classroom than I initially thought that I would. As mentioned by Jonassen et al., we need to believe in our students and give them responsibility and ownership in the knowledge building. They can definitely do that with the help of technology. Also, they mention that with technology comes risk; these activities involve risk and I need to take these risks because they are worth it because the outcome might be great (p.243)! Technology is very prevalent in our society and as Jonassen mentions, teachers need to get away from the “standard and regular” ways of teaching, and use technology to enhance their teaching (p.245). I can honestly say that I am willing to start my teaching career with the “new” way of teaching and almost forget about the standard blackboard teaching.
April 2nd
Assessing Meaningful Learning with Technology
Textbook Questions
1- Is assessment really a separate activity from learning? What circumstances may impact whether it is or isn’t?
Assessment isn’t separate from learning because authentic type of assessment provides information required to improve performance. Students’ skills are assessed with activities that allows them perform those tasks; they are learning while being assessed. Contrarily to older types of assessment where students are assessed on answers they provide; authentic assessment would ask science students to construct something rather than answering questions. The assessment will be on the final product of this construction, instead of being on something separate than what they are working on.
2- How do you see assessment activities as a way to generate feedback that can improve learner performance? After reading this chapter, are there ways you can see how technology can contribute to this?
Because authentic assessment is based on activities that students need to perform in the future, feedback will be necessary. The students will be assessed on the product of this given activity; the feedback given will improve the students’ learning performance on future tasks. The example given in the textbook about social studies students polling the public is a perfect example; they will need to poll people in their future; by being assessed on this task, their learning performance will improve and they will know what they did that was right or wrong and they will improve it the next time. Technology can contribute to this; e-portfolios definitely help with learner performance. By gathering information, students can see their work in a coherent way and over a long period of time; also feedback from students and teachers can help the student learn and perform better.
3- How can you use technology to make assessment activities less threatening to learners or maybe even a positive experience?
A positive way is to use e-portfolios and make them with a group of students. This way individual students won’t feel anxious and the teacher can formally assess students without necessarily giving them a record grade. Also, portfolios can allow students to reflect on their work because they can see everything they have done over a long period of time. Also, using a rubric that both students and the teacher created together can relieve stress and make assessment a positive experience. The student will know exactly what is asked of him or her and therefore, will feel more at ease.
This chapter provided me with a lot of interesting ideas about interesting use of technology and assessment. I found that most of the activities provided were fun and positive for students. Assessment is usually a hard and painful for both students and teachers. I remember when I was on stage, the teachers were so stressed when the report card time came! Some teachers were organized and they had their grades all put on a computer spreadsheet from the beginning of the year; this relieved some of the stress!
I have already read and heard about e-portfolios; unfortunately, not many teachers use them yet; they are still stuck with the old fashion way of putting the portfolios in a binder. However, they’re a great way to see students’ work over time. It is an excellent way to see progress throughout the year and it’s much less stressful for students because it’s done over time and they don’t perceive it as stressful as an exam. Also, they can assess and give feedback of their own work.
Also, during this semester, when Ghada, and I designed our webquest, we used an online rubric generator. I never knew this tool existed. I was so impressed to see how simple it is to make a rubric. I think that designing a rubric with students is a great and positive experience for them because they will know exactly what the teacher expects from them. Also, they will want to perform because they put the rules down!
Clicker technology is interesting! I never knew this tool existed! I especially like it because it’s unanimous. It gives the teacher the overall impression of the students’ understanding without pinpointing who gets it and who doesn’t, beside the whole class. The teacher can automatically address the misconceptions and make sure that students understand. If the teacher still feels like one or two students don’t get it, then she can later go to their desk and give them a one on one explanation.
According to Hoffenberg & Handler, there are no more limitations to videotaping and video editing in the schools. Digital video and editing is a great way to motivate and produce higher level thinking. All you need is a computer and camera; most schools have this available to them (p.246). It’s true that making our own videos can be very motivating. Ghada and I were very excited to make a commercial and edit our final project during class today. We wanted to try and mimic commercials we see on television; but ad our own special touch. So if we were motivated, I can just imagine how much kids would enjoy this. Also, it’s interesting to see the different ways of using this type of technology. Students can become reporters; they can make documentaries, and infomercials. A project such as collecting monarch eggs was transformed into a computer based project. With a little of imagination and preparation, teachers can make great use of this technology (p.247). Nowadays, Teachers need to not only teach students how to read, write, and communicate, but they need to show them how to communicate with audiences that will be watching behind the television or computer (p.249). Also, video is being taken to a whole other level; education colleges are videotaping exemplary teachers in order to show future teachers good models of education (248). It’s another angle of the use of technology; I think that showing these in universities is great because Instead of only reading what goes on in textbooks, we will be exposed to what really goes on in the classrooms.
Technology is a great tool for students with learning disabilities; it can really make a different in their learning experience and learning outcomes. Examples of such programs are speech outcome, word predication, and speech recognition (p.252). These programs may help students who have difficulty writing what is on their mind get their thoughts out. This way, teachers will be able to see and recognize these students’ imagination and creativity; something they wouldn’t be able to do without these tools. Also, a group of tool from textHELP will help struggling readers and writers; these instruments feature talking toolbar, on screen text reading, a phonetic spelling checker, word predication, and thesaurus (p.254). It’s great to see that nothing is impossible anymore. My 12 year old brother has dyslexia and he has never been diagnosed until a month ago! He has always been perceived as a child who can’t write or properly read. It’s great to see that there is some help out there; he will be able to go through school because of the technology and he will hopefully be able to lead a regular adult life.
Assessing Meaningful Learning with Technology
Textbook Questions
1- Is assessment really a separate activity from learning? What circumstances may impact whether it is or isn’t?
Assessment isn’t separate from learning because authentic type of assessment provides information required to improve performance. Students’ skills are assessed with activities that allows them perform those tasks; they are learning while being assessed. Contrarily to older types of assessment where students are assessed on answers they provide; authentic assessment would ask science students to construct something rather than answering questions. The assessment will be on the final product of this construction, instead of being on something separate than what they are working on.
2- How do you see assessment activities as a way to generate feedback that can improve learner performance? After reading this chapter, are there ways you can see how technology can contribute to this?
Because authentic assessment is based on activities that students need to perform in the future, feedback will be necessary. The students will be assessed on the product of this given activity; the feedback given will improve the students’ learning performance on future tasks. The example given in the textbook about social studies students polling the public is a perfect example; they will need to poll people in their future; by being assessed on this task, their learning performance will improve and they will know what they did that was right or wrong and they will improve it the next time. Technology can contribute to this; e-portfolios definitely help with learner performance. By gathering information, students can see their work in a coherent way and over a long period of time; also feedback from students and teachers can help the student learn and perform better.
3- How can you use technology to make assessment activities less threatening to learners or maybe even a positive experience?
A positive way is to use e-portfolios and make them with a group of students. This way individual students won’t feel anxious and the teacher can formally assess students without necessarily giving them a record grade. Also, portfolios can allow students to reflect on their work because they can see everything they have done over a long period of time. Also, using a rubric that both students and the teacher created together can relieve stress and make assessment a positive experience. The student will know exactly what is asked of him or her and therefore, will feel more at ease.
This chapter provided me with a lot of interesting ideas about interesting use of technology and assessment. I found that most of the activities provided were fun and positive for students. Assessment is usually a hard and painful for both students and teachers. I remember when I was on stage, the teachers were so stressed when the report card time came! Some teachers were organized and they had their grades all put on a computer spreadsheet from the beginning of the year; this relieved some of the stress!
I have already read and heard about e-portfolios; unfortunately, not many teachers use them yet; they are still stuck with the old fashion way of putting the portfolios in a binder. However, they’re a great way to see students’ work over time. It is an excellent way to see progress throughout the year and it’s much less stressful for students because it’s done over time and they don’t perceive it as stressful as an exam. Also, they can assess and give feedback of their own work.
Also, during this semester, when Ghada, and I designed our webquest, we used an online rubric generator. I never knew this tool existed. I was so impressed to see how simple it is to make a rubric. I think that designing a rubric with students is a great and positive experience for them because they will know exactly what the teacher expects from them. Also, they will want to perform because they put the rules down!
Clicker technology is interesting! I never knew this tool existed! I especially like it because it’s unanimous. It gives the teacher the overall impression of the students’ understanding without pinpointing who gets it and who doesn’t, beside the whole class. The teacher can automatically address the misconceptions and make sure that students understand. If the teacher still feels like one or two students don’t get it, then she can later go to their desk and give them a one on one explanation.
According to Hoffenberg & Handler, there are no more limitations to videotaping and video editing in the schools. Digital video and editing is a great way to motivate and produce higher level thinking. All you need is a computer and camera; most schools have this available to them (p.246). It’s true that making our own videos can be very motivating. Ghada and I were very excited to make a commercial and edit our final project during class today. We wanted to try and mimic commercials we see on television; but ad our own special touch. So if we were motivated, I can just imagine how much kids would enjoy this. Also, it’s interesting to see the different ways of using this type of technology. Students can become reporters; they can make documentaries, and infomercials. A project such as collecting monarch eggs was transformed into a computer based project. With a little of imagination and preparation, teachers can make great use of this technology (p.247). Nowadays, Teachers need to not only teach students how to read, write, and communicate, but they need to show them how to communicate with audiences that will be watching behind the television or computer (p.249). Also, video is being taken to a whole other level; education colleges are videotaping exemplary teachers in order to show future teachers good models of education (248). It’s another angle of the use of technology; I think that showing these in universities is great because Instead of only reading what goes on in textbooks, we will be exposed to what really goes on in the classrooms.
Technology is a great tool for students with learning disabilities; it can really make a different in their learning experience and learning outcomes. Examples of such programs are speech outcome, word predication, and speech recognition (p.252). These programs may help students who have difficulty writing what is on their mind get their thoughts out. This way, teachers will be able to see and recognize these students’ imagination and creativity; something they wouldn’t be able to do without these tools. Also, a group of tool from textHELP will help struggling readers and writers; these instruments feature talking toolbar, on screen text reading, a phonetic spelling checker, word predication, and thesaurus (p.254). It’s great to see that nothing is impossible anymore. My 12 year old brother has dyslexia and he has never been diagnosed until a month ago! He has always been perceived as a child who can’t write or properly read. It’s great to see that there is some help out there; he will be able to go through school because of the technology and he will hopefully be able to lead a regular adult life.
March 26th
Course pack reading p.235
According to Barrett, when planning to use a computer based portfolio, the teacher must take many factors into consideration. First, the teacher must determine the possible stakeholders that will be involved and look at the portfolio; these being: the teacher, student, parent, administrator, community members, the school district, or the board (p.242). Each person, school and board will have different goals for the use of the portfolio. For example, the school district might want to use it to assess the program, or to document progress achieving standards, whereas high school students might want to use their portfolios as exhibitions, or to demonstrate their academic achievement for college applications (p.237).
In comparison to the “old fashion” way of portfolio making (notebooks, folders, pizza boxes) which can’t be easily stored and necessarily available for a long period of time, the electronic based portfolios will make work portable, accessible, and more easily and widely distributed. All you need is an electronic tool such as a memory stick, or CD to demonstrate all the kids’ great work (p.236). However, the teacher must make sure that the work remains secure and confidential; because after all this is a mean of assessing students’ work (p.239).
Studies on computer based portfolios are still in progress; this is still a new idea and that’s why there aren’t many softwares that are available for portfolio making; the only two are Learner Profile and Graby profile. However, only Graby is able to store portfolio items (p.239).
During this class we went around the building trying to figure out what to create as a video assignment! We finally decided to videotape ourselves in the washroom so we can teach the right use of the toilet and the proper ways of washing our hands. We encountered several glitches; first the camera started turning off for no reason so we taught that there were no more batteries so we went to the media center and rented some batteries. Then it started working a bit so we were able to film a little more; we got most of what we wanted on camera and then it turned off again! Now we didn’t know what the problem was. We asked some help from the guys at the media center and they didn’t know how to work it either. Technology always comes with a risk! We never know when we might encounter a glitch that may slow our work done; or even worse not let us finish what we initially wanted to do. We weren’t able to fix what we wanted to fix but at least we were able to take the memory stick and plug it into the computer so we can get our video. I had never used a device to record myself and transfer it onto a computer; not everyone is familiar with these kinds of technological advancements. Some are still focused to the idea of videotaping to see on TV and they are still afraid of transferring the information onto their computers; if I can do it, anyone can (p.240)!
When we started working with movie maker, we couldn’t get the program to cut where we wanted it to cut. When we selected a specific place, it would cut at the wrong time. We tried different ways and it still didn’t work! Our video wasn’t perfect and it wasn’t the way we really wanted it to come out. But if we had a little more time we would have probably figured it out. When technology doesn’t work and you think you’re doing it right, it can get really frustrating!!! However, what’s nice about using movies is that it’s the best way to use role playing, and student presentation performances; we enjoyed seeing ourselves and I’m sure children would like to see themselves as well (p.240)
Course pack reading p.235
According to Barrett, when planning to use a computer based portfolio, the teacher must take many factors into consideration. First, the teacher must determine the possible stakeholders that will be involved and look at the portfolio; these being: the teacher, student, parent, administrator, community members, the school district, or the board (p.242). Each person, school and board will have different goals for the use of the portfolio. For example, the school district might want to use it to assess the program, or to document progress achieving standards, whereas high school students might want to use their portfolios as exhibitions, or to demonstrate their academic achievement for college applications (p.237).
In comparison to the “old fashion” way of portfolio making (notebooks, folders, pizza boxes) which can’t be easily stored and necessarily available for a long period of time, the electronic based portfolios will make work portable, accessible, and more easily and widely distributed. All you need is an electronic tool such as a memory stick, or CD to demonstrate all the kids’ great work (p.236). However, the teacher must make sure that the work remains secure and confidential; because after all this is a mean of assessing students’ work (p.239).
Studies on computer based portfolios are still in progress; this is still a new idea and that’s why there aren’t many softwares that are available for portfolio making; the only two are Learner Profile and Graby profile. However, only Graby is able to store portfolio items (p.239).
During this class we went around the building trying to figure out what to create as a video assignment! We finally decided to videotape ourselves in the washroom so we can teach the right use of the toilet and the proper ways of washing our hands. We encountered several glitches; first the camera started turning off for no reason so we taught that there were no more batteries so we went to the media center and rented some batteries. Then it started working a bit so we were able to film a little more; we got most of what we wanted on camera and then it turned off again! Now we didn’t know what the problem was. We asked some help from the guys at the media center and they didn’t know how to work it either. Technology always comes with a risk! We never know when we might encounter a glitch that may slow our work done; or even worse not let us finish what we initially wanted to do. We weren’t able to fix what we wanted to fix but at least we were able to take the memory stick and plug it into the computer so we can get our video. I had never used a device to record myself and transfer it onto a computer; not everyone is familiar with these kinds of technological advancements. Some are still focused to the idea of videotaping to see on TV and they are still afraid of transferring the information onto their computers; if I can do it, anyone can (p.240)!
When we started working with movie maker, we couldn’t get the program to cut where we wanted it to cut. When we selected a specific place, it would cut at the wrong time. We tried different ways and it still didn’t work! Our video wasn’t perfect and it wasn’t the way we really wanted it to come out. But if we had a little more time we would have probably figured it out. When technology doesn’t work and you think you’re doing it right, it can get really frustrating!!! However, what’s nice about using movies is that it’s the best way to use role playing, and student presentation performances; we enjoyed seeing ourselves and I’m sure children would like to see themselves as well (p.240)
Wednesday, March 26, 2008
March 25th 2008
Chapter 9 p.204-216 visualizing with Technologies
Chapter questions
1.Is it ever possible to learn from television alone-that is learn how to do something merely from watching television instruction? What meaning will it have after only watching the show?
If the instructions are clear and the person giving the instructions gives them in an understandable manner, I think that I can learn how to do something from watching television instruction alone. I watch programs such as decorating houses or the food network and when the person is giving me instructions, I’m able to cook the meal the same way and go out and buy the stuff to decorate my house in the same way the host did
2. Video production is constructivist; that is, students are learning by constructing an artifact. What other kinds of constructionist activities can you think of (using technologies or not)?
A drama play is an example of a constructionist activity. I create the dialogue with the students, then we make the setting, the costumes, and finally we act the play out. Another great one is creating a collective book. First we brainstorm, then we write the story, then we make the drawings, and finally we put the book together!
3.Video feedback has been called a ‘’mirror with a memory’’. Why is seeing yourself on television such a compelling and incisive experience? How do you see yourself? Why is it so powerful?
Seeing myself on a screen allows me to view myself as another person. I can judge myself from another perspective. Whereas seeing my instantaneous reflection on the mirror doesn’t have the same effect on me. I remember watching my engagement party video and I couldn’t believe what I looked like. I didn’t realize how much weight I had gained. Even though I saw my reflection in the mirror everyday, watching myself on screen has an awakening effect on me; that’s so powerful!
Journal entry and chapter review
I never knew how simple it is to create a collage using movie maker! I have to use still images and sound to create a short story. Ours actually turned out looking like a commercial. It was about stress at work and then we added a funny twist at the end with hakuna matata from the lion king.
When relating this to the readings I think that it would be great to ‘’produce a documentary about themselves’’ (Jonassen et al. p. 205). Students would use their digital cameras and camcorders to take images and videos. As Jonassen mentions, using video will engage students in meaningful learning; in order to do that students need to use imagination, take chances and obviously equipments such as cameras, camcorder, and a computer (p.207).
In order to create a good movie with all the scenes and images they have taken, students need to edit their shots using softwares such as iMovie (p.208). The textbook gives a great explanation about the use but we will be learning how to use it in our next class.
Chapter 9 p.204-216 visualizing with Technologies
Chapter questions
1.Is it ever possible to learn from television alone-that is learn how to do something merely from watching television instruction? What meaning will it have after only watching the show?
If the instructions are clear and the person giving the instructions gives them in an understandable manner, I think that I can learn how to do something from watching television instruction alone. I watch programs such as decorating houses or the food network and when the person is giving me instructions, I’m able to cook the meal the same way and go out and buy the stuff to decorate my house in the same way the host did
2. Video production is constructivist; that is, students are learning by constructing an artifact. What other kinds of constructionist activities can you think of (using technologies or not)?
A drama play is an example of a constructionist activity. I create the dialogue with the students, then we make the setting, the costumes, and finally we act the play out. Another great one is creating a collective book. First we brainstorm, then we write the story, then we make the drawings, and finally we put the book together!
3.Video feedback has been called a ‘’mirror with a memory’’. Why is seeing yourself on television such a compelling and incisive experience? How do you see yourself? Why is it so powerful?
Seeing myself on a screen allows me to view myself as another person. I can judge myself from another perspective. Whereas seeing my instantaneous reflection on the mirror doesn’t have the same effect on me. I remember watching my engagement party video and I couldn’t believe what I looked like. I didn’t realize how much weight I had gained. Even though I saw my reflection in the mirror everyday, watching myself on screen has an awakening effect on me; that’s so powerful!
Journal entry and chapter review
I never knew how simple it is to create a collage using movie maker! I have to use still images and sound to create a short story. Ours actually turned out looking like a commercial. It was about stress at work and then we added a funny twist at the end with hakuna matata from the lion king.
When relating this to the readings I think that it would be great to ‘’produce a documentary about themselves’’ (Jonassen et al. p. 205). Students would use their digital cameras and camcorders to take images and videos. As Jonassen mentions, using video will engage students in meaningful learning; in order to do that students need to use imagination, take chances and obviously equipments such as cameras, camcorder, and a computer (p.207).
In order to create a good movie with all the scenes and images they have taken, students need to edit their shots using softwares such as iMovie (p.208). The textbook gives a great explanation about the use but we will be learning how to use it in our next class.
Wednesday, March 19, 2008
March 19th 2008
Chapter 9 Visualizing with Technologies
This chapter deals with technology and the way it helps students visualize concepts that are usually very abstract. According to Jonassen et al. “humans need visual prostheses for helping them to visualize ideas and to share those images with others” (p.192).
Such concepts in school come from subjects in math, science, and geography. In chemistry, a program such as McSpartan helps students “generate mental images of chemicals that aided their understanding (p.193). In math, technology isn’t just computer generated but simple things such a graphic calculator can help students see things that are usually very abstract concepts in this subject.
Textbook Questions
In this chapter, we have described how various technologies can function as visual prostheses. Can you think of other ways that technologies can help us “see things: in a new way? Are there scientific concepts that you had a hard time imagining at school?
Other technologies that help us see things in a new way are microscopes and telescopes. We can’t usually see small molecules with our eyes alone. Thanks to the microscope we can see such things. Also, because stars and planets are so far away we can’t see them in detail, once again thanks to technology we can see things in a new way. The scientific concepts I had a hard time with are chemistry and physics. I was always hard to imagine them because it was so abstract in my head. Also I had a very difficult time with geography and history!
Google Earth goes a long way toward mapping the world. How will that affect our perception of the world?’
I think that Google Earth is a great tool for mapping the world and it will affect
our perception of the world in a positive way. It let us see things that we would normally not see. They are usually abstract in out heads; thanks to Google Earth we can see clear images of different places in the world.
What kinds of reasoning/thinking are students performing when they think mathematically?
Math is an abstract field of study! The concepts are vey abstract in ones head. Therefore not all people are good in math because not all people can think in that way! However thanks to the visualizing technology, students who need imaging are able to show their abilities in mathematics; something they couldn’t do without the technology; I’m one of those people!
Journal Entry
When people used to ask me if I knew how to use Power Point very well I used to answer yes! But I guess I was wrong because I learnt many things that I didn’t know before. I learnt how to put icons that let me go from one page to another and I learnt how to link to the net. I think that power point is a great tool to use in the classroom because it helps students as well as teachers lecture in a less stressful manner. However, the slide shouldn’t be too detailed and people shouldn’t read exactly what’s on the power point because it will be too boring to watch.
The film we watched in class was great. It made me look at education from a different perspective. The lecturer expressed concern about the lack of creativity there is in our schools. I especially liked when he said that we are born creative and then lose creativity as we go by life. In other words we lose our creativity! Also, not all kids are the same; every child learns in a different way. He spoke about students with ADHD and explained that they need to move around and a “normal” classroom that doesn’t offer creative movement isn’t always the right place for students that need to move.
Chapter 9 Visualizing with Technologies
This chapter deals with technology and the way it helps students visualize concepts that are usually very abstract. According to Jonassen et al. “humans need visual prostheses for helping them to visualize ideas and to share those images with others” (p.192).
Such concepts in school come from subjects in math, science, and geography. In chemistry, a program such as McSpartan helps students “generate mental images of chemicals that aided their understanding (p.193). In math, technology isn’t just computer generated but simple things such a graphic calculator can help students see things that are usually very abstract concepts in this subject.
Textbook Questions
In this chapter, we have described how various technologies can function as visual prostheses. Can you think of other ways that technologies can help us “see things: in a new way? Are there scientific concepts that you had a hard time imagining at school?
Other technologies that help us see things in a new way are microscopes and telescopes. We can’t usually see small molecules with our eyes alone. Thanks to the microscope we can see such things. Also, because stars and planets are so far away we can’t see them in detail, once again thanks to technology we can see things in a new way. The scientific concepts I had a hard time with are chemistry and physics. I was always hard to imagine them because it was so abstract in my head. Also I had a very difficult time with geography and history!
Google Earth goes a long way toward mapping the world. How will that affect our perception of the world?’
I think that Google Earth is a great tool for mapping the world and it will affect
our perception of the world in a positive way. It let us see things that we would normally not see. They are usually abstract in out heads; thanks to Google Earth we can see clear images of different places in the world.
What kinds of reasoning/thinking are students performing when they think mathematically?
Math is an abstract field of study! The concepts are vey abstract in ones head. Therefore not all people are good in math because not all people can think in that way! However thanks to the visualizing technology, students who need imaging are able to show their abilities in mathematics; something they couldn’t do without the technology; I’m one of those people!
Journal Entry
When people used to ask me if I knew how to use Power Point very well I used to answer yes! But I guess I was wrong because I learnt many things that I didn’t know before. I learnt how to put icons that let me go from one page to another and I learnt how to link to the net. I think that power point is a great tool to use in the classroom because it helps students as well as teachers lecture in a less stressful manner. However, the slide shouldn’t be too detailed and people shouldn’t read exactly what’s on the power point because it will be too boring to watch.
The film we watched in class was great. It made me look at education from a different perspective. The lecturer expressed concern about the lack of creativity there is in our schools. I especially liked when he said that we are born creative and then lose creativity as we go by life. In other words we lose our creativity! Also, not all kids are the same; every child learns in a different way. He spoke about students with ADHD and explained that they need to move around and a “normal” classroom that doesn’t offer creative movement isn’t always the right place for students that need to move.
Tuesday, March 4, 2008
March 4th, 2008
Educational Webpages – February 20th, 2008
In Search of the Way of Knowing Trail
There’s a lot of reading, maybe there should be a narrator. Students might not read all the information and lose patience.
I like how it provides options. Ex: What would you do? Walk along the road to the village or walk through the forest to the village. It allows students to take responsibility over their choice. There are a lot of vocabulary words and definitions. The “Factbook” is very useful. The use of maps and compass is also used in this webpage.
However, students are not applying the information gained. We would not recommend this site for children who have difficulty reading.
Mouth Power
A great voice at the beginning! There’s an intro to explain the purpose of the webpage. The intro motivates its user to visit the website. It uses a positive reinforcement by congratulating the students when they have done a good job and giving them a certificate at the end. There are lots of animation and great sound effects.
Not only does it teach dental hygiene but the five food groups and their effect on your teeth. It also requires the use of some math skills by presenting food portions.
It also gives advice to maintaining a healthy life style.
However, this webpage doesn’t challenge its users. It is too easy and gives away the answers. Moreover, tobacco isn’t a good example to represent to kindergarten students because it is not meaningful to them. It is not an example they can relate to. Perhaps, the overconsumption of candy will be more effective.
I recommend this webpage for young children.
Black Holes: Gravity’s Relentless Pull
It has a great introduction to explain what black holes are using sound, images, and animation. The words are written emphasizing what is being said. It provides explanations of vocabulary related words. It is simple to use.
Not only does it teach the user about black holes, it teaches the user about various elements in the sky. When the user scrolls on the page, it indicates where the black hole is. It also has some information on the solar system and various planets.
It has a lot of animation and sound effects which captivates students.
It takes the user on a voyage to the universe, making this webpage even more exciting!
It challenges the user by asking the speed of the speed craft and by explaining the right answer. We definitely recommend this webpage for older children.
Zoo Matchmaker
The game has great animation in the beginning with funny examples captivating the user. The examples are comparative and the music puts the user in the jungle mood. However, there’s a sexual content which isn’t completely appropriate for children. The female and male tiger go under a tree to breed. Then the tree leaves shake and they have babies. The user has to make the most resistant baby tigers in order for them to survive.
This webpage provides teaching resources that includes a data table for teachers. It includes camps for children from grade 1 to 12. It provides many links. The website is colored and easy to go around.
Visited websites
Power Point
Power Point is a great tool to use in the classroom. It’s good for the teacher as well as for students. Teachers can use it to help with certain lessons whereas students can use it for oral presentations. I used to be very nervous when doing oral presentations. The main reason is because I was scared to lose my train of thought. Power point keeps the user on track and the main points of the presentation will be present on the slides.
Scholastic
Scholastic is great for teacher because it has teaching resources such as lesson plans, strategies and professional development about classroom management, integrating technology, and reading. Also a teacher can become a member in order to get printable and free programs. I think it’s GREAT!
It’s also good for students. I especially like that students can become writers and publish their work online. I believe that students like to have their work online; it provides students with a meaningful reason to work. Also, they can join a community of writers.
Inspiration/kidsperation
Inspiration is a great tool for students. It helps in many aspects of learning which include projects, studying for exams, and writing papers. It’s a visual aid which represents `thought through images and words`. It helps students as well as teachers brainstorm ideas for new projects or class themes. Also, it can be used in any subject area (science, language arts, math etc…) and at any grade level depending on the depth one wants to use it. This site also offers teachers resources such as books on image learning such as: (determining cause and effect, making comparison, decoding ideas, generating questions, evaluating information and testing one's knowledge), and lesson plans.
Alan Kay article: ‘Revealing the Elephant: The Use and Misuse of Computers in Education’
In his article, Alan Kay is arguing that what we learn depends on the society and school that we grow up with. If we are given the opportunity as children to learn hard things then we will because children are always up to the challenge. Music is not easy, but he gives an example of the effect of music in his school. Because of its emphasis in the school he attended, his love for music is still in him until today. Also, most if not all children in that school knew how to read and play music because it was very important in his school.
He also argues that the most important documents in the world are argumentative ones yet only 5% of American have learned to think or write in these non-story form. Most of us read narratives because these are the types of book we have been exposed to the most when growing up. He sais that instead of being exposed to `stories`, ‘it is very important for children to become fluent in all three of the central forms of
thinking …which are stories, logical arguments as well as system dynamics’ `. In order for that to happen, he sais that teachers need to know how to think that way so they can be able to teach it to the students.
When looking at technology in the classroom, he states that we need to create an embedded environment with right support for the classroom teachers. When he visited classrooms, he noted that there were computers in the classroom, but according to him, it was used as `junk food`; not in the right way at all. Children aren’t learning and growing with the technology because they are not challenged and shown how too. Once again he states that American say that its hard just like the argumentative text and therefore they don’t put the effort in learning its symbols.
Finally, I think that the author is right when he sais that we don’t put enough effort in things that we perceive as hard. We need to become a community that loved to learn and where else to start than in the classroom. Teachers need to build a community of learners in their classroom because it all starts there. But we can’t do it alone. We need support and help from professionals but I think that the class that we are taking now is a good start at showing us how to integrate technology into our classrooms.
Educational Webpages – February 20th, 2008
In Search of the Way of Knowing Trail
There’s a lot of reading, maybe there should be a narrator. Students might not read all the information and lose patience.
I like how it provides options. Ex: What would you do? Walk along the road to the village or walk through the forest to the village. It allows students to take responsibility over their choice. There are a lot of vocabulary words and definitions. The “Factbook” is very useful. The use of maps and compass is also used in this webpage.
However, students are not applying the information gained. We would not recommend this site for children who have difficulty reading.
Mouth Power
A great voice at the beginning! There’s an intro to explain the purpose of the webpage. The intro motivates its user to visit the website. It uses a positive reinforcement by congratulating the students when they have done a good job and giving them a certificate at the end. There are lots of animation and great sound effects.
Not only does it teach dental hygiene but the five food groups and their effect on your teeth. It also requires the use of some math skills by presenting food portions.
It also gives advice to maintaining a healthy life style.
However, this webpage doesn’t challenge its users. It is too easy and gives away the answers. Moreover, tobacco isn’t a good example to represent to kindergarten students because it is not meaningful to them. It is not an example they can relate to. Perhaps, the overconsumption of candy will be more effective.
I recommend this webpage for young children.
Black Holes: Gravity’s Relentless Pull
It has a great introduction to explain what black holes are using sound, images, and animation. The words are written emphasizing what is being said. It provides explanations of vocabulary related words. It is simple to use.
Not only does it teach the user about black holes, it teaches the user about various elements in the sky. When the user scrolls on the page, it indicates where the black hole is. It also has some information on the solar system and various planets.
It has a lot of animation and sound effects which captivates students.
It takes the user on a voyage to the universe, making this webpage even more exciting!
It challenges the user by asking the speed of the speed craft and by explaining the right answer. We definitely recommend this webpage for older children.
Zoo Matchmaker
The game has great animation in the beginning with funny examples captivating the user. The examples are comparative and the music puts the user in the jungle mood. However, there’s a sexual content which isn’t completely appropriate for children. The female and male tiger go under a tree to breed. Then the tree leaves shake and they have babies. The user has to make the most resistant baby tigers in order for them to survive.
This webpage provides teaching resources that includes a data table for teachers. It includes camps for children from grade 1 to 12. It provides many links. The website is colored and easy to go around.
Visited websites
Power Point
Power Point is a great tool to use in the classroom. It’s good for the teacher as well as for students. Teachers can use it to help with certain lessons whereas students can use it for oral presentations. I used to be very nervous when doing oral presentations. The main reason is because I was scared to lose my train of thought. Power point keeps the user on track and the main points of the presentation will be present on the slides.
Scholastic
Scholastic is great for teacher because it has teaching resources such as lesson plans, strategies and professional development about classroom management, integrating technology, and reading. Also a teacher can become a member in order to get printable and free programs. I think it’s GREAT!
It’s also good for students. I especially like that students can become writers and publish their work online. I believe that students like to have their work online; it provides students with a meaningful reason to work. Also, they can join a community of writers.
Inspiration/kidsperation
Inspiration is a great tool for students. It helps in many aspects of learning which include projects, studying for exams, and writing papers. It’s a visual aid which represents `thought through images and words`. It helps students as well as teachers brainstorm ideas for new projects or class themes. Also, it can be used in any subject area (science, language arts, math etc…) and at any grade level depending on the depth one wants to use it. This site also offers teachers resources such as books on image learning such as: (determining cause and effect, making comparison, decoding ideas, generating questions, evaluating information and testing one's knowledge), and lesson plans.
Alan Kay article: ‘Revealing the Elephant: The Use and Misuse of Computers in Education’
In his article, Alan Kay is arguing that what we learn depends on the society and school that we grow up with. If we are given the opportunity as children to learn hard things then we will because children are always up to the challenge. Music is not easy, but he gives an example of the effect of music in his school. Because of its emphasis in the school he attended, his love for music is still in him until today. Also, most if not all children in that school knew how to read and play music because it was very important in his school.
He also argues that the most important documents in the world are argumentative ones yet only 5% of American have learned to think or write in these non-story form. Most of us read narratives because these are the types of book we have been exposed to the most when growing up. He sais that instead of being exposed to `stories`, ‘it is very important for children to become fluent in all three of the central forms of
thinking …which are stories, logical arguments as well as system dynamics’ `. In order for that to happen, he sais that teachers need to know how to think that way so they can be able to teach it to the students.
When looking at technology in the classroom, he states that we need to create an embedded environment with right support for the classroom teachers. When he visited classrooms, he noted that there were computers in the classroom, but according to him, it was used as `junk food`; not in the right way at all. Children aren’t learning and growing with the technology because they are not challenged and shown how too. Once again he states that American say that its hard just like the argumentative text and therefore they don’t put the effort in learning its symbols.
Finally, I think that the author is right when he sais that we don’t put enough effort in things that we perceive as hard. We need to become a community that loved to learn and where else to start than in the classroom. Teachers need to build a community of learners in their classroom because it all starts there. But we can’t do it alone. We need support and help from professionals but I think that the class that we are taking now is a good start at showing us how to integrate technology into our classrooms.
Tuesday, February 19, 2008
February 19th 2008
Chapter 4: Supporting writing with technology
Textbook questions
1. What types of writing activities would make best use of technology in your classroom?
I believe that concept mapping is a great tool to use in the classroom. `These tools enable learners to identify the important ideas or concepts in a knowledge domain and interrelate those ideas` (Jonassen et al., p. 63). We have already used Inspiration in the class and I have found it to be great because I would be able to use it in many different ways: to start writing activity students would write their ideas or it would even help students to study visually for an exam if the notes would be in a structure map.
2. Would the act of ‘publishing’ student’s work (on the Internet for instance) be motivating to your students? How can you leverage this potential for motivation in your classroom?
I think that publishing students` work on the internet would alone be very motivating. I don’t even think that I have to leverage the motivation. Students like to know that their work will be on the INTERNET. This way they would be proud to show their work to family and friends and know that anyone in the world can see it if they want too.
3. Collaborative activities have many potential benefits, but students don’t automatically know how to collaborate successfully. What strategies can you or have you put in place to make collaborative teams effective in terms of both completing the intended task and helping students learn to be good collaborators.
The strategies that need to be used obviously come from the teacher. I need to let the students know what their assigned role is. For example: editor, reporter, or leader. This way the roles wont be confusing to the students and each child will know what to do. Students can learn how to be good collaborators through different activities not necessarily being related to the computer lab. I know an activity that works amazingly with young children and that can work for older students as well. I give one stencil sheet and one pen to a group of four students. Each student is supposed to have a turn to answer or draw the answer. They have to finish the assigned sheet by working collaboratively. It’s not easy at first but students learn to share their tasks.
Journal Entry
I thought that the lopArt and Puzzlemaker are great sites to use for my classroom. LopArt is great for my students and it reminded me of the paint program that we used to use in my elementary classroom but in a much better version. I like that it can show artistic talents. Students can use it to send postcards just like we did to family and friends. As for puzzlemaker, it’s great for the teacher. It’s nice to know that there is such a tool out there. I wanted to make a puzzle when I was on stage but I realized how hard it was. Now I just need to plug the words in and it makes my puzzle on its own! It’s amazing!!
Jonassen discusses presentation writing such as Power Point. I think that this type of program is great for any grade. I find that it brings the stress level of oral presentations a great deal! I was only exposed to the option of using such a program in college and university. I think that students would benefit from this tool starting in elementary school. Students who get nervous and fear of losing their strain of thought will have `each set structured with an outline of the content that should be included in a presentation with the general goal for the presentation type selected` (Jonassen et al., p. 68). The student will only need to change slides.
Collaborative work among students is very important. We as teachers need to promote a community of learners in our classroom and what better way than having students work on collaborative projects. However, teachers need to have set rules and ` hot links which direct students to specific material to the assignment- in other words no surfing` will be allowed (deal, p.93) is a great way to insure that students stay on track.
I learned that Writely is a great program to promote collaborative writing with technology. 12 collaborators and 50 people can share their work on this program. This way students can help each other with editing, revising and commenting on each other’s work. Writing isn’t always easy and it’s hard to see one’s own mistakes. Having others look at your work is a great way to improve writing skills (Jonassen et al., p. 74). According to Kajder and Glen Bull `student writers need to get the point from the start` (p.106). The teacher can explain the writing assignment’s criteria, and explain what the role of each student is. This way the students will be on the right track from the start.
Chapter 4: Supporting writing with technology
Textbook questions
1. What types of writing activities would make best use of technology in your classroom?
I believe that concept mapping is a great tool to use in the classroom. `These tools enable learners to identify the important ideas or concepts in a knowledge domain and interrelate those ideas` (Jonassen et al., p. 63). We have already used Inspiration in the class and I have found it to be great because I would be able to use it in many different ways: to start writing activity students would write their ideas or it would even help students to study visually for an exam if the notes would be in a structure map.
2. Would the act of ‘publishing’ student’s work (on the Internet for instance) be motivating to your students? How can you leverage this potential for motivation in your classroom?
I think that publishing students` work on the internet would alone be very motivating. I don’t even think that I have to leverage the motivation. Students like to know that their work will be on the INTERNET. This way they would be proud to show their work to family and friends and know that anyone in the world can see it if they want too.
3. Collaborative activities have many potential benefits, but students don’t automatically know how to collaborate successfully. What strategies can you or have you put in place to make collaborative teams effective in terms of both completing the intended task and helping students learn to be good collaborators.
The strategies that need to be used obviously come from the teacher. I need to let the students know what their assigned role is. For example: editor, reporter, or leader. This way the roles wont be confusing to the students and each child will know what to do. Students can learn how to be good collaborators through different activities not necessarily being related to the computer lab. I know an activity that works amazingly with young children and that can work for older students as well. I give one stencil sheet and one pen to a group of four students. Each student is supposed to have a turn to answer or draw the answer. They have to finish the assigned sheet by working collaboratively. It’s not easy at first but students learn to share their tasks.
Journal Entry
I thought that the lopArt and Puzzlemaker are great sites to use for my classroom. LopArt is great for my students and it reminded me of the paint program that we used to use in my elementary classroom but in a much better version. I like that it can show artistic talents. Students can use it to send postcards just like we did to family and friends. As for puzzlemaker, it’s great for the teacher. It’s nice to know that there is such a tool out there. I wanted to make a puzzle when I was on stage but I realized how hard it was. Now I just need to plug the words in and it makes my puzzle on its own! It’s amazing!!
Jonassen discusses presentation writing such as Power Point. I think that this type of program is great for any grade. I find that it brings the stress level of oral presentations a great deal! I was only exposed to the option of using such a program in college and university. I think that students would benefit from this tool starting in elementary school. Students who get nervous and fear of losing their strain of thought will have `each set structured with an outline of the content that should be included in a presentation with the general goal for the presentation type selected` (Jonassen et al., p. 68). The student will only need to change slides.
Collaborative work among students is very important. We as teachers need to promote a community of learners in our classroom and what better way than having students work on collaborative projects. However, teachers need to have set rules and ` hot links which direct students to specific material to the assignment- in other words no surfing` will be allowed (deal, p.93) is a great way to insure that students stay on track.
I learned that Writely is a great program to promote collaborative writing with technology. 12 collaborators and 50 people can share their work on this program. This way students can help each other with editing, revising and commenting on each other’s work. Writing isn’t always easy and it’s hard to see one’s own mistakes. Having others look at your work is a great way to improve writing skills (Jonassen et al., p. 74). According to Kajder and Glen Bull `student writers need to get the point from the start` (p.106). The teacher can explain the writing assignment’s criteria, and explain what the role of each student is. This way the students will be on the right track from the start.
Wednesday, February 13, 2008
January 12th 2008
Chapter 7: Communication with technologies
Textbook questions
1.Are online chats and instant messaging of value in the classroom? Do they add to student learning, or do they distract from "real" instruction? What is "real" instruction?
Instant messaging can add to students’ learning but it all depends on the way the teacher uses it. The teacher must have clear goals and instructing in order to make insure that students use the technology in the right way. Also, if used correctly, instant messaging can facilitate group interaction and help students work on their group projects. Real instruction is clear instruction given by the teacher. This tool (online chat and instant messaging) just adds to any misunderstood instruction because the students can ask each other or ask the teacher.
2.Can the technologies presented in this chapter be a means of engaging and involving parents in their children's schools? In what ways?
The use of emails is a great tool to facilitate communication between the school and the home. Parents or teachers are sometimes hard to reach. By using and emailing system, both parties will receive important notifications about the students. Also, websites and webquests are great ways for parents to follow their children’s school projects. It’s usually something students are proud of and parents will enjoy seeing it.
3.Are their benefits to asynchronous, test-based communication over sychronous, face-to-face communication? In what situations?
These types of communication allow all students to have an equal chance. In that I mean that it allows students who take more time to write a chance to produce some good work. I remember a friend of mine in high school. She was a great writer but when she had to write something in work she would never finish in the time slot allowed for such work. This type of communication allows as much time as needed. Also, these types of communications allow students to communicate with children and students from all around the world.
4 .In many ways, audio podcasts are akin to listening to a radio broadcast. Are radio broadcasts typically used in classrooms? Why or why not? If not, why would using podcasts be of any greater value?
Podcasts can be of a greater value because certain students might realize that this is something that would be worth pursuing in the future. Some may even want to become radio hosts. Students learn a lot form podcasts. They “determine how to sequence material, finding or creating copyright0free music or other audio transition between segments, practicing public speaking”. Not only do they do that but podcasting allows students to work collaboratively because one students alone can’t do this on his or her own.
Journal Entry
In this week’s class, we didn’t make any computer based pages. Instead, we learned how to use google’s advanced search. I’ve used advanced search before but not in depth like we did in class. I never realized how important the words we type in the search were and how to use (with all words, with the exact words…). Now I know that my search will be broader or limited depending on what I write and where I write it.
Also, we analyzed some webquest websites. It was interesting to see how one webquest can seem very good for one person and very bad for another. It really depended on what perspective we were analyzing it and what our assigned role was.
In the readings, I found the Podcast to be one of the most interesting ideas and use of technology. Jonassen et al. gives an example of Podcast from the International School Dhaka in Bangladesh. I find it so great for students to listen to other children’s ideas especially on topics such as global issues. Children not only learn about the other culture but listen to other children’s different opinions about a matter (Jonassen et al, 2008, p.162).
Also, we used to have an in school radio at my high school. I think that students would love it if their radio would become live. They would love to know that other people from al over the world might be listening to them.
I believe that instant messaging can be of great use in the classroom if the teacher uses it in the right way. Instant massaging shouldn’t replace the job of the teacher as an explainer. It must be used as an enhancement and help that students can get from others and their teacher. I feel that there must be some sort of monitoring on the teacher’s part in order for students to stay on track and exclusively use this tool for learning.
Chapter 7: Communication with technologies
Textbook questions
1.Are online chats and instant messaging of value in the classroom? Do they add to student learning, or do they distract from "real" instruction? What is "real" instruction?
Instant messaging can add to students’ learning but it all depends on the way the teacher uses it. The teacher must have clear goals and instructing in order to make insure that students use the technology in the right way. Also, if used correctly, instant messaging can facilitate group interaction and help students work on their group projects. Real instruction is clear instruction given by the teacher. This tool (online chat and instant messaging) just adds to any misunderstood instruction because the students can ask each other or ask the teacher.
2.Can the technologies presented in this chapter be a means of engaging and involving parents in their children's schools? In what ways?
The use of emails is a great tool to facilitate communication between the school and the home. Parents or teachers are sometimes hard to reach. By using and emailing system, both parties will receive important notifications about the students. Also, websites and webquests are great ways for parents to follow their children’s school projects. It’s usually something students are proud of and parents will enjoy seeing it.
3.Are their benefits to asynchronous, test-based communication over sychronous, face-to-face communication? In what situations?
These types of communication allow all students to have an equal chance. In that I mean that it allows students who take more time to write a chance to produce some good work. I remember a friend of mine in high school. She was a great writer but when she had to write something in work she would never finish in the time slot allowed for such work. This type of communication allows as much time as needed. Also, these types of communications allow students to communicate with children and students from all around the world.
4 .In many ways, audio podcasts are akin to listening to a radio broadcast. Are radio broadcasts typically used in classrooms? Why or why not? If not, why would using podcasts be of any greater value?
Podcasts can be of a greater value because certain students might realize that this is something that would be worth pursuing in the future. Some may even want to become radio hosts. Students learn a lot form podcasts. They “determine how to sequence material, finding or creating copyright0free music or other audio transition between segments, practicing public speaking”. Not only do they do that but podcasting allows students to work collaboratively because one students alone can’t do this on his or her own.
Journal Entry
In this week’s class, we didn’t make any computer based pages. Instead, we learned how to use google’s advanced search. I’ve used advanced search before but not in depth like we did in class. I never realized how important the words we type in the search were and how to use (with all words, with the exact words…). Now I know that my search will be broader or limited depending on what I write and where I write it.
Also, we analyzed some webquest websites. It was interesting to see how one webquest can seem very good for one person and very bad for another. It really depended on what perspective we were analyzing it and what our assigned role was.
In the readings, I found the Podcast to be one of the most interesting ideas and use of technology. Jonassen et al. gives an example of Podcast from the International School Dhaka in Bangladesh. I find it so great for students to listen to other children’s ideas especially on topics such as global issues. Children not only learn about the other culture but listen to other children’s different opinions about a matter (Jonassen et al, 2008, p.162).
Also, we used to have an in school radio at my high school. I think that students would love it if their radio would become live. They would love to know that other people from al over the world might be listening to them.
I believe that instant messaging can be of great use in the classroom if the teacher uses it in the right way. Instant massaging shouldn’t replace the job of the teacher as an explainer. It must be used as an enhancement and help that students can get from others and their teacher. I feel that there must be some sort of monitoring on the teacher’s part in order for students to stay on track and exclusively use this tool for learning.
Tuesday, February 5, 2008
January 5th 2008
I found that last week’s web posting using FTP was a little complicated at first. It was especially frustrating when it was impossible to sign in and because the server was too busy to accommodate all of us. Wouldn’t this be something to be concerned about if I would consider using this in my classroom one day? I’m almost sure that the server at an elementary school would be even slower and it would probably give me a very hard time!
However, when I look at the positive side, it is a good program because when I went on Monday there were much less people in the computer lab and the server was working perfectly. When I got the hang of it and found my mistake which was that called my folder Nada’s webstuff it was very easy to upload on the internet. I changed the name to webstuff and then punched the URL in and it was perfect.
I think that I want my webpage to represent me! I want to describe myself as much as I can. I will put pictures, talk about my hobbies and also describe my teaching philosophy and passion! When someone looks at my webpage I want that person to know who NADA is!!
I found that last week’s web posting using FTP was a little complicated at first. It was especially frustrating when it was impossible to sign in and because the server was too busy to accommodate all of us. Wouldn’t this be something to be concerned about if I would consider using this in my classroom one day? I’m almost sure that the server at an elementary school would be even slower and it would probably give me a very hard time!
However, when I look at the positive side, it is a good program because when I went on Monday there were much less people in the computer lab and the server was working perfectly. When I got the hang of it and found my mistake which was that called my folder Nada’s webstuff it was very easy to upload on the internet. I changed the name to webstuff and then punched the URL in and it was perfect.
I think that I want my webpage to represent me! I want to describe myself as much as I can. I will put pictures, talk about my hobbies and also describe my teaching philosophy and passion! When someone looks at my webpage I want that person to know who NADA is!!
Tuesday, January 29, 2008
January 29th, 2008
Chapter 6, Community Building With Technologies
Textbook questions
1.What responsibilities do teacher and students share in cultivating a learning community in the classroom? How can technology serve the goals of a learning community, and how might technology get in the way?
Each individual in the classroom has a responsibility when developing a learning community using technology. ‘A user community creates a database where notes are stored, ideas are connected, and knowledge produced’ the teacher posts the notes and the students share ideas, which helps them own the knowledge (Jonassen et al. 2008, p.102). Technology might get in the way if the teacher disconnects and gives too much freedom. Even if technology is used, teachers should ‘provide and overall framework for their work’, if that is not done, it will ‘result in unfocused, unproductive time spent’ with technology (Jonassen et al. 2008, p.111).
2. With technology-supported learning communities, students learn different things at different speeds. How can a teacher keep track of students’ various learning needs and make sure everyone is progressing well?
Teachers can use programs such as wiki or blogs to track students’ progress.
Students post their work and ideas and this way the teacher will see at what level the student is and if they are progressing well. Also, blogs ‘encourage students who wouldn’t normally participate in class discussions’ (Jonassen et al. 2008 p.113) to express themselves. This helps teachers track these students’ understanding and progress; without technology, these students’ voices wouldn’t be heard.
Journal Entry
I always thought that making a webpage would be a very complicated thing to make. I spoke to my husband about making a webpage a while ago, and we actually went out to a bookstore and bought 2 books about making webpages. It was a bit complicated so their still lying in the library at home. When I came home on Wednesday night, I was very excited to show him how simple Nvu was.
When such programs are introduced to me, it makes me optimistic about using technology in my classroom. I always thought that I would use the simplest technology in my classroom (Microsoft word and maybe power point). Also, now that I read about different ways of using technology I realize that they can be very useful to me and to my classroom. Knowledge Forum, Wiki, and blogs are a very good way for students to convey understanding to the teacher and to their fellow students. As stated, it is a great way to encourage and create ‘a community of learners’ in the classroom (Jonassen et al, 2008, p.113).
As Johnassen et al (2008, p.120) states, teachers should clearly define and scadfold the objectives of the task at hand. This way, students will use technology properly and the task won’t be wasted.
Also I realized how important it is for teachers to communicate security concerns with their students. I think it’s a great idea that Mrs.Walford reads posts before they’re entered on the blog and onto the World Wide Web. This way, she will make sure that the students don’t post any personal information about themselves (Jonassen et al. 2008 p.117).
Teachers should not only inform students about their personal safety but also about the bad information that might be online. I agree with November when he states that ‘the internet is a free and open global forum where anyone can express any version of the truth. It represents the most dangerous information environments’ (November 2001, p.29). Because students are untrained to think critically, they will believe whatever they read and that is why we need to inform them about the incorrect information that they might encounter.
I never knew that a URL can say so much about a Web Address. I never knew that the abutz gives away that it’s a personal Web site (November, 2008, p.32) We should inform our students about this before getting them to surf the World Wide Web for accurate information.
Tuesday, January 22, 2008
Blog 2
Nada Sakr
ID 260192100
January 16th, 2008
2. Do carpenters learn from their hammers, saws, levels, and other tools? Can they learn anything about them without using them? Do they learn about carpentry with their tools?
Carpenters learn theory then put into practice. They apply the theory. Just like when technology is used, students apply what they have learned onto the computer; “students may externalize their internal mental models using a variety of computer based mind tools” (Jonassen et al 1999, p. 83). The tools that the carpenter uses facilitate the learning and the meaning making processes (Jonassen et al 1999, p. 83).
4. Recall the first time that you had to teach a new topic or skill. How well did you know the topic before you taught it? Did you know it better after you taught it? Should learners become teachers without using technology? Recall that we have argued that learners should be teaching the technology.
It is very important that a teacher knows what she will teach the students, therefore before teaching a topic; I make sure I know the topic to the best of my abilities. However, after teaching a specific lesson to my students, I gain a different perspective on the topic because of my student’s insight. Technology should not be teaching the students but the other way around as Jonassen et al states. Learners should use technology to become teachers. It should, however, be used the right way; in a way which would facilitate the learning process. Computer models helps learners construct better mental models. Therefore, after using technology, the learner has a better insight on the topic at hand and technology used will help the students retain the lesson (Jonassen et al 1999).
14. We argue in the conclusion that Mindtools represent intellectual toolbox that can help students learn. We do not believe that these are the only kinds of intellectual tools that students should have. What other nontechnological intellectual tool should students have or develop to help them learn?
Nontechnological tools that can be used to help students in their learning are hands-on activities that will help them retain more information. For example, in mathematics, students can use base 10 blocks, cusonary rods, etc; these nontechnological tools will serve as visual aids and they will also help retain the arithmetic. Also, interacting with their classmates is an intellectual advantage to the class as a whole. Children as well as adults learn from other people’s insight. Therefore this can be used as another nontechnological toll for learning. After all “the more ways the learners can represent their conceptual understanding, the better they will understand” (Jonassen et al 1999, p. 83).
Week 2: Reflection on lecture, course pack, and textbook
Graphic organiser/ Modeling with technologies
Graphic organizers and especially Inspiration are new to me. I have used word to graph and organize information, however I find that Inspiration is definitely much simpler and as said in the course pack, it is very user friendly (Anderson-Inman & Ditson 1999 p.20) .
I agree with the course pack when they say that concept mapping facilitates learning and teaching. Also ``concept mapping by teachers help students understand, whereas concept mapping by students help teachers understand what is being learned`` They see misconceptions and correct them (Anderson-Inman & Ditson 1999 p.18) . It is a great tool to use in the classroom because by brainstorming or revising a concept, the students and teacher can easily see the knowledge that the students have of a specific concept.
Also, compared to hand written mapping, technological mapping can be easily expanded, modified, and they are much clearer (Anderson-Inman & Ditson 1999 p.20). We witnessed that in the classroom when we were changing computers and adding information to other students’ work. We were able to easily modify and add things, and we didn’t have to erase any of the other people’s work.
I completely agree with the argument in the textbook that ``using the technology to teach students does not exploit the capabilities of the technologies or the students`` (Jonassen et al 1999 p. 82). Therefore technology should be used as a complementary source, and not eliminate the job of a professional teacher. I would use these programs in my classroom for brainstorming, revision and the way we used it in class this week.
Students learn in different ways and need different tools to help them remember what they have learned. I remember having to memorize pages and pages of notes for my high school history exams. As soon as I finished my exam, I completely forgot what I had learned. However as stated in Jonassen et al 1999 `` building models of that content will help students better comprehend and remember what they are learning``.
ID 260192100
January 16th, 2008
2. Do carpenters learn from their hammers, saws, levels, and other tools? Can they learn anything about them without using them? Do they learn about carpentry with their tools?
Carpenters learn theory then put into practice. They apply the theory. Just like when technology is used, students apply what they have learned onto the computer; “students may externalize their internal mental models using a variety of computer based mind tools” (Jonassen et al 1999, p. 83). The tools that the carpenter uses facilitate the learning and the meaning making processes (Jonassen et al 1999, p. 83).
4. Recall the first time that you had to teach a new topic or skill. How well did you know the topic before you taught it? Did you know it better after you taught it? Should learners become teachers without using technology? Recall that we have argued that learners should be teaching the technology.
It is very important that a teacher knows what she will teach the students, therefore before teaching a topic; I make sure I know the topic to the best of my abilities. However, after teaching a specific lesson to my students, I gain a different perspective on the topic because of my student’s insight. Technology should not be teaching the students but the other way around as Jonassen et al states. Learners should use technology to become teachers. It should, however, be used the right way; in a way which would facilitate the learning process. Computer models helps learners construct better mental models. Therefore, after using technology, the learner has a better insight on the topic at hand and technology used will help the students retain the lesson (Jonassen et al 1999).
14. We argue in the conclusion that Mindtools represent intellectual toolbox that can help students learn. We do not believe that these are the only kinds of intellectual tools that students should have. What other nontechnological intellectual tool should students have or develop to help them learn?
Nontechnological tools that can be used to help students in their learning are hands-on activities that will help them retain more information. For example, in mathematics, students can use base 10 blocks, cusonary rods, etc; these nontechnological tools will serve as visual aids and they will also help retain the arithmetic. Also, interacting with their classmates is an intellectual advantage to the class as a whole. Children as well as adults learn from other people’s insight. Therefore this can be used as another nontechnological toll for learning. After all “the more ways the learners can represent their conceptual understanding, the better they will understand” (Jonassen et al 1999, p. 83).
Week 2: Reflection on lecture, course pack, and textbook
Graphic organiser/ Modeling with technologies
Graphic organizers and especially Inspiration are new to me. I have used word to graph and organize information, however I find that Inspiration is definitely much simpler and as said in the course pack, it is very user friendly (Anderson-Inman & Ditson 1999 p.20) .
I agree with the course pack when they say that concept mapping facilitates learning and teaching. Also ``concept mapping by teachers help students understand, whereas concept mapping by students help teachers understand what is being learned`` They see misconceptions and correct them (Anderson-Inman & Ditson 1999 p.18) . It is a great tool to use in the classroom because by brainstorming or revising a concept, the students and teacher can easily see the knowledge that the students have of a specific concept.
Also, compared to hand written mapping, technological mapping can be easily expanded, modified, and they are much clearer (Anderson-Inman & Ditson 1999 p.20). We witnessed that in the classroom when we were changing computers and adding information to other students’ work. We were able to easily modify and add things, and we didn’t have to erase any of the other people’s work.
I completely agree with the argument in the textbook that ``using the technology to teach students does not exploit the capabilities of the technologies or the students`` (Jonassen et al 1999 p. 82). Therefore technology should be used as a complementary source, and not eliminate the job of a professional teacher. I would use these programs in my classroom for brainstorming, revision and the way we used it in class this week.
Students learn in different ways and need different tools to help them remember what they have learned. I remember having to memorize pages and pages of notes for my high school history exams. As soon as I finished my exam, I completely forgot what I had learned. However as stated in Jonassen et al 1999 `` building models of that content will help students better comprehend and remember what they are learning``.
Sunday, January 13, 2008
Bio
Hi,
My name is Nada Sakr and I am a 3rd year kindergarten and elementary education student. My hobbies are cooking, photography, and camping. As for my family, I am Lebanese and I’m the eldest of 4. I recently got married (in the summer), and I am almost 4 months pregnant.
I’m not the most computer literate person you’ll meet but I can work myself around it. I mostly use the computer for school work and email. I’m comfortable with word, PowerPoint and basic excel. I’m not a huge fan of Facebook but my husband and most of my friends are on it. I’ve never used any blogs in the past so this is completely new to me.
I should include technology is the classroom because technology is present everywhere in and out of school. My job as an educator is to prepare my students to become active and aware citizens of their community and of the world. If I don’t integrate technology is the classroom they will miss out on a lot. However, with the integration of technology teachers should make children aware of the ``downfalls`` of technology and the dangers that come with it.
I expect to become more at ease with the computer, so I can be comfortable enough to use it in my classroom. Also, I would like to learn the different ways that I can use this tool in my classroom.
As for my mark, I read that default mark for the course is a B+, and that A and A- are given to superior work. Right now, I would say that my computer abilities are probably at the average grade, but I hope that I will be able to deliver superior work and impress you as well as myself.
My name is Nada Sakr and I am a 3rd year kindergarten and elementary education student. My hobbies are cooking, photography, and camping. As for my family, I am Lebanese and I’m the eldest of 4. I recently got married (in the summer), and I am almost 4 months pregnant.
I’m not the most computer literate person you’ll meet but I can work myself around it. I mostly use the computer for school work and email. I’m comfortable with word, PowerPoint and basic excel. I’m not a huge fan of Facebook but my husband and most of my friends are on it. I’ve never used any blogs in the past so this is completely new to me.
I should include technology is the classroom because technology is present everywhere in and out of school. My job as an educator is to prepare my students to become active and aware citizens of their community and of the world. If I don’t integrate technology is the classroom they will miss out on a lot. However, with the integration of technology teachers should make children aware of the ``downfalls`` of technology and the dangers that come with it.
I expect to become more at ease with the computer, so I can be comfortable enough to use it in my classroom. Also, I would like to learn the different ways that I can use this tool in my classroom.
As for my mark, I read that default mark for the course is a B+, and that A and A- are given to superior work. Right now, I would say that my computer abilities are probably at the average grade, but I hope that I will be able to deliver superior work and impress you as well as myself.
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