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.

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.

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!!

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.

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``.

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.