Tuesday, November 10, 2009
Tuesday, November 3, 2009
Chapter 10: Assessing Meaningful Learning with Technology
After reading the chapter about assessing meanful learning with technology, I feel more prepared to use technology assessment tools in my future classroom. The chapter provided a lot of useful information about the different types of technology-based assessments and how they can be implemented in the classroom. I really enjoyed reading this chapter because assessment is a crucial component of teaching and learning. As a future teacher, it is important to understand how to effectively use assessment tools to monitor student progress. I think technology-based assessment tools can enhance meaningful learning by engaging students and evaluating what they have accomplished or learned. I also liked this chapter because it provides numerous examples and resources of various assessment tools.
The first type of assessment that I learned about from the chapter is student electronic portfolios. After reading about E-portfolios, I am convinced that I want to use them with my future students. I think E-portfolios are a great way to gather each students learning artifacts and illustrate their efforts, progress, and achievements. Portfolios are beneficial because they demonstate the student's ability to produce a certain product, follow a process, and develop in a particular learning domain. I will use E-portfolios with my future students to evaluate and view learning outcomes in all different subject areas. E-portfolios can be used for writing, social studies projects, science demonstrations, etc. What I like most about the idea of E-portfolios is that they can be developed over time and can show different learning outcomes or objectives. I also think group protfolios are a beneficial way for students to learn how to collaborate and communicate with one another. When students are finished with their E-portfolios, I think it is important for them to reflect on what they have learned and how the experience could be improved in the future. Some examples of E-portfolios that I would possible include in my classroom is a web-based portfolio program such as Dreamweaver or a software package such as Foliotek.
Rubrics is another area of assessment that I had not given much thought about before reading this chapter. Using rubrics to assess students' performance and progress is important because it gives guidelines and specifics as to what should be accomplished. Before reading the chapter, I did not realize how detailed using rubrics could be and how complicated rubric-making is. I learned about the two different categories of rubrics including rubric banks and ruberic generation tools. Although there are more negative learning effects of using already created rubrics, I think both types of rubrics can be useful in the classroom. Discovery School and Rubrician are two rubric bank sites where teachers can find rubrics to use with their students to assess learning. I agree that when using a rubric from a rubric bank site, it is important that teachers modify the rubric to ensure that it addresses the intended learning outcome. If more time we alloted to teachers, I think the best type of rubric would be generated based on the specific learing objectives and task being assessed. To create a "good" rubric, teachers must include all important elements, make sure each element is inidimensional, ensure ratings are distinct, communicate clearly to students and parents, and make sure the rubric provides a direct summary score. Also, technology-based rubrics create meaningful learning because they focus on creating qualitative feedback for students.
The next part of the chapter was also very interesting to read and learn about. It talked about clicker assessment tools and how they are used to enhance learning and assessment in the classroom. In previous science classes in college, I have used clickers to answer questions asked by the professor. I really like the idea of clickers because they allow all students to reply/respond and they allow for the teacher to see immediate results. Clickers are also a great tool to use in the classroom because they are simple enough to use with younger children and because they are becoming less and less expensive to buy. Clickers are beneficial because they engage students in learning and motivate them. Teachers can use clickers throughout the curriculum to support assessment. Clickers can be used as a pre-test of students' knowledge, display student misconceptions, gauge teacher instruction or presentation of material, allow students to predict outcomes, and assess conceptual knowledge and higher-order learning outcomes. One of the downsides of using clickers in the classroom is the possible lack of resources. In order to use clickers, various resources are needed including a PC, an LCD projector, clicker remotes, and receivers. These items may not always be available for use.
Computer-based tests and surveys is the last component addressed in this chapter. I thought this part of the chapter was less interesting than the other forms of assessment demonstrated. The only benefit that I can think of to computer-based tests and surveys is the immediate feedback and gathering of information. Other than that, I do not think this form of assessment does not address the student-centered, meaningful learning nature of the book. CAT is one type of application that can be used in the classroom but I'm not sure I completely understand what it entails. SurveyMonkey is a survey site that I would be more likely to use with my students because it allows for simple gathering of information to monitor student knowledge and progress. All in all, I really enjoyed reading this chapter and learned a lot of useful tools that I can use for assessment in my future classroom.
The first type of assessment that I learned about from the chapter is student electronic portfolios. After reading about E-portfolios, I am convinced that I want to use them with my future students. I think E-portfolios are a great way to gather each students learning artifacts and illustrate their efforts, progress, and achievements. Portfolios are beneficial because they demonstate the student's ability to produce a certain product, follow a process, and develop in a particular learning domain. I will use E-portfolios with my future students to evaluate and view learning outcomes in all different subject areas. E-portfolios can be used for writing, social studies projects, science demonstrations, etc. What I like most about the idea of E-portfolios is that they can be developed over time and can show different learning outcomes or objectives. I also think group protfolios are a beneficial way for students to learn how to collaborate and communicate with one another. When students are finished with their E-portfolios, I think it is important for them to reflect on what they have learned and how the experience could be improved in the future. Some examples of E-portfolios that I would possible include in my classroom is a web-based portfolio program such as Dreamweaver or a software package such as Foliotek.
Rubrics is another area of assessment that I had not given much thought about before reading this chapter. Using rubrics to assess students' performance and progress is important because it gives guidelines and specifics as to what should be accomplished. Before reading the chapter, I did not realize how detailed using rubrics could be and how complicated rubric-making is. I learned about the two different categories of rubrics including rubric banks and ruberic generation tools. Although there are more negative learning effects of using already created rubrics, I think both types of rubrics can be useful in the classroom. Discovery School and Rubrician are two rubric bank sites where teachers can find rubrics to use with their students to assess learning. I agree that when using a rubric from a rubric bank site, it is important that teachers modify the rubric to ensure that it addresses the intended learning outcome. If more time we alloted to teachers, I think the best type of rubric would be generated based on the specific learing objectives and task being assessed. To create a "good" rubric, teachers must include all important elements, make sure each element is inidimensional, ensure ratings are distinct, communicate clearly to students and parents, and make sure the rubric provides a direct summary score. Also, technology-based rubrics create meaningful learning because they focus on creating qualitative feedback for students.
The next part of the chapter was also very interesting to read and learn about. It talked about clicker assessment tools and how they are used to enhance learning and assessment in the classroom. In previous science classes in college, I have used clickers to answer questions asked by the professor. I really like the idea of clickers because they allow all students to reply/respond and they allow for the teacher to see immediate results. Clickers are also a great tool to use in the classroom because they are simple enough to use with younger children and because they are becoming less and less expensive to buy. Clickers are beneficial because they engage students in learning and motivate them. Teachers can use clickers throughout the curriculum to support assessment. Clickers can be used as a pre-test of students' knowledge, display student misconceptions, gauge teacher instruction or presentation of material, allow students to predict outcomes, and assess conceptual knowledge and higher-order learning outcomes. One of the downsides of using clickers in the classroom is the possible lack of resources. In order to use clickers, various resources are needed including a PC, an LCD projector, clicker remotes, and receivers. These items may not always be available for use.
Computer-based tests and surveys is the last component addressed in this chapter. I thought this part of the chapter was less interesting than the other forms of assessment demonstrated. The only benefit that I can think of to computer-based tests and surveys is the immediate feedback and gathering of information. Other than that, I do not think this form of assessment does not address the student-centered, meaningful learning nature of the book. CAT is one type of application that can be used in the classroom but I'm not sure I completely understand what it entails. SurveyMonkey is a survey site that I would be more likely to use with my students because it allows for simple gathering of information to monitor student knowledge and progress. All in all, I really enjoyed reading this chapter and learned a lot of useful tools that I can use for assessment in my future classroom.
Tuesday, October 27, 2009
Chapter 9: Visualizing with Technology
After reading this chapter on visualizing with technology, I have ideas of how to incorporate these components into my classroom. I agree that it is important to use visual aids to represent ideas and share those ideas with others. This is especially important in the classroom because many students learn by interpreting and expressing concepts/ideas visually. From reading the chapter, I learned that there are five kinds of visualization tools. I think all five tools can be used with students to enhance learning especially in math and science.
One way that visual tools can be used in the classroom is to represent scientific concepts such as chemistry molecules. When using programs such as eChem or Molecular Workbench, students can see the form of the molecules, test different bonds, and create new molecules. After visualizing and gaining a better understanding of molecules, students can discuss the models and what they have learned with their peers. Geography is another area of the curriculum that can be enhanced with visual aid tools. Geographic information systems can be used for students to store data, retrieve information, and manipulate data. I think tools such as Find a Map!, Handmap, Sketchup, Google Earth, and Google Maps are all examples of programs that I would use with my future students. These visual aids engage students and allow students to interact with maps/geography in multiple ways.
Mathematics is another area of the curriculum that technological visual aids can be used to enhance learning and instruction. I agree with the chapter that using visual aids is an important strategy for understanding abstract mathematical concepts. With these visual aids, students can see problems and mathematical relationships that help learners’ gain conceptual understanding. Programs including Mathematica, MathLab, and Statistical Analysis System are visual tools that I would be more likely to use with older students because they seem too complex for elementary aged students. One visual aid that I think is very useful especially at the high school and college level is the graphing calculator. I used graphing calculators throughout my education and they helped me to better understand concepts, check my work, and create graphs. I think graphing calculators are most effective in helping students to make connections between symbolic, numeric, and graphic representations of numbers and equations. Also, I think visual aids are also important for students to develop a better understanding of data sets and analysis. With programs such as TableTop, students can see different patterns and clusters of statistical data. They can learn how to interpret and analyze the data presented in the visual aid. Another visual aid I would possibly use in the classroom is Geometric Supposer. This program facilitates the learning of geometry by having students construct and manipulate geometric objects. Students can also explore the relationships among those objects.
One component of visualizing with technology that is fairly recent and expanding is the use of digital cameras and cell phones. Since both of these technologies are used often and most students are familiar with them, I think they would be a great resource for students to use in the classroom. Also, as a teacher, these visual aids can be used to enhance instruction. With digital cameras and cell phones, students are able to download, print, and manipulate images. These images can be used for class projects or to gain understanding of a particular concept/idea. One type of project in which students can use a digital camera is to complete a digital documentary on local issues. Students could also use cameras or cell phones to learn about a foreign language.
Visualizing with video is one type of technology that I specifically remember using in elementary school. In 4th grade, my teacher had students complete an extensive project on hurricanes. Students worked in groups of 4 and we had to create a video that included information about hurricanes and it had to be creative. I think by incorporating the video into our project, we were more engaged and excited about the project and therefore learned more. Videos are also a great way for sharing ideas and concepts with one another. For viewing videos, the website YouTube is a great resource for students but student use should constantly be monitored in the classroom. Another great way for students to learn is by visualizing through digital storytelling. Digital storytelling allows students create stories by planning and making a storyboard. By doing this, they gain a greater understanding of the basic elements of a story including plot, climax, conflict, resolution, and characters. Students can also collaborate and work as a team to create digital stories and then critique one another.
Finally, visual aids can be used in the classroom for video modeling and feedback. Video modeling can be used to show students the correct performance and mental process required for the performance. Feedback can also be given to students by tape recording students and allowing them to watch themselves and critique their performance. Video can be used to engage constructive learning. All in all, I really enjoyed reading this chapter because I think the information is practical for use in the classroom. As a future teacher, I will probably use many of the visual aids mentioned to enhance student learning and understanding in various subject areas.
One way that visual tools can be used in the classroom is to represent scientific concepts such as chemistry molecules. When using programs such as eChem or Molecular Workbench, students can see the form of the molecules, test different bonds, and create new molecules. After visualizing and gaining a better understanding of molecules, students can discuss the models and what they have learned with their peers. Geography is another area of the curriculum that can be enhanced with visual aid tools. Geographic information systems can be used for students to store data, retrieve information, and manipulate data. I think tools such as Find a Map!, Handmap, Sketchup, Google Earth, and Google Maps are all examples of programs that I would use with my future students. These visual aids engage students and allow students to interact with maps/geography in multiple ways.
Mathematics is another area of the curriculum that technological visual aids can be used to enhance learning and instruction. I agree with the chapter that using visual aids is an important strategy for understanding abstract mathematical concepts. With these visual aids, students can see problems and mathematical relationships that help learners’ gain conceptual understanding. Programs including Mathematica, MathLab, and Statistical Analysis System are visual tools that I would be more likely to use with older students because they seem too complex for elementary aged students. One visual aid that I think is very useful especially at the high school and college level is the graphing calculator. I used graphing calculators throughout my education and they helped me to better understand concepts, check my work, and create graphs. I think graphing calculators are most effective in helping students to make connections between symbolic, numeric, and graphic representations of numbers and equations. Also, I think visual aids are also important for students to develop a better understanding of data sets and analysis. With programs such as TableTop, students can see different patterns and clusters of statistical data. They can learn how to interpret and analyze the data presented in the visual aid. Another visual aid I would possibly use in the classroom is Geometric Supposer. This program facilitates the learning of geometry by having students construct and manipulate geometric objects. Students can also explore the relationships among those objects.
One component of visualizing with technology that is fairly recent and expanding is the use of digital cameras and cell phones. Since both of these technologies are used often and most students are familiar with them, I think they would be a great resource for students to use in the classroom. Also, as a teacher, these visual aids can be used to enhance instruction. With digital cameras and cell phones, students are able to download, print, and manipulate images. These images can be used for class projects or to gain understanding of a particular concept/idea. One type of project in which students can use a digital camera is to complete a digital documentary on local issues. Students could also use cameras or cell phones to learn about a foreign language.
Visualizing with video is one type of technology that I specifically remember using in elementary school. In 4th grade, my teacher had students complete an extensive project on hurricanes. Students worked in groups of 4 and we had to create a video that included information about hurricanes and it had to be creative. I think by incorporating the video into our project, we were more engaged and excited about the project and therefore learned more. Videos are also a great way for sharing ideas and concepts with one another. For viewing videos, the website YouTube is a great resource for students but student use should constantly be monitored in the classroom. Another great way for students to learn is by visualizing through digital storytelling. Digital storytelling allows students create stories by planning and making a storyboard. By doing this, they gain a greater understanding of the basic elements of a story including plot, climax, conflict, resolution, and characters. Students can also collaborate and work as a team to create digital stories and then critique one another.
Finally, visual aids can be used in the classroom for video modeling and feedback. Video modeling can be used to show students the correct performance and mental process required for the performance. Feedback can also be given to students by tape recording students and allowing them to watch themselves and critique their performance. Video can be used to engage constructive learning. All in all, I really enjoyed reading this chapter because I think the information is practical for use in the classroom. As a future teacher, I will probably use many of the visual aids mentioned to enhance student learning and understanding in various subject areas.
Tuesday, October 20, 2009
Chapter 8: Designing with Technologies
Before reading this chapter, I was not sure how it was going to address designing with technologies. I agree that designing is something that everyone does in many different careers and fields of study. Learning how to design is important for students to develop in order to apply this knowledge in the future. I think designing with technology is something I would be more likely to use with older students because of the complexity of designing problems. Some of the information presented in the chapter is difficult for me to understand and follow let alone for elementary students to understand and apply. Some of the sites I found interesting for informal education include sonic.org, asme.org, and usfirst.org. These competition sites are useful in motivating students to develop deeper understandings of concepts. One of the designing techniques that I am most likely to use with my future students is testing designs and building mental models with simulation software. An example site is http://www.funderstanding.com/coaster. By using this site, students can learn about physics (mass, speed, velocity, friction, and gravity) by building their own roller coaster simulation.
As a teacher, I could have students convert their conceptions into usable graphics by using the computer-aided design (CAD) program. This is a useful program for students to use because it provides them with a virtual, visual representation of data/information. The great thing about this program is that some versions are available free for schools. After reading further into the CAD program, I became more and more confused about the details of the program. I do not completely understand how younger elementary students could benefit from CAD and what type of content could be learned using the program. Also, the chapter mentions how CAD programs such as Pro/DESKTOP student edition are used for long-term design projects. What type of projects could be done at the elementary level? I would like to learn more about CAD and how to best implement it into my future curriculum.
Some of the programs mentioned in the chapter including SketchUp are used for architectural design and would be less likely to be used by elementary students.. These programs seem complicated for younger children and extremely time consuming for in-school instructional use.
Testing designs and building mental models with simulation software can help students learn key science and engineering ideas. One example of a simulator used by middle school students is called a trebuchet. This simulator is a gravity-powered catapult that students create in order to make decisions based on evidence and gain a more thorough understanding of scientific concepts. Although I think this simulator is a great idea, it is one I would use at the middle or high school level. A similar design program is used to model cars. Using the SIMCAR program, middle school students use concepts to help them understand why some cars work better than others. This is another program that I think is interesting ad useful but most appropriate at the middle and/or high school level.
The next part of the chapter was very familiar to me because it talked about “microworlds” and Scratch. In our EME class, we have been working on Scratch to create a program that addresses a Sunshine State Standard for a particular grade level. Although Scratch seems complicated at times, with the right guidance and instruction, I think elementary students could benefit from this program. I would have my future students practice using Scratch to learn the fundamentals of computer programming. Students could practice using and manipulating graphics, animations, and sounds to create a programming design that could be used for learning. For example, for my Scratch project, I am designing a fishing game where the player catches the correct fish/answer by performing addition and subtraction algorithms. Students could create a similar game and play it while learning the particular content being addressed. The iStopMotion software is another program mentioned in the chapter that I would possibly use in the classroom. I would use this program for students to create storyboards for group projects and in language arts when learning about plays.
Unless used in a music classroom or for music instruction, designing music programs are not as practical as some of the other programs mentioned. This program is designed for students to create musical “chunks” or sounds rather than individual notes. For music education teachers, I think programs such as Impromptu would be a great source for students because they can create music and keep records of their progress. Students learning music could be more engaged and excited about using interactive programs such as Garageband, Impromptu and Musical Sketch Pad. Musical Sketch Pad seems like useful, accessibly, kid-friendly program because it is designed by elementary students.
All in all, I thought this chapter was interesting because although many of the design programs mentioned are useful for learning, they seem less useful for classroom learning. I would use some of the programs with my future students such as Scratch and various “microworlds” but probably not the more complicated programs. I learned a lot from this chapter about designing with technologies that I was not familiar with before.
As a teacher, I could have students convert their conceptions into usable graphics by using the computer-aided design (CAD) program. This is a useful program for students to use because it provides them with a virtual, visual representation of data/information. The great thing about this program is that some versions are available free for schools. After reading further into the CAD program, I became more and more confused about the details of the program. I do not completely understand how younger elementary students could benefit from CAD and what type of content could be learned using the program. Also, the chapter mentions how CAD programs such as Pro/DESKTOP student edition are used for long-term design projects. What type of projects could be done at the elementary level? I would like to learn more about CAD and how to best implement it into my future curriculum.
Some of the programs mentioned in the chapter including SketchUp are used for architectural design and would be less likely to be used by elementary students.. These programs seem complicated for younger children and extremely time consuming for in-school instructional use.
Testing designs and building mental models with simulation software can help students learn key science and engineering ideas. One example of a simulator used by middle school students is called a trebuchet. This simulator is a gravity-powered catapult that students create in order to make decisions based on evidence and gain a more thorough understanding of scientific concepts. Although I think this simulator is a great idea, it is one I would use at the middle or high school level. A similar design program is used to model cars. Using the SIMCAR program, middle school students use concepts to help them understand why some cars work better than others. This is another program that I think is interesting ad useful but most appropriate at the middle and/or high school level.
The next part of the chapter was very familiar to me because it talked about “microworlds” and Scratch. In our EME class, we have been working on Scratch to create a program that addresses a Sunshine State Standard for a particular grade level. Although Scratch seems complicated at times, with the right guidance and instruction, I think elementary students could benefit from this program. I would have my future students practice using Scratch to learn the fundamentals of computer programming. Students could practice using and manipulating graphics, animations, and sounds to create a programming design that could be used for learning. For example, for my Scratch project, I am designing a fishing game where the player catches the correct fish/answer by performing addition and subtraction algorithms. Students could create a similar game and play it while learning the particular content being addressed. The iStopMotion software is another program mentioned in the chapter that I would possibly use in the classroom. I would use this program for students to create storyboards for group projects and in language arts when learning about plays.
Unless used in a music classroom or for music instruction, designing music programs are not as practical as some of the other programs mentioned. This program is designed for students to create musical “chunks” or sounds rather than individual notes. For music education teachers, I think programs such as Impromptu would be a great source for students because they can create music and keep records of their progress. Students learning music could be more engaged and excited about using interactive programs such as Garageband, Impromptu and Musical Sketch Pad. Musical Sketch Pad seems like useful, accessibly, kid-friendly program because it is designed by elementary students.
All in all, I thought this chapter was interesting because although many of the design programs mentioned are useful for learning, they seem less useful for classroom learning. I would use some of the programs with my future students such as Scratch and various “microworlds” but probably not the more complicated programs. I learned a lot from this chapter about designing with technologies that I was not familiar with before.
Monday, October 12, 2009
Chapter 7: Communicating with Technologies
Chapter 7, “Communicating with Technology”, was my favorite chapter so far. Before reading, I had many preconceived ideas about the internet and communication, many of which were more negative than positive. I learned a lot from this chapter about the different methods of communication through technology and the benefits of asynchronous as well as synchronous communication. I think a lot of what I read will benefit me as a future teacher. I think communication with technology is something I will have my students practice and use within the classroom.
Prior to reading this chapter, I was familiar with using asynchronous discussion boards for communicating ideas. I have used discussion boards in the past for many of my college classes through Moodle. These discussion boards are available for students to post ideas and questions concerning class assignments. I will probably use some type of asynchronous discussion board such as ePALS or Global Schoolhouse in my future classroom for students to respond and provide feedback. One feature of ePALS that I think will benefit my future students is the built-in translator tool. This allows for students to convert messages from many different languages. Community web sites can also be useful because they include project-specific discussion boards and student talk discussion boards. Students can benefit from the use of discussion boards by having the opportunity to communicate with people who are from different geographical locations. Other advantages of asynchronous communication in the classroom include giving students more reflection time and more in-depth learning that exists beyond one limited class period. Also, I thought it was really interesting how the chapter supports this type of communication for English language learners. I agree that asynchronous communication via discussion boards is a great way for ELL to converse with native speakers and have more time to express their ideas effectively. As mentioned in the chapter, I think it is very important for teachers to scaffold students and encourage students to think critically when using discussion boards or other forms of asynchronous communication.
Since I was in elementary school, I have been familiar with using chat rooms and instant messaging. I used this type of communication outside of school for social purposes. One type of synchronous communication mentioned in the chapter that I was not familiar with was Internet relay chat (IRC). After looking at the software Colloquy, I think this type of communication is set up for the use of ages older than elementary. Although I think instant messaging connects students and allows them to exchange ideas immediately, this type of communication may be difficult to monitor within the classroom. Within my future classroom, I will most likely have students use asynchronous communication when using technology more often than synchronous. I agree that synchronous communication such as chats and messaging can more closely resemble face-to-face interaction but I think it may also distract students. Some of the community-oriented web sites that I would consider using with my students include ePALS and Global Schoolhouse. These sites may be more beneficial for classroom use because they offer safety features that sites such as AOL instant messenger and IRC sites do not offer.
One type of communication that I had previously not thought about as beneficial for classroom use is videoconferencing. I think videoconferencing is a great way for students to have live interactions with people that they would otherwise have no access. Motivating students to draw on additional resources such as expert advice and expertise can enhance curriculum. Skype is one type of software program that allows videoconferencing to occur. I have heard a lot about Skype and know many people who use Skype but I have yet to try it. I would probably use Skype with students rather than Polycam because Polycam seems geared more toward older students and/or adults. I really liked the example the chapter provided about the videoconferencing interactions with astronomers at Dyer. I think this program is a beneficial way for students to connect weekly with peers, scientists, graduate students, and other professionals. Videoconferencing such as the examples mentioned throughout the chapter increase student motivation, increase communication to the outside world, and let students learn from a primary source rather than a textbook. One thing that I think is important to videoconferencing within the classroom is training and appropriate use. As teachers, we must know how to work equipment and programs in order to perform videoconferencing activities with our students.
In the past, I have heard the word podcasts and the idea of Internet radio but I had never really known what they were until reading the chapter. I now have a better understanding of the purpose of podcasts and how they can be used for student learning. I think the interesting thing about podcasts is that they contain previously recorded content that can be used for future listening. I also think it is interesting how podcasting is one of the most rapidly expanding technologies today. By reading, I learned that it is simple to podcast through programs such as iTunes, which many of us are familiar with. I think having students create podcasts for class projects or activities gives them the opportunity to analyze material, determine the purpose of what they are learning, and connect with peers. The podcast mentioned in the chapter called Bangladesh is an awesome example of how podcast can be used to promote global interaction and discussion of global issues. I also really liked the “Our City” podcast idea that has students from all over the world make a recording about the city they live in. This podcast gives students geographical information from a young person’s perspective. The sites that I think I will use to help me become more familiar with setting up and using podcasts is the “How to Podcast” web site. This site gives useful tips and resources for beginning podcasters.
All in all, I really enjoyed reading this chapter and learning how to apply both synchronous and asynchronous communication within the classroom. I learned a lot of new information and resources that are available for students to communicate using bulletin boards, chats, instant messaging, podcasts, and videoconferencing. I think all these means of communication can promote meaningful learning and motivate and engage students in thinking and learning.
Prior to reading this chapter, I was familiar with using asynchronous discussion boards for communicating ideas. I have used discussion boards in the past for many of my college classes through Moodle. These discussion boards are available for students to post ideas and questions concerning class assignments. I will probably use some type of asynchronous discussion board such as ePALS or Global Schoolhouse in my future classroom for students to respond and provide feedback. One feature of ePALS that I think will benefit my future students is the built-in translator tool. This allows for students to convert messages from many different languages. Community web sites can also be useful because they include project-specific discussion boards and student talk discussion boards. Students can benefit from the use of discussion boards by having the opportunity to communicate with people who are from different geographical locations. Other advantages of asynchronous communication in the classroom include giving students more reflection time and more in-depth learning that exists beyond one limited class period. Also, I thought it was really interesting how the chapter supports this type of communication for English language learners. I agree that asynchronous communication via discussion boards is a great way for ELL to converse with native speakers and have more time to express their ideas effectively. As mentioned in the chapter, I think it is very important for teachers to scaffold students and encourage students to think critically when using discussion boards or other forms of asynchronous communication.
Since I was in elementary school, I have been familiar with using chat rooms and instant messaging. I used this type of communication outside of school for social purposes. One type of synchronous communication mentioned in the chapter that I was not familiar with was Internet relay chat (IRC). After looking at the software Colloquy, I think this type of communication is set up for the use of ages older than elementary. Although I think instant messaging connects students and allows them to exchange ideas immediately, this type of communication may be difficult to monitor within the classroom. Within my future classroom, I will most likely have students use asynchronous communication when using technology more often than synchronous. I agree that synchronous communication such as chats and messaging can more closely resemble face-to-face interaction but I think it may also distract students. Some of the community-oriented web sites that I would consider using with my students include ePALS and Global Schoolhouse. These sites may be more beneficial for classroom use because they offer safety features that sites such as AOL instant messenger and IRC sites do not offer.
One type of communication that I had previously not thought about as beneficial for classroom use is videoconferencing. I think videoconferencing is a great way for students to have live interactions with people that they would otherwise have no access. Motivating students to draw on additional resources such as expert advice and expertise can enhance curriculum. Skype is one type of software program that allows videoconferencing to occur. I have heard a lot about Skype and know many people who use Skype but I have yet to try it. I would probably use Skype with students rather than Polycam because Polycam seems geared more toward older students and/or adults. I really liked the example the chapter provided about the videoconferencing interactions with astronomers at Dyer. I think this program is a beneficial way for students to connect weekly with peers, scientists, graduate students, and other professionals. Videoconferencing such as the examples mentioned throughout the chapter increase student motivation, increase communication to the outside world, and let students learn from a primary source rather than a textbook. One thing that I think is important to videoconferencing within the classroom is training and appropriate use. As teachers, we must know how to work equipment and programs in order to perform videoconferencing activities with our students.
In the past, I have heard the word podcasts and the idea of Internet radio but I had never really known what they were until reading the chapter. I now have a better understanding of the purpose of podcasts and how they can be used for student learning. I think the interesting thing about podcasts is that they contain previously recorded content that can be used for future listening. I also think it is interesting how podcasting is one of the most rapidly expanding technologies today. By reading, I learned that it is simple to podcast through programs such as iTunes, which many of us are familiar with. I think having students create podcasts for class projects or activities gives them the opportunity to analyze material, determine the purpose of what they are learning, and connect with peers. The podcast mentioned in the chapter called Bangladesh is an awesome example of how podcast can be used to promote global interaction and discussion of global issues. I also really liked the “Our City” podcast idea that has students from all over the world make a recording about the city they live in. This podcast gives students geographical information from a young person’s perspective. The sites that I think I will use to help me become more familiar with setting up and using podcasts is the “How to Podcast” web site. This site gives useful tips and resources for beginning podcasters.
All in all, I really enjoyed reading this chapter and learning how to apply both synchronous and asynchronous communication within the classroom. I learned a lot of new information and resources that are available for students to communicate using bulletin boards, chats, instant messaging, podcasts, and videoconferencing. I think all these means of communication can promote meaningful learning and motivate and engage students in thinking and learning.
Monday, October 5, 2009
Chapter 6: Community Building with Technolgies
Before reading this chapter, I was somewhat familiar with a few of “community building” resources mentioned including wikis, blogs, and chat rooms. I learned much more about how these technologies work and how they can benefit learning and community building in the classroom. I think this chapter provides future teachers with a huge array of specific sites that can be used both in and outside of the classroom. I really enjoyed the chapter because I learned a lot of new information about resources that I previously had no idea even existed such as knowledge forums and international community building sites. I also think the examples throughout the chapter of specific community building activities are beneficial because they helped me to better understand the content being addressed.
While reading about Knowledge Forum, I learned how these forums help students construct knowledge by facilitating collaboration and teamwork. I learned the goal of Knowledge Forum to promote intentional learning where students contribute, store notes, connect ideas, and obtain new knowledge. After visiting the website, I learned that Knowledge Forum originally based research on K-12 classrooms but has expanded to other settings. What I liked most about the site is that it provides research-based information to support the idea of community knowledge building. I had never heard of Knowledge Forum before reading this chapter so the information about it was new and somewhat confusing to me. I’m still not quite sure how of if I would use Knowledge Forums with my future students.
After reading about wikis, I gained a greater understanding of how they work and how they can benefit learners. I agree that wikis such as Wikipedia are a great resource because a whole community of learners can contribute to a wiki. I really like how wikis are usually user-friendly and can be edited or revised. I think I will use wiki’s with my future students for some class projects or activities. A great example of a wiki project is the one created by Dan McDowell about the Holocaust. When students get the opportunity to contribute information and share ideas or information, they are learning more about the subject being taught. I think students’ learning is enhanced when they can collaborate with one another in the classroom. Another wiki example that I liked learning about was the juggle wiki page. This site provides a great example of how wikis can promote community learning and interaction.
Before reading this chapter, I did not have a clear understanding of the difference between a wiki and a blog. I learned that although blogs were originally intended for personal use, they are becoming more interactive sites. This blog is the first one I have ever created and I really like using it. I think blogs can be very useful in the class for students to write down their thoughts or ideas and comment on peers. I will probably have my future students create blogs that they will use to answer questions and exchange or critique ideas. I think blogs are great because they can be used for many different purposes. One blog mentioned in the chapter that I particularly liked was the National Geographic blog that provides information about expedition opportunities. I think students would enjoy and learn from this site because it lets them read about explorers and expeditions as well as comment on postings and ask questions to experts. I also like the site because many different expeditions are listed for students to explore and learn about. Teacher-created blogs and student-centered blogs benefit learning by allowing students and teachers to share a build understanding on specific topics learned in class. One example of a classroom blog that I would be likely to use is one like Mrs. Watford’s 8th Period blog. This blog gives students journal entry topics that they will respond to.
One component of community building with technology that I was unfamiliar with before reading is building with international communities. I learned a lot about iEARN learning circles, Global Schoolhouse, and KidLink. I think these communities are beneficial to student learning because they can learn and relate to other people from around the world. I would like to use one or more of these sites with my future students. Two of the learning circles that I like are at iEARN and include “Places and Perspectives” and “Computer Chronicles.” Both of these sites provide students with community building learning opportunities with people from other cultures and geographical locations. Although I think learning circles are beneficial for learning, I think some of them may be more developmentally appropriate for older students. When researching Global Schoolhouse, I found it to be more appropriate for students because it is made to link kids from around the world. This site is great because it contains many resources for learning and multiple programs for community building. Another international community site that I enjoyed and learned a lot about is KidLink. KidLink provides information in many different languages and is a very kid-friendly site. I would probably use this site with my students because it gives them the opportunity to interconnect with many other children.
One of the most useful sites for personal teacher use is Tapped In. I like the idea of the Tapped In site because it gives educators the opportunity to connect with other educators and exchange ideas. Sites such as these can provide new teachers with information and resources to help them become better teachers. Also, although I like the idea of electronic bulletin boards such as NetNews and UseNets, I will probably not use them in my classroom. I will be more likely to use wikis and online social environments because these sites are usually more suitable for student use. All in all, I really enjoyed this chapter because it gave many resources and examples of community building information that enhances learning in the classroom. After reading this chapter, I am more likely to use these suggested sites with my students for community building and for specific educational experiences.
While reading about Knowledge Forum, I learned how these forums help students construct knowledge by facilitating collaboration and teamwork. I learned the goal of Knowledge Forum to promote intentional learning where students contribute, store notes, connect ideas, and obtain new knowledge. After visiting the website, I learned that Knowledge Forum originally based research on K-12 classrooms but has expanded to other settings. What I liked most about the site is that it provides research-based information to support the idea of community knowledge building. I had never heard of Knowledge Forum before reading this chapter so the information about it was new and somewhat confusing to me. I’m still not quite sure how of if I would use Knowledge Forums with my future students.
After reading about wikis, I gained a greater understanding of how they work and how they can benefit learners. I agree that wikis such as Wikipedia are a great resource because a whole community of learners can contribute to a wiki. I really like how wikis are usually user-friendly and can be edited or revised. I think I will use wiki’s with my future students for some class projects or activities. A great example of a wiki project is the one created by Dan McDowell about the Holocaust. When students get the opportunity to contribute information and share ideas or information, they are learning more about the subject being taught. I think students’ learning is enhanced when they can collaborate with one another in the classroom. Another wiki example that I liked learning about was the juggle wiki page. This site provides a great example of how wikis can promote community learning and interaction.
Before reading this chapter, I did not have a clear understanding of the difference between a wiki and a blog. I learned that although blogs were originally intended for personal use, they are becoming more interactive sites. This blog is the first one I have ever created and I really like using it. I think blogs can be very useful in the class for students to write down their thoughts or ideas and comment on peers. I will probably have my future students create blogs that they will use to answer questions and exchange or critique ideas. I think blogs are great because they can be used for many different purposes. One blog mentioned in the chapter that I particularly liked was the National Geographic blog that provides information about expedition opportunities. I think students would enjoy and learn from this site because it lets them read about explorers and expeditions as well as comment on postings and ask questions to experts. I also like the site because many different expeditions are listed for students to explore and learn about. Teacher-created blogs and student-centered blogs benefit learning by allowing students and teachers to share a build understanding on specific topics learned in class. One example of a classroom blog that I would be likely to use is one like Mrs. Watford’s 8th Period blog. This blog gives students journal entry topics that they will respond to.
One component of community building with technology that I was unfamiliar with before reading is building with international communities. I learned a lot about iEARN learning circles, Global Schoolhouse, and KidLink. I think these communities are beneficial to student learning because they can learn and relate to other people from around the world. I would like to use one or more of these sites with my future students. Two of the learning circles that I like are at iEARN and include “Places and Perspectives” and “Computer Chronicles.” Both of these sites provide students with community building learning opportunities with people from other cultures and geographical locations. Although I think learning circles are beneficial for learning, I think some of them may be more developmentally appropriate for older students. When researching Global Schoolhouse, I found it to be more appropriate for students because it is made to link kids from around the world. This site is great because it contains many resources for learning and multiple programs for community building. Another international community site that I enjoyed and learned a lot about is KidLink. KidLink provides information in many different languages and is a very kid-friendly site. I would probably use this site with my students because it gives them the opportunity to interconnect with many other children.
One of the most useful sites for personal teacher use is Tapped In. I like the idea of the Tapped In site because it gives educators the opportunity to connect with other educators and exchange ideas. Sites such as these can provide new teachers with information and resources to help them become better teachers. Also, although I like the idea of electronic bulletin boards such as NetNews and UseNets, I will probably not use them in my classroom. I will be more likely to use wikis and online social environments because these sites are usually more suitable for student use. All in all, I really enjoyed this chapter because it gave many resources and examples of community building information that enhances learning in the classroom. After reading this chapter, I am more likely to use these suggested sites with my students for community building and for specific educational experiences.
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