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.
Monday, September 28, 2009
Chapter 5: Modeling with Technology
Before reading this chapter, Modeling with Technologies, I had never thought of technology as a way to represent or model conceptual understanding. I think it is interesting how the chapter addresses that “humans are natural model builders” and that computer Mindtools can help to externalize mental models. I definitely agree that it is important for students to construct their own knowledge and build conceptual understanding by using Mindtools such as concept mapping, spreadsheets, databases, and microworlds. By working with technology to create models, students are able to organize what they learn into systems that best make sense to them.
Although the textbook addresses concept maps as a tool for writing in the previous chapter, I learned even more about concept map use in this chapter. I think concept maps can be useful in multiple ways in the classroom. I think students can construct their own knowledge and make connections by using technology and concept maps. It is important for students as young as elementary age to learn how to use models such as webs and concept maps to better comprehend and remember what they learn. In my future class, I will have students learn how to create concept maps through a web site such as Kidspiration. They will use concept mapping as a tool for organizing content across the curriculum including areas of science, language arts, and math. The more complex the subject matter, the more useful concept maps can be in helping students understand and make connections.
When I began reading about systems dynamic tools, I did not fully understand the meaning of “constructing dynamic simulations of systems.” As I continued to read, some computer-based tools were introduced and I looked them up on the internet to gain a better understanding. A few of these sites include Stella, VenSim, and PowerSim. I agree with the chapter that Stella does not seem age-appropriate for elementary aged students. I would most likely use this site as well as the other two with older students because the content and format seems too complex and difficult for younger children. On the contrary, I would use the web site Model-It in my elementary classroom but probably with upper-elementary students. This site still seems difficult for younger use and requires systematic, critical thinking for older students. I would have students use this program to make scientific systems that they can view and test as a simulation. I think this is a great way for students to learn and observe scientific material, concepts, or systems through simulation.
Modeling with spreadsheets is another effective tool in presenting and understanding problems/content. Although I think spreadsheets are particularly useful in science and math, I think they can also be used in other subject areas. I definitely think modeling by using spreadsheets is useful for older students but I do not think I will use spreadsheets very often with my elementary students. The only time I may use them is when I want students to collect scientific data, enter the data into a spreadsheet, and then view the data in a chart or graph. This allows students to visually see scientific observations and results in chart form. They can then make meaning from what they see and learn from the experiment and spreadsheet results. Other than this reason, I will probably not use spreadsheets very often with students because it may be too confusing and time consuming for students that my not be developmentally ready to use such detailed programs for collecting data.
I think the part of the chapter about modeling with expert systems was particularly interesting. I never knew what an expert system was or its purpose before reading about them. I agree that by allowing students to become artificial decision makers, they engage in deeper-level thinking and reflect on their thought processes. After reading about expert systems and their use as models for student learning, I tried to find an example of a expert system Mindtool I could possibly use in the future with my students. I had a hard time finding any, even the one mentioned in the book, Win EXP. I would like to learn more about expert systems and how I can use them in my future classroom.
The last Mindtool discussed is databases. Databases are used throughout our everyday lives to store and retrieve information; therefore, it is important that students gain as much knowledge and understanding about this form of modeling. In my classroom, I think a great way to get students to compare and contrast is through the use of databases. I agree that databases are a great way of understanding what people know by analyzing their stories. By having students analyze stories, they gain a greater understanding of current issues and phenomenon that contribute toward analytical and conceptual knowledge. KITE is an example of a database that is a great resource for educators. I like this site because teachers can look up and learn technology integration ideas for all grade levels and subject areas.
All in all, I think each of the five different Mindtools help students make meaning from models and construct their own knowledge. I think concept maps are the most useful Mindtool at the elementary level. I will most likely encourage my future students to organize and make connections by creating models using concept maps.
Although the textbook addresses concept maps as a tool for writing in the previous chapter, I learned even more about concept map use in this chapter. I think concept maps can be useful in multiple ways in the classroom. I think students can construct their own knowledge and make connections by using technology and concept maps. It is important for students as young as elementary age to learn how to use models such as webs and concept maps to better comprehend and remember what they learn. In my future class, I will have students learn how to create concept maps through a web site such as Kidspiration. They will use concept mapping as a tool for organizing content across the curriculum including areas of science, language arts, and math. The more complex the subject matter, the more useful concept maps can be in helping students understand and make connections.
When I began reading about systems dynamic tools, I did not fully understand the meaning of “constructing dynamic simulations of systems.” As I continued to read, some computer-based tools were introduced and I looked them up on the internet to gain a better understanding. A few of these sites include Stella, VenSim, and PowerSim. I agree with the chapter that Stella does not seem age-appropriate for elementary aged students. I would most likely use this site as well as the other two with older students because the content and format seems too complex and difficult for younger children. On the contrary, I would use the web site Model-It in my elementary classroom but probably with upper-elementary students. This site still seems difficult for younger use and requires systematic, critical thinking for older students. I would have students use this program to make scientific systems that they can view and test as a simulation. I think this is a great way for students to learn and observe scientific material, concepts, or systems through simulation.
Modeling with spreadsheets is another effective tool in presenting and understanding problems/content. Although I think spreadsheets are particularly useful in science and math, I think they can also be used in other subject areas. I definitely think modeling by using spreadsheets is useful for older students but I do not think I will use spreadsheets very often with my elementary students. The only time I may use them is when I want students to collect scientific data, enter the data into a spreadsheet, and then view the data in a chart or graph. This allows students to visually see scientific observations and results in chart form. They can then make meaning from what they see and learn from the experiment and spreadsheet results. Other than this reason, I will probably not use spreadsheets very often with students because it may be too confusing and time consuming for students that my not be developmentally ready to use such detailed programs for collecting data.
I think the part of the chapter about modeling with expert systems was particularly interesting. I never knew what an expert system was or its purpose before reading about them. I agree that by allowing students to become artificial decision makers, they engage in deeper-level thinking and reflect on their thought processes. After reading about expert systems and their use as models for student learning, I tried to find an example of a expert system Mindtool I could possibly use in the future with my students. I had a hard time finding any, even the one mentioned in the book, Win EXP. I would like to learn more about expert systems and how I can use them in my future classroom.
The last Mindtool discussed is databases. Databases are used throughout our everyday lives to store and retrieve information; therefore, it is important that students gain as much knowledge and understanding about this form of modeling. In my classroom, I think a great way to get students to compare and contrast is through the use of databases. I agree that databases are a great way of understanding what people know by analyzing their stories. By having students analyze stories, they gain a greater understanding of current issues and phenomenon that contribute toward analytical and conceptual knowledge. KITE is an example of a database that is a great resource for educators. I like this site because teachers can look up and learn technology integration ideas for all grade levels and subject areas.
All in all, I think each of the five different Mindtools help students make meaning from models and construct their own knowledge. I think concept maps are the most useful Mindtool at the elementary level. I will most likely encourage my future students to organize and make connections by creating models using concept maps.
Monday, September 21, 2009
Chapter 4: Supporting Writing with Technology
After reading chapter 4 about supporting writing with technology, I learned about various ways the computer and the internet can help students with writing in the classroom. First of all, I thought it was interesting how this chapter addressed the different components and stages of writing. Before reading, the only technology-based source that I knew could assist in writing is PowerPoint and concept maps. It was interesting to learn about many more sources that can be useful for organizing, planning, editing, and publishing.
For organizing ideas using concept maps, I first researched the web site called Semantica (semanticresearch.com). By first impression, this site seems too advanced for the elementary level grades. I think this would be a great site for high school or even college level students because it can help them generate ideas, organize thoughts and make connections before writing. Although elementary aged students must also organize and plan as part of the writing process, I think another site may be more appropriate. I think kidspiration would be more appropriate to use in the elementary classroom because it is designed for K-5 and is formatted in a kid-friendly way. Students can use kidspiration to create maps and webs, integrate their picture into their writing, and expand their ideas into writing.
Although I agree that PowerPoint can be an effective way for students to create presentations, I also think it has many distractions that can demote meaningful learning. Although I have liked using PowerPoint for presentations because it is simple and familiar, I do not necessarily think these reasons are beneficial to the learning and writing process. In my future classroom, I am going to encourage and challenge students to use programs other than PowerPoint such as kid pix by Mackiev. Although this program is not specifically designed for presentations like PowerPoint, it is directed more towards elementary aged students.
I think it is very important for students to have as much support as possible in the area of creative writing. Creative writing and the idea of publishing those writings can help to motivate students to become better writers. Before reading the chapter, I was unaware of the different web sites and resources available for students to use for publishing. Kidscribe is a site mentioned that I would definitely use with my future students. I think this site is great not only because it is kid-friendly but also because it provides children with the opportunity to publish their work and view other peoples work. This site is also great because it can accommodate ESOL students because it is a bilingual site for kids. Another tool mentioned in the chapter that supports creative writing is Poetry Forge. From first impression, it seems that this site would be great for upper elementary students to teach and engage students in poetry.
Collaborative writing with technology is a process that I will probably use with my future students. I think when students work together, they form positive relationships and ideas are exchanged. Students can learn from one another and become more engaged in the writing process. The idea of asynchronous collaborative writing is not something I would teach/enforce at the elementary level. Real-time writing is more appropriate because I think it is important for younger students to receive immediate feedback and scaffolding. The site provided by Global School House Network is a great way to support learning through the use of collaboration. I would use this site in my classroom because it engages both teacher and students in different world-wide collaborative projects.
Peer feedback in writing is a very important part of the writing process. It gives students the opportunity to revise and create multiple drafts of their work. With the use of programs such as SWoRD, students can receive peer feedback, improve their writings, and become better writers overall. After researching the program, I think the idea of peer reviewing over the internet is beneficial but may be too complicated for elementary- aged students. Unless the process is explicitly taught, I think the best way to incorporate peer feedback at the elementary level is through the actual exchanging of papers. Furthermore, SWoRD is a program that I think I would have benefited from in the past when writing my own papers.
All in all, the type of writing activity using technology that I think will help students the most in making meaningful learning is organization/planning activities. These activities could include having students create their own concept map or flow chart using one of the programs addressed above. By having students construct their own ideas and putting them into a map, they will become more engaged and will learn more about the writing process.
For organizing ideas using concept maps, I first researched the web site called Semantica (semanticresearch.com). By first impression, this site seems too advanced for the elementary level grades. I think this would be a great site for high school or even college level students because it can help them generate ideas, organize thoughts and make connections before writing. Although elementary aged students must also organize and plan as part of the writing process, I think another site may be more appropriate. I think kidspiration would be more appropriate to use in the elementary classroom because it is designed for K-5 and is formatted in a kid-friendly way. Students can use kidspiration to create maps and webs, integrate their picture into their writing, and expand their ideas into writing.
Although I agree that PowerPoint can be an effective way for students to create presentations, I also think it has many distractions that can demote meaningful learning. Although I have liked using PowerPoint for presentations because it is simple and familiar, I do not necessarily think these reasons are beneficial to the learning and writing process. In my future classroom, I am going to encourage and challenge students to use programs other than PowerPoint such as kid pix by Mackiev. Although this program is not specifically designed for presentations like PowerPoint, it is directed more towards elementary aged students.
I think it is very important for students to have as much support as possible in the area of creative writing. Creative writing and the idea of publishing those writings can help to motivate students to become better writers. Before reading the chapter, I was unaware of the different web sites and resources available for students to use for publishing. Kidscribe is a site mentioned that I would definitely use with my future students. I think this site is great not only because it is kid-friendly but also because it provides children with the opportunity to publish their work and view other peoples work. This site is also great because it can accommodate ESOL students because it is a bilingual site for kids. Another tool mentioned in the chapter that supports creative writing is Poetry Forge. From first impression, it seems that this site would be great for upper elementary students to teach and engage students in poetry.
Collaborative writing with technology is a process that I will probably use with my future students. I think when students work together, they form positive relationships and ideas are exchanged. Students can learn from one another and become more engaged in the writing process. The idea of asynchronous collaborative writing is not something I would teach/enforce at the elementary level. Real-time writing is more appropriate because I think it is important for younger students to receive immediate feedback and scaffolding. The site provided by Global School House Network is a great way to support learning through the use of collaboration. I would use this site in my classroom because it engages both teacher and students in different world-wide collaborative projects.
Peer feedback in writing is a very important part of the writing process. It gives students the opportunity to revise and create multiple drafts of their work. With the use of programs such as SWoRD, students can receive peer feedback, improve their writings, and become better writers overall. After researching the program, I think the idea of peer reviewing over the internet is beneficial but may be too complicated for elementary- aged students. Unless the process is explicitly taught, I think the best way to incorporate peer feedback at the elementary level is through the actual exchanging of papers. Furthermore, SWoRD is a program that I think I would have benefited from in the past when writing my own papers.
All in all, the type of writing activity using technology that I think will help students the most in making meaningful learning is organization/planning activities. These activities could include having students create their own concept map or flow chart using one of the programs addressed above. By having students construct their own ideas and putting them into a map, they will become more engaged and will learn more about the writing process.
Tuesday, September 15, 2009
Reading Rainbow: Silly Sentence Machine
http://pbskids.org/readingrainbow/games/silly_sentence.html
On the Reading Rainbow website by PBS, I found multiple games that students can use to practice their reading and language arts skills. One of the games that I think 1st grade students would particularly like is called Silly Sentence Machine. Students put together their own sentence by choosing from a group of choices consisting of who, how, type, what, and where. By playing this game, students can learn and make meaning as to what components make up a sentence. I think younger kids would also like this game because pictures go along with the words and because they can make up their own “silly sentence.” This game addresses some of the principles presented by Gee but not many because it is as interactive or extensive because it meant for younger children. It includes the semiotic domains principle, multimodal principle, and the discovery principle. This game is mostly designed for practice by making sentence building fun and interactive.
On the Reading Rainbow website by PBS, I found multiple games that students can use to practice their reading and language arts skills. One of the games that I think 1st grade students would particularly like is called Silly Sentence Machine. Students put together their own sentence by choosing from a group of choices consisting of who, how, type, what, and where. By playing this game, students can learn and make meaning as to what components make up a sentence. I think younger kids would also like this game because pictures go along with the words and because they can make up their own “silly sentence.” This game addresses some of the principles presented by Gee but not many because it is as interactive or extensive because it meant for younger children. It includes the semiotic domains principle, multimodal principle, and the discovery principle. This game is mostly designed for practice by making sentence building fun and interactive.
Chapter 3: Experimenting With Technology
1. My first impression of Sodaplay is that it is a microworld in which people/students can manipulate, play with, and create objects. At first the site seems to be a little more advanced for younger children but once I attempted to “play” or “create” using the site, I think it could be a fun, interactive way for children to learn. The purpose of this microworld is for various educational practices and to engage learners. It could be used with elementary students in learning science and creativity.
2. Net Frog: My first impression was “awesome, there is a simulation where you can act like your dissecting a frog!” I was impressed just by looking at the home page. I think I would use this site with my students because it is interactive and provides them with an imitation of dissecting a frog. I think this site provides meaningful learning because students are engaged in learning about the process of dissections, clear directions are given as well as practice activities, and it keeps kids engaged by means of technology. I also think the site is useful because additional resources are provided in which teachers can further the lesson with.
Funderstanding Rollercoaster: My first impression of this site was like that of Net Frog. I thought how fun for kids to learn from making their own roller coaster. I don’t know if I would use this site with early elementary students because the educational component relates to physics and many younger children are not introduced to this material yet. With older students, I would use the site with an emphasis on the physical things that make the roller coaster work or not and why. I think the site does promote meaningful learning because a student must figure out on his/her own how to make the coaster work and what components affect the coaster. They must construct their own knowledge and play with the speed, friction, etc in order to make it work.
3. Separate Post "Gizmos"
4. Darfur is Dying: From first impressions, I could tell that this site was an interactive site because of the moving icons and because the homepage reads “Start your experience.” I think this site is great because it applies to a real-life situation and cause for the country of Darfur. I think children would really like this site because they get to choose who they want their character to be and they get to make their own survival choices. This site promotes meaningful learning because it allows students to explore the site for themselves and do research about the country and cause for Darfur.
Ayiti: The Cost of Life: When first entering this site, I first noticed how it is part of the well-known organization UNICEF. I also noticed that the site is exploratory and offers additional resources such as “about the game” and lesson plan links at the top. I think I would definitely use this site with students because it can be easily incorporated into a social studies lesson and the idea of poverty. I think children will develop meaningful learning because they are engaged with the game while developing their own understanding of the issues addressed through decision-making.
3rd World Farmer: I think this site is a great way for students to put themselves in the shoes of a family that must make important farming/economic decisions in order to survive. My first impression is that the site is simple to navigate and very direct for students to work with. I would use this site with students because it allows them to interact and make decisions that will determine the survival of their family. Also, students get to learn to make decisions dealing with money because they buy/sell plants depending on their finances. I think meaningful leaning can occur because students can make connections with the game with real life situations. Students have control over their decisions throughout the game and make predictions and determine outcomes.
5. Separate Post: Reading Rainbow
6. A few virtual worlds that I think would be appropriate for elementary students. I particularly liked the virtual world called poptropica although I think it could have additional characteristics to make it more educationally appropriate for students to engage in meaningful learning. To find this site, I searched google under educational virtual worlds and went through a few of the results before finding an educational journal article that referred to this site. The site has many islands that you can visit and there are fun facts/educational information that you can obtain. Younger kids would enjoy this game because it is simple to follow and it allows them to decide where they want to explore and what items they want to obtain. The only thing I would do to make the site more educational is include games that take the facts/information given on each island and apply them. I also think there should be more critical thinking skills that must be applied in order to move onto the next island.
7. I am very unfamiliar with programming because I have not had much education in software programming. The only programs I am familiar with are those programs that I use on a daily basis. I have not taken any courses on programming or where programming was a major aspect of the course. Because of these reasons, I am unfamiliar with how to write HTML codes or other programming languages. Hopefully after experimenting and completing a Scratch project, I will be more familiar with the idea and process of programming.
2. Net Frog: My first impression was “awesome, there is a simulation where you can act like your dissecting a frog!” I was impressed just by looking at the home page. I think I would use this site with my students because it is interactive and provides them with an imitation of dissecting a frog. I think this site provides meaningful learning because students are engaged in learning about the process of dissections, clear directions are given as well as practice activities, and it keeps kids engaged by means of technology. I also think the site is useful because additional resources are provided in which teachers can further the lesson with.
Funderstanding Rollercoaster: My first impression of this site was like that of Net Frog. I thought how fun for kids to learn from making their own roller coaster. I don’t know if I would use this site with early elementary students because the educational component relates to physics and many younger children are not introduced to this material yet. With older students, I would use the site with an emphasis on the physical things that make the roller coaster work or not and why. I think the site does promote meaningful learning because a student must figure out on his/her own how to make the coaster work and what components affect the coaster. They must construct their own knowledge and play with the speed, friction, etc in order to make it work.
3. Separate Post "Gizmos"
4. Darfur is Dying: From first impressions, I could tell that this site was an interactive site because of the moving icons and because the homepage reads “Start your experience.” I think this site is great because it applies to a real-life situation and cause for the country of Darfur. I think children would really like this site because they get to choose who they want their character to be and they get to make their own survival choices. This site promotes meaningful learning because it allows students to explore the site for themselves and do research about the country and cause for Darfur.
Ayiti: The Cost of Life: When first entering this site, I first noticed how it is part of the well-known organization UNICEF. I also noticed that the site is exploratory and offers additional resources such as “about the game” and lesson plan links at the top. I think I would definitely use this site with students because it can be easily incorporated into a social studies lesson and the idea of poverty. I think children will develop meaningful learning because they are engaged with the game while developing their own understanding of the issues addressed through decision-making.
3rd World Farmer: I think this site is a great way for students to put themselves in the shoes of a family that must make important farming/economic decisions in order to survive. My first impression is that the site is simple to navigate and very direct for students to work with. I would use this site with students because it allows them to interact and make decisions that will determine the survival of their family. Also, students get to learn to make decisions dealing with money because they buy/sell plants depending on their finances. I think meaningful leaning can occur because students can make connections with the game with real life situations. Students have control over their decisions throughout the game and make predictions and determine outcomes.
5. Separate Post: Reading Rainbow
6. A few virtual worlds that I think would be appropriate for elementary students. I particularly liked the virtual world called poptropica although I think it could have additional characteristics to make it more educationally appropriate for students to engage in meaningful learning. To find this site, I searched google under educational virtual worlds and went through a few of the results before finding an educational journal article that referred to this site. The site has many islands that you can visit and there are fun facts/educational information that you can obtain. Younger kids would enjoy this game because it is simple to follow and it allows them to decide where they want to explore and what items they want to obtain. The only thing I would do to make the site more educational is include games that take the facts/information given on each island and apply them. I also think there should be more critical thinking skills that must be applied in order to move onto the next island.
7. I am very unfamiliar with programming because I have not had much education in software programming. The only programs I am familiar with are those programs that I use on a daily basis. I have not taken any courses on programming or where programming was a major aspect of the course. Because of these reasons, I am unfamiliar with how to write HTML codes or other programming languages. Hopefully after experimenting and completing a Scratch project, I will be more familiar with the idea and process of programming.
"Gizmos"
Explorescience.com
I think the web site that uses “gizmos,” explorescience.com, would be a fun, interactive tool for 5th grade students to learn about science. The site is designed as a supplemental tool to promote understanding of scientific concepts through inquiry and exploration. Because students use virtual manipulatives to learn, they work with the technology to develop their own understanding of scientific concepts.
I think the web site that uses “gizmos,” explorescience.com, would be a fun, interactive tool for 5th grade students to learn about science. The site is designed as a supplemental tool to promote understanding of scientific concepts through inquiry and exploration. Because students use virtual manipulatives to learn, they work with the technology to develop their own understanding of scientific concepts.
Friday, September 4, 2009
Chapter 2: Investigating with Technologies
1. The way I evaluated the web sites was by reviewing the information presented, looking for copyrights and updated information, organization names, and answering various questions presented in the text. I looked at who provided the information. After evaluating the sites, I triangulated them to confirm accuracy or inaccuracy.
o Save the Pacific Northwest Tree Octopus- At first, this site seems to be accurate in the information it presents. After reviewing and doing a little more research about Zapato Productions, the site proves itself wrong. At the bottom of the page, it is stated that the site is not associated with any school or educational organization. Demonstrations links are provided and there is a copyright on the site but they are not true. After reviewing the site, I looked up Zapatopi on google and there is a Zapato Productions website which concerns “conspiracies & other diversions.” I then looked up information on google about the Pacific Northwest Tree Octopus and information about its endangerment and it is not real.
o Martin Luther King Jr. - A True Historical Examination- I first looked at the bottom of the page to find the source of who provided the information. The site is hosted by Stormfront and a link to the Stormfront.org site is posted. The information on both sites seemed confusing to me. I am not really sure what Stormfront really is. Just from the impression I got from the site, it does not seem like a good source to find information because it is bias and seems racist and prejudice. I would not recommend it for student research use.
o Dog Island Free Forever- this is a “.com” web site and seems to be accurate and credible. Right away I notices a statement that has been familiar to me, “ads by google.” This led me to believe that the site has some affiliation to a credible, well-known site. The site also gives background information about “Dog Island” along with contact information, photos, directions, and a copyright. After clicking on more information about the site, it reads that it was made just for fun.
o All About Explorers- This site also seems credible because it is well-organized and there are many clues to why the site is accurate. First of all, at the bottom of the site there is contact information, information about the copyright, a privacy policy, a link for teachers, a link for more information about the site, and the date of the last time the site was updated which was this year. The site was developed by teachers with the intention of teaching students about the internet and various explorers through history. There is also an “all about the authors” link which tells about the teachers who designed the site. To see if the information about explorers was accurate, I clicked into a few explorers and compared information to what I already knew. After reading, some of the dates and information did not match up. Although the site seems reliable, I am not really sure.
o History of Robots in the Victorian Era- this site was developed by a man named Paul Guinan. The first statement in bold at the top of the site made me question the accuracy of the site. The statement is “Here is the most extensive collection of images and information on Victorian-era robots to be found in the whole World Wide Web.” This statement seems extreme and not factual. There is no information on the site that I believe proves to me that it is accurate.
o Dihydrogen Monoxide Research Division- The first characteristic about this web site that stood out to me was that it is a non-profitable organization. At first, I believed the site gave accurate information because it is affiliated with the U.S. environmental assessment center, there is a copyright, and it was last updated today. After looking up this center, it was fake.
o The First Human Male Pregnancy- Although it is impossible for a man to be pregnant, the information from the site seems accurate from first impression because its claim comes from the RYT Hospital Dwayne Medical Center. The site provides contact information and a link to the various news releases, photographs of the pregnant man, patient care, and innovative new scientific research, and interviews. After doing a little more research and reading more about the site, I found out that the site is a hoax and is entirely made up. Two men formed the site as a form of art and the possibility of future medical advances.
o Which of these is the true World Trade Organization website? I think the true site for the World Trade Organization http://www.wto.org. Although both sites are very similar, the second site provides specific contact information and also includes information about copyright and trademark. Also, for the second site, there are drop downs for each tap that provide further information. Overall, the second site is much more detailed and contains more resources than the first site.
2. For the area of science for 2nd graders, I found 2 sites that provided internet scavenger hunts for students. One scavenger hunt is from the site educationworld.com. I do not think this site promotes meaningful leaning because it tells students exactly where to find the information and to write the answers word for word. The second scavenger hunt is from the site mrsohouse.com and seems to be a good internet hunt for students because it does not tell students directly where to look for answers. This can promote meaningful learning because students are browsing the internet for answers and information.
3. For my WebQuest, I selected Westward Expansion which is a 5th grade social studies WebQuest. This WebQuest is more than just an 'electronic worksheet' because it provides students with an interactive, collaborative task in which groups are made up of characters that work together to complete the process on in the directions. This WebQuest is well-designed according to Jonassen’s criteria because it is open-ended and because it is student-directed. It is also well designed because it incorporates cooperative learning as students work in a group to complete the task. There was a synthesis of information at the end of the activity and an analysis of what students learned. It also incorporated the creation of original products that demonstrate knowledge gained throughout the process as a whole and when students create their PowerPoint presentations. It is not as well designed because from what I noticed, it did not incorporate consideration of multiple learning perspectives.
4. The 5th grade teachers at Willard East Elementary school have recently integrated handheld devices into their curriculum. The students use the handhelds as date and address book organizers and to complete assignments using word processor, spreadsheets, graphs, research, quizzes, and concept maps. They also do things as they normally would but in a different way. For example, instead of doing a paper assignments, they will submit assignments electronically. The handheld device allows for the teacher and students to do the same tasks that they could on a “normal” computer but better and more efficiently. Handheld usage improves homework completion and is beneficial as an instructional tool.
o Save the Pacific Northwest Tree Octopus- At first, this site seems to be accurate in the information it presents. After reviewing and doing a little more research about Zapato Productions, the site proves itself wrong. At the bottom of the page, it is stated that the site is not associated with any school or educational organization. Demonstrations links are provided and there is a copyright on the site but they are not true. After reviewing the site, I looked up Zapatopi on google and there is a Zapato Productions website which concerns “conspiracies & other diversions.” I then looked up information on google about the Pacific Northwest Tree Octopus and information about its endangerment and it is not real.
o Martin Luther King Jr. - A True Historical Examination- I first looked at the bottom of the page to find the source of who provided the information. The site is hosted by Stormfront and a link to the Stormfront.org site is posted. The information on both sites seemed confusing to me. I am not really sure what Stormfront really is. Just from the impression I got from the site, it does not seem like a good source to find information because it is bias and seems racist and prejudice. I would not recommend it for student research use.
o Dog Island Free Forever- this is a “.com” web site and seems to be accurate and credible. Right away I notices a statement that has been familiar to me, “ads by google.” This led me to believe that the site has some affiliation to a credible, well-known site. The site also gives background information about “Dog Island” along with contact information, photos, directions, and a copyright. After clicking on more information about the site, it reads that it was made just for fun.
o All About Explorers- This site also seems credible because it is well-organized and there are many clues to why the site is accurate. First of all, at the bottom of the site there is contact information, information about the copyright, a privacy policy, a link for teachers, a link for more information about the site, and the date of the last time the site was updated which was this year. The site was developed by teachers with the intention of teaching students about the internet and various explorers through history. There is also an “all about the authors” link which tells about the teachers who designed the site. To see if the information about explorers was accurate, I clicked into a few explorers and compared information to what I already knew. After reading, some of the dates and information did not match up. Although the site seems reliable, I am not really sure.
o History of Robots in the Victorian Era- this site was developed by a man named Paul Guinan. The first statement in bold at the top of the site made me question the accuracy of the site. The statement is “Here is the most extensive collection of images and information on Victorian-era robots to be found in the whole World Wide Web.” This statement seems extreme and not factual. There is no information on the site that I believe proves to me that it is accurate.
o Dihydrogen Monoxide Research Division- The first characteristic about this web site that stood out to me was that it is a non-profitable organization. At first, I believed the site gave accurate information because it is affiliated with the U.S. environmental assessment center, there is a copyright, and it was last updated today. After looking up this center, it was fake.
o The First Human Male Pregnancy- Although it is impossible for a man to be pregnant, the information from the site seems accurate from first impression because its claim comes from the RYT Hospital Dwayne Medical Center. The site provides contact information and a link to the various news releases, photographs of the pregnant man, patient care, and innovative new scientific research, and interviews. After doing a little more research and reading more about the site, I found out that the site is a hoax and is entirely made up. Two men formed the site as a form of art and the possibility of future medical advances.
o Which of these is the true World Trade Organization website? I think the true site for the World Trade Organization http://www.wto.org. Although both sites are very similar, the second site provides specific contact information and also includes information about copyright and trademark. Also, for the second site, there are drop downs for each tap that provide further information. Overall, the second site is much more detailed and contains more resources than the first site.
2. For the area of science for 2nd graders, I found 2 sites that provided internet scavenger hunts for students. One scavenger hunt is from the site educationworld.com. I do not think this site promotes meaningful leaning because it tells students exactly where to find the information and to write the answers word for word. The second scavenger hunt is from the site mrsohouse.com and seems to be a good internet hunt for students because it does not tell students directly where to look for answers. This can promote meaningful learning because students are browsing the internet for answers and information.
3. For my WebQuest, I selected Westward Expansion which is a 5th grade social studies WebQuest. This WebQuest is more than just an 'electronic worksheet' because it provides students with an interactive, collaborative task in which groups are made up of characters that work together to complete the process on in the directions. This WebQuest is well-designed according to Jonassen’s criteria because it is open-ended and because it is student-directed. It is also well designed because it incorporates cooperative learning as students work in a group to complete the task. There was a synthesis of information at the end of the activity and an analysis of what students learned. It also incorporated the creation of original products that demonstrate knowledge gained throughout the process as a whole and when students create their PowerPoint presentations. It is not as well designed because from what I noticed, it did not incorporate consideration of multiple learning perspectives.
4. The 5th grade teachers at Willard East Elementary school have recently integrated handheld devices into their curriculum. The students use the handhelds as date and address book organizers and to complete assignments using word processor, spreadsheets, graphs, research, quizzes, and concept maps. They also do things as they normally would but in a different way. For example, instead of doing a paper assignments, they will submit assignments electronically. The handheld device allows for the teacher and students to do the same tasks that they could on a “normal” computer but better and more efficiently. Handheld usage improves homework completion and is beneficial as an instructional tool.
Tuesday, September 1, 2009
Chapter 1: What is Meaningful Learning?
After reading the preface and first chapter, my first impression of the textbook is that it will provide me with the knowledge and information I need in order to best incorporate technology into my classroom. I think the book is going to emphasize making learning meaningful by working with technology to engage students. I also believe after reading the text, I will feel more comfortable using technology to develop meaningful learning experiences for my students.
I definitely agree that all 5 characteristics contribute largely to meaningful learning. First of all, I have always learned best when I can collaborate with peers and work together toward a common goal. It is also important for me to be active while learning by working with my environment and constructing knowledge/understanding based on what I observe. I can not simply read about something and fully learn without authentic experiences and being engaged in what I am being taught. I also think it is very important and crucial to set goals and have an intentional purpose for what and why I am learning. Like the author states, human behavior is goal directed. Therefore, how can meaningful learning occur without a goal or purpose in mind? Personally, I think all five characteristics are very important for meaningful learning to occur because of these reasons.
From what I remember, we never used computers to do school work or learn from. In high school, students were required to become familiar with Microsoft office tools such as PowerPoint and Word. We were also required to use the computer/internet to do research for specific projects or topic areas. I have definitely used the most technology in my college experience. I have observed technology as both a teaching and learning tool. Many of my professors use the internet as a class resource for information and assignments. I have also had internet courses in which the instructor directly teaches the class over the internet. I have learned with technology by researching, browsing, writing papers, and through social networking.
‘Learning from technology’ is when learning occurs by observing technology or when one is presented with information from a technological source. ‘Learning with technology,’ on the other hand, is when learning occurs by engaging oneself in technology and when one uses technology as a knowledge building tool.
David Jonassen is the author of “Meaningful Learning with Technology” and has a degree in Ed.D., Educational Media/Educational Psychology from Temple University. He is currently a professor and chair of instructional technology at the University of Colorado at Denver. While working toward his B.S. degree, Jonassen became very interested and involved in television and radio production. After graduating, he took psychology courses and wanted to be in “educational media.” He then enrolled in a doctoral program in educational media but ended up majoring in experimental educational psychology.
‘Syllogism’ is a four-part analogy. ‘Epiphenomenon’ is a phenomenon that occurs with and seems to result from another but has no reciprocal effect or subsequent influence. The definition of ‘nascent’ is: beginning to form, start, grow, or develop and is used in the context of ideas, cultures, etc.
Question number 2. My theory of learning is that if one is engaged and interested in what they are learning, then meaningful learning will occur. I do not think there is a specific formula or rule to how one learns because everyone learns differently. I learn best by engaging in activities and through visual representations. I think most people learn when they are presented with information, provided examples, collaborate with others, and are active in their own learning and constructing of knowledge.
I definitely agree that all 5 characteristics contribute largely to meaningful learning. First of all, I have always learned best when I can collaborate with peers and work together toward a common goal. It is also important for me to be active while learning by working with my environment and constructing knowledge/understanding based on what I observe. I can not simply read about something and fully learn without authentic experiences and being engaged in what I am being taught. I also think it is very important and crucial to set goals and have an intentional purpose for what and why I am learning. Like the author states, human behavior is goal directed. Therefore, how can meaningful learning occur without a goal or purpose in mind? Personally, I think all five characteristics are very important for meaningful learning to occur because of these reasons.
From what I remember, we never used computers to do school work or learn from. In high school, students were required to become familiar with Microsoft office tools such as PowerPoint and Word. We were also required to use the computer/internet to do research for specific projects or topic areas. I have definitely used the most technology in my college experience. I have observed technology as both a teaching and learning tool. Many of my professors use the internet as a class resource for information and assignments. I have also had internet courses in which the instructor directly teaches the class over the internet. I have learned with technology by researching, browsing, writing papers, and through social networking.
‘Learning from technology’ is when learning occurs by observing technology or when one is presented with information from a technological source. ‘Learning with technology,’ on the other hand, is when learning occurs by engaging oneself in technology and when one uses technology as a knowledge building tool.
David Jonassen is the author of “Meaningful Learning with Technology” and has a degree in Ed.D., Educational Media/Educational Psychology from Temple University. He is currently a professor and chair of instructional technology at the University of Colorado at Denver. While working toward his B.S. degree, Jonassen became very interested and involved in television and radio production. After graduating, he took psychology courses and wanted to be in “educational media.” He then enrolled in a doctoral program in educational media but ended up majoring in experimental educational psychology.
‘Syllogism’ is a four-part analogy. ‘Epiphenomenon’ is a phenomenon that occurs with and seems to result from another but has no reciprocal effect or subsequent influence. The definition of ‘nascent’ is: beginning to form, start, grow, or develop and is used in the context of ideas, cultures, etc.
Question number 2. My theory of learning is that if one is engaged and interested in what they are learning, then meaningful learning will occur. I do not think there is a specific formula or rule to how one learns because everyone learns differently. I learn best by engaging in activities and through visual representations. I think most people learn when they are presented with information, provided examples, collaborate with others, and are active in their own learning and constructing of knowledge.
Monday, August 31, 2009
Next Generation Growing Up Online
This video by Frontline, "Growing Up Online," was very interesting and almost disturbing. Although I have known how the internet is one of the most common past times of teens, I did not realize how it has truly affected children in negative ways. I definitly think the internet and technology has many benefits and can be used in positive, productive ways but I also think it can have negative affects. The way the video depicts teens' frequent daily use of technology makes me feel more fearful of how effective I will be at teaching students and accomodating their educational needs. I agree that there is really no way for educators to avoid or ignore how technology is what students are most familiar with. The part of the video that disturbed me the most about teens and the internet was about the girl Jessica who created an alternative identity by using the internet. I feel it is important for parents or adults to monitor children and what content they are involved with on the internet. I think one of the most important things teachers and parents can do to protect and monitor kids' actions on the internet is by communicating with kids and placing restictions on internet usage. Another danger that caught my attention was about internet predators. It is important that parents monitor what their children are doing on the internet and making sure that they are not talking to anyone who may be of potential harm. Also, I was shocked and unaware that such sites existed that encouraged illnesses such as anorexia. It bothered me even more that most parents are often times also unaware, even when it may involve their own child. After watching this video, I think it is crucial that parents and teachers educate our children as much as possible about the benefits and downfalls of the internet. Children need to understand how to protect themselves and use technology to better their everyday lives.
Tuesday, August 25, 2009
technology belief statement
I believe educational technology is very important in both teaching and learning. I hope to use technology with my elementary students to enhance learning. I think technology is important to use with students beginning at an early age because it prepares them with the knowledge required to use technology in the "real-world."
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