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.
Monday, September 28, 2009
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.
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