My final portfolio for class is complete! To check out all the projects I've been working on this semester, please visit my website.
Have any comments/suggestions? Please let me know!
Tuesday, July 22, 2008
The Big6: Information Problem-Solving Skills
The Big6 provides a scaffolding framework based on 6 skills for gathering and synthesizing information: task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation. These are important research skills for students to have- and through the Big6, the teacher can help guide students through the process of pinpointing relevant information, sorting what they have found, and putting it together into a cohesive piece.
The benefits of information problem-solving skills seem obvious, but they are probably not used as much as they can be in the classroom. Allowing students to find and put together their own information promotes inquiry-based learning. Students become reflective learners and begin to question what they don't understand about a topic, where they can find possible answers, and how they can best defend a point of view. With a teacher well-versed in technological resources, students can explore the wealth of information on the Internet and become more savvy about the resources they use. In addition, learning becomes more personal and well-rounded as students pull information from a variety of sources and viewpoints in order to explore a given topic. No longer will students gain a prescribed lesson- taking notes from a single source provided by the teacher. Instead, they will learn how to become learners who pinpoint and explore a particular problem- a skill that will follow them outside of the classroom and into the "real world."
The benefits of information problem-solving skills seem obvious, but they are probably not used as much as they can be in the classroom. Allowing students to find and put together their own information promotes inquiry-based learning. Students become reflective learners and begin to question what they don't understand about a topic, where they can find possible answers, and how they can best defend a point of view. With a teacher well-versed in technological resources, students can explore the wealth of information on the Internet and become more savvy about the resources they use. In addition, learning becomes more personal and well-rounded as students pull information from a variety of sources and viewpoints in order to explore a given topic. No longer will students gain a prescribed lesson- taking notes from a single source provided by the teacher. Instead, they will learn how to become learners who pinpoint and explore a particular problem- a skill that will follow them outside of the classroom and into the "real world."
Monday, July 21, 2008
The Computer Delusion
This article by Todd Openheimer is very appropriate to read as we come to the end of the semester. Even with all the powerful tools we have seen and been to develop into our own projects, Oppenheimer reminds educators that the computer is, in the end, only a tool- useful and effective only in the hands of those that know how to use it well.
With the dangers of the "digital divide" preventing adequate resources and training to all, it is important to remember that the computer can never be a substitute in the classroom. It is not a way for teachers to buy time, nor is it a way for students to cut corners. When used correctly, a computer can enhance but never replace the learning that is hopefully taking place in classrooms throughout the country.
I am excited to use technology in the classroom- and am already bursting with ideas for how to incorporate computer use into my lessons. I will be careful to make sure that the learning that takes place remains authentic, that class projects reflect a range of ways for approaching material, and that students are accountable for the information they find. Oppeheimer criticizes computer use in the classroom for focusing too much on "real job training" and for educators neglecting the limits of technology. I believe that it is important for students to be comfortable with programs like Photoshop, podcasts, digital media, powerpoint- all of which they will be using in the workplace. In addition, by promoting reflection on the ways in which students are using technology, teachers can help students address the limitations of technology and some of the ethical issues they will encounter when school is done.
With the dangers of the "digital divide" preventing adequate resources and training to all, it is important to remember that the computer can never be a substitute in the classroom. It is not a way for teachers to buy time, nor is it a way for students to cut corners. When used correctly, a computer can enhance but never replace the learning that is hopefully taking place in classrooms throughout the country.
I am excited to use technology in the classroom- and am already bursting with ideas for how to incorporate computer use into my lessons. I will be careful to make sure that the learning that takes place remains authentic, that class projects reflect a range of ways for approaching material, and that students are accountable for the information they find. Oppeheimer criticizes computer use in the classroom for focusing too much on "real job training" and for educators neglecting the limits of technology. I believe that it is important for students to be comfortable with programs like Photoshop, podcasts, digital media, powerpoint- all of which they will be using in the workplace. In addition, by promoting reflection on the ways in which students are using technology, teachers can help students address the limitations of technology and some of the ethical issues they will encounter when school is done.
The Digital Divide
The digital divide exists not only between the facilities of schools in different districts, but in the ability of faculty to use technology in the classroom effectively.
Look, for example, at the different facilities between Bridgeport and Fairfield schools. In Fairfield, each classroom has a minimum of one computer for student use- many have more. The libraries are also fully equipped with the latest technology. All are fully functional and relatively up-to-date. Bridgeport schools are not so lucky. Even classrooms that have computers have very outdated computers- broken keyboards, missing mouses. It's a sad story in "equal" education.
Beyond the physical difference, there is an appalling divide between the effective use of technology in the classroom. As we have learned this semester, there are a variety of ways to make learning INTERACTIVE with technology. The danger lies in passive programs- many of which bore students and do not increase their technical knowledge.
The solutions lie in better funding...both for physical space and professional development. Unless educators have the resources and knowledge to improve their incorporation of technology in the classroom, the digital divide will continue.
Look, for example, at the different facilities between Bridgeport and Fairfield schools. In Fairfield, each classroom has a minimum of one computer for student use- many have more. The libraries are also fully equipped with the latest technology. All are fully functional and relatively up-to-date. Bridgeport schools are not so lucky. Even classrooms that have computers have very outdated computers- broken keyboards, missing mouses. It's a sad story in "equal" education.
Beyond the physical difference, there is an appalling divide between the effective use of technology in the classroom. As we have learned this semester, there are a variety of ways to make learning INTERACTIVE with technology. The danger lies in passive programs- many of which bore students and do not increase their technical knowledge.
The solutions lie in better funding...both for physical space and professional development. Unless educators have the resources and knowledge to improve their incorporation of technology in the classroom, the digital divide will continue.
Friday, July 18, 2008
Non-linear powerpoint
Non-linear powerpoint is a much stronger tool than traditional powerpoint because of its interactive nature. Students cannot quickly flip through the slides- they must prove comprehension before they can proceed.
At the high school level, I think the non-linear powerpoint is great either for a quick survey of the class (re: their knowledge/aptitude of a subject) or as an assignment for students to create a quiz of their own. As we did in class, I would like to provide a template and have students create a quiz of their own. I also really liked the jeopardy format- which I think could be a great tool for middle school students who would enjoy the competitive nature of the game. The great part is that once you have a non-linear powerpoint created (and this does take time!), you can adapt and use it in a variety of ways in the classroom.
At the high school level, I think the non-linear powerpoint is great either for a quick survey of the class (re: their knowledge/aptitude of a subject) or as an assignment for students to create a quiz of their own. As we did in class, I would like to provide a template and have students create a quiz of their own. I also really liked the jeopardy format- which I think could be a great tool for middle school students who would enjoy the competitive nature of the game. The great part is that once you have a non-linear powerpoint created (and this does take time!), you can adapt and use it in a variety of ways in the classroom.
Thursday, July 17, 2008
Wiki Reflection
I read about Ning on our class wiki page. At first, I was skeptical about the application and didn't see why one would want to create their own social networking site. However, the entry went on to state that it would be great to build a social site for the classroom in which the students were members. These students could create user profiles, answer posts, and view material posted by the teacher.
I think Ning would be totally engaging to students who use social networking sites all the time. It could be a great way to build a community writing and responding to each others' work. Again, all work is trackable and a teacher could easily capture student comments and use them as class discussion the next day.
Potential problems might include the nature of material posted by students. As long as the teacher has administrative editing abilities so as to prevent inappropriate material from being posted, Ning could be a great educational resource. In addition, copyright and plagarism issues could become a problem. The teacher needs to address these before the site is operational, and also cite the ramifications of plagarizing work.
I think Ning would be totally engaging to students who use social networking sites all the time. It could be a great way to build a community writing and responding to each others' work. Again, all work is trackable and a teacher could easily capture student comments and use them as class discussion the next day.
Potential problems might include the nature of material posted by students. As long as the teacher has administrative editing abilities so as to prevent inappropriate material from being posted, Ning could be a great educational resource. In addition, copyright and plagarism issues could become a problem. The teacher needs to address these before the site is operational, and also cite the ramifications of plagarizing work.
Tuesday, July 15, 2008
Reflections on Class So Far
Finally! A course that will have practical application in the classroom! I have really enjoyed getting to understand and use the various programs we have covered in class. Prof. Horrigan's presentation shows how easy it can be incorporate technology in the classroom- not only for teacher presentations but for student projects as well. I know that if I am having this much fun putting projects together, my students would as well.
It is rewarding to work on the website, blog, wiki, and digital story. I am impressed at how easy it is to make such programs look professional- I feel like a techy after only one week! I'm looking forward to the remainder of the semester- each class is something new and exciting!
It is rewarding to work on the website, blog, wiki, and digital story. I am impressed at how easy it is to make such programs look professional- I feel like a techy after only one week! I'm looking forward to the remainder of the semester- each class is something new and exciting!
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