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!
Flat World, Flat Web, Flat Classrooms
It's interesting to visually imagine the classroom as a flat area now, rather than the "hilly" one where information flows down from the teacher to the students. I agree that the educational landscape has flattened. However, I see it is as much more circular and 3-dimensional than flat. With so much energy and information spinning around, we are all (students and teachers) being caught up in the web and spun around.
I understand the octopus metaphor,a and agree that we cannot cut off the types of interactions and technologies that students now take for granted. This only impairs the expanded educational opportunities that technology provides. When we cut off technology, we are cutting off the tools that students will be using in the future. As intimidating and unwieldy as technology may become, it is our duty as educators to teach students how to manage information. We should also encourage the creativity and inquiry that technology lends itself to so that our country can continue on a path of innovation and discovery.
I understand the octopus metaphor,a and agree that we cannot cut off the types of interactions and technologies that students now take for granted. This only impairs the expanded educational opportunities that technology provides. When we cut off technology, we are cutting off the tools that students will be using in the future. As intimidating and unwieldy as technology may become, it is our duty as educators to teach students how to manage information. We should also encourage the creativity and inquiry that technology lends itself to so that our country can continue on a path of innovation and discovery.
Monday, July 14, 2008
Universal Design of Learning
For a quick concept map of the Universal Design of Learning (UDL), take a look at the diagram I created in Inspiration. Click on the image for a bigger version.
The technology we have been discussing and implementing this summer semester truly incorporates the principles of UDL to make education accessible to all types of learners. The added value of programs like Inspiration, blogging, Google documents, digital projects (like the Tableau Vivant) makes learning much more interactive and student-focused. As we continue to learn new ways of presenting and approaching material in the classroom, I keep thinking of new ways that I can make learning more exciting and engaging for students.
The added value of technology affects almost every task that a student would undertake. Technology allows flexibility in presentation- opening up multi-sensory approaches to material, mining an abundance of relevant material, and incorporating a variety of learning styles in the classroom. Technology allows for flexibility in engaging students- allowing them to self-pace their lessons, practice on their own to develop skills, and organize information in a format that best suits them. Finally, technology allows for flexibility in assessment- allowing students to undertake a variety of projects and tailor them to their own specific interests and abilities.
As I keep learning how easy it is to incorporate technology, I know I will be eager to use it in the classroom to make my lessons more relevant and collaborative. In an ever-growing digital age, it is important for educators and students to learn new technologies that will help them become life-long learners and miners of information.
Sunday, July 13, 2008
Copyright Issues
As digital technology continues to expand access to licensed material, it will be exceedingly difficult for educators to regulate copyright use in the classroom. As I have learned through the class readings, this issue is so complicated because there is such a wealth of information available on the Internet. Students can easily copy text, video, music, software, images and incorporate it into their own work. Teachers also may find it tempting to access copyrighted materials and justify their "fair use" in the classroom. With so many great resources improving the potential effectiveness of a project or presentation, it is hard to want to limiti what can and cannot be shown in the classroom. In addition, with web pages, blogs, or other public access sites, the rights to intellectual property are too easily ignored.
Educators must set an example to students. While material may increase the effectiveness of a lesson, teachers must be careful to cite all sources and follow guidelines for use of the material in the classroom. Likewise, they should outline and expect the same behavior from their students. It is better to always cite a source and to limit use of copyrighted material in the classroom.
Educators must set an example to students. While material may increase the effectiveness of a lesson, teachers must be careful to cite all sources and follow guidelines for use of the material in the classroom. Likewise, they should outline and expect the same behavior from their students. It is better to always cite a source and to limit use of copyrighted material in the classroom.
Inquiry Based Learning
I actually believe that this Educational Technology course is a great example of Inquiry Based Learning. Rather than hearing a lecture about various available technologies and software, or taking notes from a single source, we are in the classroom doing and creating many of the programs that we are learning about. The Ed Tech classroom is like a workshop. The teachers give us the tools- and the rest of us try those tools out in real time, making adjustments and asking each other questions as we go along. It is a class I enjoy because I am not learning about technology, I am learning how to use it. In addition, the students in the classroom benefit from being able to extend the class to their particular level of technological ability. There is a minimum portfolio that must be met, but students can tailor the final product to their own needs, interests, and abilities.
As a future English teacher, there will definitely be room for Inquiry Based Learning in my classroom. I do not believe it is effective (or enjoyable) to memorize a series of literary terms and definitions. It is much more fun to create one's own poem- learning the building blocks of poetry as we go along- rather than simply reading and reciting what others have done. I am also excited to bring technology into the classroom, so that learning is more interactive and employs a variety of perspectives, authors, and mediums into the class workspace. In addition, I would like students to reflect on their own and others' work- to constantly think about what they are learning through journaling, reflection pieces, or even student blogs.
As a future English teacher, there will definitely be room for Inquiry Based Learning in my classroom. I do not believe it is effective (or enjoyable) to memorize a series of literary terms and definitions. It is much more fun to create one's own poem- learning the building blocks of poetry as we go along- rather than simply reading and reciting what others have done. I am also excited to bring technology into the classroom, so that learning is more interactive and employs a variety of perspectives, authors, and mediums into the class workspace. In addition, I would like students to reflect on their own and others' work- to constantly think about what they are learning through journaling, reflection pieces, or even student blogs.
Wednesday, July 9, 2008
Standard of Learning Focus
This semester, I plan to focus on the standard of learning that relates to how students explore and respond to texts. In particular, I am interested in using technology to expand upon the ways students can "determine the various influences on authors and analyze the impact of those influences on the text." (Taken from: http://ctcurriculum.org/list_standards)
There is such an abundance of imagery, history, art, and audio available on the Internet. Having students access this information to make text more real, more relevant to their lives, is one of the great benefits of technology in the classroom. For instance, while reading The Grapes of Wrath, high school students could find pictures of the dustbowl or migrant farmers to more fully understand the setting and experiences in the story. They could find both photographs and artistic representations to supplement the reading, and in turn, better understand the circumstances that influenced the author. They could find first-hand accounts, newspaper articles, even sound clips to help bring the text to life. By understanding the events surrounding an author, students can more fully appreciate the texts created by him or her.
There is such an abundance of imagery, history, art, and audio available on the Internet. Having students access this information to make text more real, more relevant to their lives, is one of the great benefits of technology in the classroom. For instance, while reading The Grapes of Wrath, high school students could find pictures of the dustbowl or migrant farmers to more fully understand the setting and experiences in the story. They could find both photographs and artistic representations to supplement the reading, and in turn, better understand the circumstances that influenced the author. They could find first-hand accounts, newspaper articles, even sound clips to help bring the text to life. By understanding the events surrounding an author, students can more fully appreciate the texts created by him or her.
Tuesday, July 8, 2008
Photoshop
The Moose-aroo! or the Moose-upial.The wonders of photoshop layering. We started by using the magnetic lasso to cut out the body of the kangaroo. To get rid of the inside legs, we used the separation tool.
Finally, we layered the body and the moosehead onto the background, resizing both to fit.
A fun exercise, but photoshop is exhausting! Could be a fun way to do a beginining of the year picture collage of students.
MP3 Homework
I have actually used iPods in the classroom and the students loved it. We did Grammar Girl exercises, so I picked specific lessons for the students to work on that I noticed that had been having difficulty with in class. Using MP3 players can also be a great way to customize lessons to the individual needs of students. I don't know if it's feasible to have students set up podcast accounts with the school, but then they could download specific content areas to use at home.
Tableau Vivant
I definitely think that the Tableau Vivant activity was a creative way to get students involved in visual interpretations of literature. This activity incorporates so many aspects of learning: collaboration, communication, visual and oral presentation. I agree that students would enjoy this project- and I think that one of it's major benefits is the need to come up with a cohesive and accurate understanding of a piece of writing. My reservation, however, is having enough technology available to all students.
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