Sunday, November 9, 2008
Monday, November 3, 2008
Journal 10
Shein, Esther. "Making History." T.H.E. Journal Oct 2008 2 Nov 2008 .
This article discusses the assignment that Jennifer Dorman gave to her 9th grade class in terms of World War II. She had them create podcasts that assimilated as if they were reporting live from a particular event or piece of history surrounding the war. Each student would either be a reporter, live witness, historical figure, etc. This assignment allowed them to research a particular event in depth to gain a better understanding of such a large and complicated period of time. It also allowed them to be creative with their studies, and provided a more entertaining way of learning when watching the other students’ podcasts. Vicki Fuesz also used a similar approach in her business class. She convinced her district to buy a subscription so that groups of students had access to a software that allowed them to create mock corporations. They would analyze data, profit margins, etc. and at the end of the semester, they created a “boardroom meeting” to discuss their results. It allowed the students to understand business, and what it takes to run one, from a hands-on experience. All teachers commented on how the use of technology allows students to work together to create a project that they didn’t think possible. It also allows students to access the work they missed if they are at home due to illness or injury.
1. Do you think these types of assignments are valuable, even with the amount of class time they take up? Why or why not?
I definitely find these types of assignments to be valuable. A semester or year-long assignment, like the corporation assignment, would allow you to devote one period each week or every two weeks, and it keeps a constant idea flowing throughout the semester. The end of the year will bring about a conclusion from a year long’s worth of work—almost like a final. This would be a good alternative to a final test, which may not be condusive to all learning styles.
2. How much classroom time should be devoted to assignments like these? How much should be devoted to other types of technology? Finally, how much should be devoted to standard lecture/note-taking scenarios?
I think one class per week would be ideal for assignments like the ones mentioned above. I think each class period should incorporate some type of technology, whether it be an outline of notes projected on the screen, a PowerPoint, scholarly journals projected, etc. I also think that students should still take traditional notes, even if that means bringing their laptops to school.
This article discusses the assignment that Jennifer Dorman gave to her 9th grade class in terms of World War II. She had them create podcasts that assimilated as if they were reporting live from a particular event or piece of history surrounding the war. Each student would either be a reporter, live witness, historical figure, etc. This assignment allowed them to research a particular event in depth to gain a better understanding of such a large and complicated period of time. It also allowed them to be creative with their studies, and provided a more entertaining way of learning when watching the other students’ podcasts. Vicki Fuesz also used a similar approach in her business class. She convinced her district to buy a subscription so that groups of students had access to a software that allowed them to create mock corporations. They would analyze data, profit margins, etc. and at the end of the semester, they created a “boardroom meeting” to discuss their results. It allowed the students to understand business, and what it takes to run one, from a hands-on experience. All teachers commented on how the use of technology allows students to work together to create a project that they didn’t think possible. It also allows students to access the work they missed if they are at home due to illness or injury.
1. Do you think these types of assignments are valuable, even with the amount of class time they take up? Why or why not?
I definitely find these types of assignments to be valuable. A semester or year-long assignment, like the corporation assignment, would allow you to devote one period each week or every two weeks, and it keeps a constant idea flowing throughout the semester. The end of the year will bring about a conclusion from a year long’s worth of work—almost like a final. This would be a good alternative to a final test, which may not be condusive to all learning styles.
2. How much classroom time should be devoted to assignments like these? How much should be devoted to other types of technology? Finally, how much should be devoted to standard lecture/note-taking scenarios?
I think one class per week would be ideal for assignments like the ones mentioned above. I think each class period should incorporate some type of technology, whether it be an outline of notes projected on the screen, a PowerPoint, scholarly journals projected, etc. I also think that students should still take traditional notes, even if that means bringing their laptops to school.
Wednesday, October 29, 2008
Journal 9
Reynard, Ruth. "Avoiding the 5 Most Common Mistakes in Using Blogs with Students." T.H.E. Journal 10 2008 29 Oct 2008 http://www.thejournal.com/articles/23434.
Ruth Reynard makes a list in this article of the five most common issues that arise from using blogging within the classroom. The first issue is "ineffective contextualization", which is basically, not expressing how this is going to benefit the students to the students. If you are not clear about hwo and why the students are going to use the blog, they will be even less clear, and much less likely to jump on board. Teachers need to plan out when in the course they will utilize a blog, and how the students will need to do this. The second issue is "unclear learning outcomes." Essentially, teachers need to be aware of both course outcomes and learning outcomes. Reynard believes the blogs can help with analysis, synthesis, new ideas, and application of all three. The third issue is "misuse of the environment." A blog is like a journal, not a discussion board. Therefore, we do need to comment on the students' blogs so they know we are listening to them, but at the same time, our comments need to be supportive and not intrusive. If we get too involved in their thinking, students will back off from posting. The fourth issue if "illusive grading practices." The students need to be shown exactly how the teacher will be grading each blog, so they are aware of the rules and guidelines. Also, they need to be taught why you are grading the blogs. Because blogs are like journals, it is hard for students to be completely honest while they know they are going to be graded on their thoughts. The last issue is "inadequate time allocation." All students learn differently, and may need more or less time to become acquained with the use of technology, especially when it comes to assignments they are going to be graded on.
1. Which of these issues do you feel would be the biggest one in your classroom and why?
I think the biggest issue that could come forth in my classroom is the "illusive grading practices." I would need to make an exact outline of how my grading will work, because I would not want my students to think I am grading them based on their personal opinions. Rather, I would be grading them on their analysis, their ability to go beyond the obvious, and the presentation of their thoughts. I would provide a sample blog so students could see what an ideal blog should look like.
2. Would you use a blog in your class? Why or why not?
I am not sure if I would use a blog, but I do think I would create a blog for the class as a whole, so parents could have access to information about our class. However, I'm not sure if I would require all my students to create a blog. If I did, I would use it as an extra credit assignment. I would have them create a blog and reflect on different lessons or readings within the class. Based on the number of posting, and degree of reflection, I would give extra credit points accordingly.
Ruth Reynard makes a list in this article of the five most common issues that arise from using blogging within the classroom. The first issue is "ineffective contextualization", which is basically, not expressing how this is going to benefit the students to the students. If you are not clear about hwo and why the students are going to use the blog, they will be even less clear, and much less likely to jump on board. Teachers need to plan out when in the course they will utilize a blog, and how the students will need to do this. The second issue is "unclear learning outcomes." Essentially, teachers need to be aware of both course outcomes and learning outcomes. Reynard believes the blogs can help with analysis, synthesis, new ideas, and application of all three. The third issue is "misuse of the environment." A blog is like a journal, not a discussion board. Therefore, we do need to comment on the students' blogs so they know we are listening to them, but at the same time, our comments need to be supportive and not intrusive. If we get too involved in their thinking, students will back off from posting. The fourth issue if "illusive grading practices." The students need to be shown exactly how the teacher will be grading each blog, so they are aware of the rules and guidelines. Also, they need to be taught why you are grading the blogs. Because blogs are like journals, it is hard for students to be completely honest while they know they are going to be graded on their thoughts. The last issue is "inadequate time allocation." All students learn differently, and may need more or less time to become acquained with the use of technology, especially when it comes to assignments they are going to be graded on.
1. Which of these issues do you feel would be the biggest one in your classroom and why?
I think the biggest issue that could come forth in my classroom is the "illusive grading practices." I would need to make an exact outline of how my grading will work, because I would not want my students to think I am grading them based on their personal opinions. Rather, I would be grading them on their analysis, their ability to go beyond the obvious, and the presentation of their thoughts. I would provide a sample blog so students could see what an ideal blog should look like.
2. Would you use a blog in your class? Why or why not?
I am not sure if I would use a blog, but I do think I would create a blog for the class as a whole, so parents could have access to information about our class. However, I'm not sure if I would require all my students to create a blog. If I did, I would use it as an extra credit assignment. I would have them create a blog and reflect on different lessons or readings within the class. Based on the number of posting, and degree of reflection, I would give extra credit points accordingly.
Journal 8
Curtis , Diane (2002, November 1). A '"Fantastic Super" Use of Technology: Closing the Digital Divide. Edutopia, Retrieved October 11, 2008, from: http://www.edutopia.org/fantastic-super-use-technology
This journal highlights the Chapel Hill school district that his incorporated technology into all of the classrooms, especially the new Mary Scroggs Elementary School. The school is created to help teachers use technology, with a 2 person office in between classrooms, computers in the class, and home access to the internet for all students. The main teacher focused on in the article is Kathleen Eveleigh. Each day, she types up the events of the day and quotes from the students. She will list homework and discuss different assignments. This way, parents are able to see exactly what goes on in their child's classroom. The school places a lot of value on e-mail, encouraging teachers to stay in touch with parents via e-mail to fit into their busy lives. Many parents seem receptive to this, acknowledging the easy access they are granted via this technology to their student's academic career.
1. If you were to teach in a school not built for technology, how would you incorporate these same strategies?
I would definitley utilize the use of e-mail for communicating to parents, students, administration, etc. If a student does not have internet access, I would give them information on places they can go to get free access, and I would of course be available for phone conversations with parents/students, or in-person conferences. I would also use a computer (if one was not available, I would use my own laptop), to make a webpage for our class, so students can see what happened in class if they were sick, and have accessibility to assignments so they can still turn them in on time. This would be helpful for parents if they keep getting the "I don't have any homework!" line from their student--they can simply go online, and verify that. Also, for students who are not able to make it to school due to illness, family issues, etc. they can still keep up with their work instead of falling behind. I think this would be crucial to success in my classroom.
2. Does all this technology create an equal playing field for all students? Why or why not?
I would say for the most part, yes. The technology utilized within the classroom is to benefit all students, creating a more enjoyable atmosphere for lectures and assignments. The area where I can see that it would not benefit some students is in relation to technology available at home. If a student does not have a computer or the internet at home, it could make it hard to keep up with the rest of the class. However, I would not make any of the assignments mandatory to do online, unless I made access to a computer available for those students who would need it.
This journal highlights the Chapel Hill school district that his incorporated technology into all of the classrooms, especially the new Mary Scroggs Elementary School. The school is created to help teachers use technology, with a 2 person office in between classrooms, computers in the class, and home access to the internet for all students. The main teacher focused on in the article is Kathleen Eveleigh. Each day, she types up the events of the day and quotes from the students. She will list homework and discuss different assignments. This way, parents are able to see exactly what goes on in their child's classroom. The school places a lot of value on e-mail, encouraging teachers to stay in touch with parents via e-mail to fit into their busy lives. Many parents seem receptive to this, acknowledging the easy access they are granted via this technology to their student's academic career.
1. If you were to teach in a school not built for technology, how would you incorporate these same strategies?
I would definitley utilize the use of e-mail for communicating to parents, students, administration, etc. If a student does not have internet access, I would give them information on places they can go to get free access, and I would of course be available for phone conversations with parents/students, or in-person conferences. I would also use a computer (if one was not available, I would use my own laptop), to make a webpage for our class, so students can see what happened in class if they were sick, and have accessibility to assignments so they can still turn them in on time. This would be helpful for parents if they keep getting the "I don't have any homework!" line from their student--they can simply go online, and verify that. Also, for students who are not able to make it to school due to illness, family issues, etc. they can still keep up with their work instead of falling behind. I think this would be crucial to success in my classroom.
2. Does all this technology create an equal playing field for all students? Why or why not?
I would say for the most part, yes. The technology utilized within the classroom is to benefit all students, creating a more enjoyable atmosphere for lectures and assignments. The area where I can see that it would not benefit some students is in relation to technology available at home. If a student does not have a computer or the internet at home, it could make it hard to keep up with the rest of the class. However, I would not make any of the assignments mandatory to do online, unless I made access to a computer available for those students who would need it.
Saturday, October 11, 2008
Journal 7: Blogging
I chose the tool of blogging. Blogging is essentially an online journal or resource for the public to view. The name "blog" came from shortening "web log." The thread that I was following was about setting up a class blog without requiring students to have an e-mail address. From what I gathered, most blog hosts require the user to have an e-mail address, which can present come controversy within schools where parents do not want their children to have unsupervised online usage. A couple of the posters suggested making fake e-mails after the teacher has created the blog, which each student can use only for the blog. Also, another poster suggested using the teacher's e-mail to set it up, and then creating a slightly different e-mail for each student. For example, my e-mail is Brookieca88@aol.com. If I were the teacher, I could create Sarah an account by making her Brookieca88+Sarah@aol.com. A lot of teachers were discussing their frustrations with this process, and that all the hassle discourages them from using blogs within the classroom. It seems that the preferred blogging host is Blogger on gMail, due to the creativity is allows compared to other hosts. There is also such a thing as a "10 Minute E-mail" that allows you access to the e-mail address for 10 minutes, which will allow each student to create an account on the blog. Personally, I think this is the best idea, because then the e-mail address will be deleted, so there are no worries for the parents.
Journal 6
Inspiration
1. I found this program to be really easy to use, especially with the help of Atomic Learning. It makes brainstorming and organizing fun, which would be an attraction for my future students. There was a wide variety of symbols and animations to be used--much more than a standard ClipArt gallery! It was also easy to rearrange my icons and change the size of things without doing permanent damage.
2. I would use this as a requirement for my students before they write each of their major papers within the class. This would help to keep them organized and stay focused on the topic at hand. For example, if I am asking them to write a character analysis of Pride and Prejudice, they could use a map to analyze each of the characters, which will then guide their writing.
3. I only used Atomic Learning for a few parts of using Inspiration, but it was essential in the areas I did use it. I found it to be easy to find the questions I had, and I really appreciated the fact it was explained step-by-step. However, the rest of the questions I had while using Inspiration were easy to solve by either playing around with it, or using the Help button. I think it would be a good idea to make Atomic Learning available to students, but I do not think it is absolutely necessary.
iMovie
1. iMovie felt a little complicated to me. Editing the clips was easy, but dealing with the audio was definitely more difficult. I think technologically savvy students would love utilizing a program like this, but those that are more basic may have a hard time with it.
2. I would use this as a tool in my classroom as an option for a presentation. Students could use iMovie, PowerPoint, posters, etc. for visuals in their presentations. I would not require students to use this because I understand that some may find it too difficult or time consuming.
3. I am really glad that Professor Heil went over how to do everything, because otherwise I would have been really lost. It was also helpful to be working around other classmates when we all had questions. I would definitely recommend that students practice with this quite a bit before completing an assignment that will be graded.
Subscribe to:
Comments (Atom)
