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.
Wednesday, October 29, 2008
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.
Sunday, October 5, 2008
Journal 5
Starkman, N (2008, July). Teachers & technology: june weston. T.H.E. Journal, Retrieved October 5, 2008, from http://www.thejournal.com/articles/23000
This article shows a special education teacher, June Weston, and how she used technology to make it possible to teach all subjects to a group of students at all grade levels. She used the A+nywhere Learning System created by The American Education Corporation. This accesses all student levels in all subjects, with tests before and after certain sections that allow for monitoring of progression for each student. This takes the pressure off of the students of having to keep up with all the other students and allows them to progress at their own levels. June mentions that one of the hardships in implementing this program was learning to teach without textbooks, and being able to jump from basic addition to algebra between the students.
1. Do you think this type of system could be used in classrooms other than Special Ed? Why or why not?
I believe this type of system would benefit any type of classroom. As a future English teacher for high school students, I would love to be able to let my students take tests to assess their abilities in each of the different areas of the English subject. Then they could work on exercises and lessons to progress in all the different areas. This would also allow them to assess their strengths and weaknesses, and to build upon those. This would also allow for a much more individualized education, which should be the goal of all educators.
2. What problems might come from relying on this type of system?
There are a few problems that may come from such a system. The first is health issues. If students are sitting in front of a computer screen all day, their eyes may weaken, and they may have arthritic or carpal tunnel issues from all the typing. Also, the sole use of computers takes away the personal relationship between the students and the teachers, and the comradery between the class as a whole. We want education to be individualized within a community atmosphere, which is very tricky.
This article shows a special education teacher, June Weston, and how she used technology to make it possible to teach all subjects to a group of students at all grade levels. She used the A+nywhere Learning System created by The American Education Corporation. This accesses all student levels in all subjects, with tests before and after certain sections that allow for monitoring of progression for each student. This takes the pressure off of the students of having to keep up with all the other students and allows them to progress at their own levels. June mentions that one of the hardships in implementing this program was learning to teach without textbooks, and being able to jump from basic addition to algebra between the students.
1. Do you think this type of system could be used in classrooms other than Special Ed? Why or why not?
I believe this type of system would benefit any type of classroom. As a future English teacher for high school students, I would love to be able to let my students take tests to assess their abilities in each of the different areas of the English subject. Then they could work on exercises and lessons to progress in all the different areas. This would also allow them to assess their strengths and weaknesses, and to build upon those. This would also allow for a much more individualized education, which should be the goal of all educators.
2. What problems might come from relying on this type of system?
There are a few problems that may come from such a system. The first is health issues. If students are sitting in front of a computer screen all day, their eyes may weaken, and they may have arthritic or carpal tunnel issues from all the typing. Also, the sole use of computers takes away the personal relationship between the students and the teachers, and the comradery between the class as a whole. We want education to be individualized within a community atmosphere, which is very tricky.
Journal 4
Villano, M (2008, September). Text unto others..as you would have them text unto you. T.H.E. Journal, Retrieved October 5, 2008, from http://www.thejournal.com/articles/23225
The article discusses the proper conduct for online use, which has been coined "netiquette." The article also mentions Matt Ribble, and his 9 components of being a good digital citizen. These are etiquette, communication, literacy, access, commerce, law, rights and responsibility, health and awareness, and security. All of these components are extremely important, and are necessary to be aware of if you are going to be involved in the digital world. All within this world need to be aware of piracy, viruses, copyright infringements, etc. The article also discusses whose responsibility it is to make sure the knowledge is out there and it is being applied. This, in my opinion, lies strictly within the student-teacher relationship.
1. What, in your opinion, is the most important of the nine components listed above, in being a good digital citizen?
In my opinion, the most important of the components is law. I find it saddening to see some students that are completely unaware that they are plagiarizing because they are not educated on all that that means. I think educations of law, and the punishments of breaking laws, is crucial to making sure our students are participating in a healthy educational atmosphere within a digital realm without putting themselves in danger legally.
2. What is good netiquette, in your opinion?
Good netiquette includes the "golden rule"--treat others as you would want to be treated. It means eliminating online bullying, giving credit where credit is due, and participating in an online world in a way that is productive. It also means that your participation is safe, and relatively anonymous. Providing too much information on yourself is not only dangerous, but it is not smart. It puts yourself and those around you in danger, so we must remember that.
The article discusses the proper conduct for online use, which has been coined "netiquette." The article also mentions Matt Ribble, and his 9 components of being a good digital citizen. These are etiquette, communication, literacy, access, commerce, law, rights and responsibility, health and awareness, and security. All of these components are extremely important, and are necessary to be aware of if you are going to be involved in the digital world. All within this world need to be aware of piracy, viruses, copyright infringements, etc. The article also discusses whose responsibility it is to make sure the knowledge is out there and it is being applied. This, in my opinion, lies strictly within the student-teacher relationship.
1. What, in your opinion, is the most important of the nine components listed above, in being a good digital citizen?
In my opinion, the most important of the components is law. I find it saddening to see some students that are completely unaware that they are plagiarizing because they are not educated on all that that means. I think educations of law, and the punishments of breaking laws, is crucial to making sure our students are participating in a healthy educational atmosphere within a digital realm without putting themselves in danger legally.
2. What is good netiquette, in your opinion?
Good netiquette includes the "golden rule"--treat others as you would want to be treated. It means eliminating online bullying, giving credit where credit is due, and participating in an online world in a way that is productive. It also means that your participation is safe, and relatively anonymous. Providing too much information on yourself is not only dangerous, but it is not smart. It puts yourself and those around you in danger, so we must remember that.
Journal 3
Christensen, C, & Horn, M, & Johnson, C (2008, August/September). Disrupting class: student-centric education is the future How radical innovation will change the way we teach and kids learn. Edutopia, Retrieved October 5, 2008, from http://www.edutopia.org/student-centric-education-technology
This article looks at the reasons why technology has not been as effective as it was predicted it would be. The authors mention that it is not the technology itself, but the way it has been implemented within the schools and classrooms. Rather than confining the computers to the back of the classrooms and into designated computer rooms, we should be making computers, and technology as a whole, an integral part of the educational experience. The article also discusses the benefits of using online education, mentioning that it is much more cost-effective to use online classrooms, rather than the traditional model of education. Also, the different types of learning styles can all be reached through different websites and software programs that all teach the same ideas.
1. How do you think technology is being used in an average classroom in today's educational community?
On average, I would guess that technology is used somewhat, but not to nearly its capabilities. I'm guessing overhead projectors are still used widespread, and possibly the use of the internet and the capability to use that on a projection screen. However, I doubt there are enough computers in the classrooms for each student to have access to, and I doubt that the use of Powerpoint, Excel, etc. are standard in lectures and presentations in an average classroom.
2. How would an economically inferior district be able to gain access to technology?
For those districts who cannot afford endless means of technology, this can be a tough situation. However, even the effective use of one computer in a classroom can make a huge difference. If the instructor is competent in using the technology and is able to use multiple types of devices in lectures, presentations, and activities, then the lack of multiple computers can be less detrimental to the students. It is essential to make sure all teachers and administration are competent in the use of technology in order to make any type of technology effective in the classroom.
This article looks at the reasons why technology has not been as effective as it was predicted it would be. The authors mention that it is not the technology itself, but the way it has been implemented within the schools and classrooms. Rather than confining the computers to the back of the classrooms and into designated computer rooms, we should be making computers, and technology as a whole, an integral part of the educational experience. The article also discusses the benefits of using online education, mentioning that it is much more cost-effective to use online classrooms, rather than the traditional model of education. Also, the different types of learning styles can all be reached through different websites and software programs that all teach the same ideas.
1. How do you think technology is being used in an average classroom in today's educational community?
On average, I would guess that technology is used somewhat, but not to nearly its capabilities. I'm guessing overhead projectors are still used widespread, and possibly the use of the internet and the capability to use that on a projection screen. However, I doubt there are enough computers in the classrooms for each student to have access to, and I doubt that the use of Powerpoint, Excel, etc. are standard in lectures and presentations in an average classroom.
2. How would an economically inferior district be able to gain access to technology?
For those districts who cannot afford endless means of technology, this can be a tough situation. However, even the effective use of one computer in a classroom can make a huge difference. If the instructor is competent in using the technology and is able to use multiple types of devices in lectures, presentations, and activities, then the lack of multiple computers can be less detrimental to the students. It is essential to make sure all teachers and administration are competent in the use of technology in order to make any type of technology effective in the classroom.
Journal 2
Groff, J, & Haas, J (2008, September). Web 2.0 today's technologies tomorrow's learning. ISTE, Retrieved October 5, 2008 , from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/SeptemberOctoberNo2/36212g.pdf
This article discusses the use of digital games, online social networking, and simulations inside the classroom. Such nuances as Facebook, World of Warcraft, and Second Life are all mentioned within the article as useful tools to relate with and educate students. The article suggests that social networking sites such as Facebook are a good way to provide an open line of communication with the students. Simulations are a useful tool in teaching about things that may otherwise seem abstract without visual evidence, such as forest fires. Digital games can make a lesson more interesting for the student, while providing an open forum for discussion at its conclusion.
1. How could I use one of these tools within my classroom, and how would this enhance my students' learning?
I would use a social networking site, such as Facebook or Myspace to communicate with my students. This way, I could see what is going on in the lives of my students, while also allowing them to see me as a mentor and as a real person. It would allow them to send me messages to ask questions that they may otherwise feel embarrassed to ask within the confinements of a classroom. This would enhance their experience because they can access me on weekends or at night--not just during school hours.
2. What issues could arise from using such devices within the classroom?
I can see some definite issues that could arise from using such technology within the classroom. First of all, as a teacher, I would have to be very careful what type of information and media I would allow on my Facebook or Myspace page because you never know what students may do with different types of information. Also, I would need to monitor the activity between the students to make sure there is not any bullying or teasing. Also, using simulations may make the more technologically advanced students feel superior to those not quite as comfortable with technology. I would need to come up with a plan to even out the playing field in this area. I would also need to make sure that any assignments that are related to technology are given ample time to complete within the classroom, because some students may not have alternative access to such technology.
This article discusses the use of digital games, online social networking, and simulations inside the classroom. Such nuances as Facebook, World of Warcraft, and Second Life are all mentioned within the article as useful tools to relate with and educate students. The article suggests that social networking sites such as Facebook are a good way to provide an open line of communication with the students. Simulations are a useful tool in teaching about things that may otherwise seem abstract without visual evidence, such as forest fires. Digital games can make a lesson more interesting for the student, while providing an open forum for discussion at its conclusion.
1. How could I use one of these tools within my classroom, and how would this enhance my students' learning?
I would use a social networking site, such as Facebook or Myspace to communicate with my students. This way, I could see what is going on in the lives of my students, while also allowing them to see me as a mentor and as a real person. It would allow them to send me messages to ask questions that they may otherwise feel embarrassed to ask within the confinements of a classroom. This would enhance their experience because they can access me on weekends or at night--not just during school hours.
2. What issues could arise from using such devices within the classroom?
I can see some definite issues that could arise from using such technology within the classroom. First of all, as a teacher, I would have to be very careful what type of information and media I would allow on my Facebook or Myspace page because you never know what students may do with different types of information. Also, I would need to monitor the activity between the students to make sure there is not any bullying or teasing. Also, using simulations may make the more technologically advanced students feel superior to those not quite as comfortable with technology. I would need to come up with a plan to even out the playing field in this area. I would also need to make sure that any assignments that are related to technology are given ample time to complete within the classroom, because some students may not have alternative access to such technology.
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