Levin, H (2003). Making history come to life. Learning & Leading with Technology, 31(3), 22-27.
1. After reading this article it is hard not to realize the power of using video with students. Describe a way you could use video in a similar way.
In Physical Education I can have my high school kids interview someone that used to or someone that does play sports and have them explain to them why sports was important to them. And have them explain the impact that athletics had on them and their lives. It would also be a great instructional video if they could video tape a successful sports player “in action” doing what they do best.
Wednesday, October 28, 2009
Digital Video Goes to School
Hoffenberg and Handler (2001). Digital video goes to school. Learning & Leading with Technology, 29 (2), 10-15.
1. What skills are students developing in the process of making a video?
Students learning to make a video would be learning a new technology tool that can be useful to them. It can be a form of art, and with all the advances in technology they can have a large audience to view their art. They also learn editing, which can be translated into writing because they learn good editing skills.
2. What type of video formats fit well as a culminating activity?
There are many video formats that fit well as a culminating activity, including video newscasts, documentaries, infomercials, and video clips.
3. What types curriculum characteristics make sense for video?
In this article, the curriculum characteristics that make sense for video are emotion, heritage or culture, memorable experiences, change over time, a process, a phenomenon in nature, a process slowed to view frame by frame to better understand it
4. Briefly describe the guidelines for video use.
When it comes to making videos, planning ahead is key. If the student is not prepared, the video will not turn out. It is also important for the student to pick a topic that they are familiar with. It is also important to consider who will be seeing your video when creating it. Once they have finished shooting, they can begin editing.
Find the Best Software
McKenzie, W (2003). Find the best software: using bloom's taxonomy and multiple intelligences to select and use software. Learning & Leading with Technology, 30(8) 54-58
1. What considerations need to be made on selecting software for the classroom?
With so much information on-line and available through technology, it is important to know how to select appropriate software for the classroom. This article suggests that software should be integrated into classroom instruction, not left as a stand-alone instructional device. The article discusses four criteria for selecting software: Content, Interface, Design and Documentation. Content is how the software can be used with the curriculum. Interface is the support provided by the software and way a software tracks progress. Design is the ability of the software to be applicable to classroom activities, and the adaptability of the software. Documentation is the thoroughness and effectiveness of the software manual.
2. Describe what you feel is most important to consider after reading this article.
I think the most important aspect is the content. If a software program doesn’t have good content, then what is the purpose of including it in your classroom? Content is the actual information that will teach.
3. How might software address multiple intelligences?
Software can address multiple intelligences depending on its content. Verbal/linguistic learning can be expressed by a typing program. Logical/mathematics can be expressed through a math program such as excel. The body/Kinesthetic can be learned through a visual game through technology. Technology can address some of the intelligences at the same time as well.
4. Find at least one site on the Internet that explains multiple intelligences and why they are important to consider.
http://www.education-world.com/a_curr/curr054.shtml
1. What considerations need to be made on selecting software for the classroom?
With so much information on-line and available through technology, it is important to know how to select appropriate software for the classroom. This article suggests that software should be integrated into classroom instruction, not left as a stand-alone instructional device. The article discusses four criteria for selecting software: Content, Interface, Design and Documentation. Content is how the software can be used with the curriculum. Interface is the support provided by the software and way a software tracks progress. Design is the ability of the software to be applicable to classroom activities, and the adaptability of the software. Documentation is the thoroughness and effectiveness of the software manual.
2. Describe what you feel is most important to consider after reading this article.
I think the most important aspect is the content. If a software program doesn’t have good content, then what is the purpose of including it in your classroom? Content is the actual information that will teach.
3. How might software address multiple intelligences?
Software can address multiple intelligences depending on its content. Verbal/linguistic learning can be expressed by a typing program. Logical/mathematics can be expressed through a math program such as excel. The body/Kinesthetic can be learned through a visual game through technology. Technology can address some of the intelligences at the same time as well.
4. Find at least one site on the Internet that explains multiple intelligences and why they are important to consider.
http://www.education-world.com/a_curr/curr054.shtml
The Database: America's Presidents
Holmes, Beth. (1998). The database: America’s presidents. Learning & Leading with Technology 25 (7), 6-11.
1. Write a summary of how you would use a database in your class.
I would use a database in my classroom in many different ways as a Physical Education teacher. I would have them use it to track their progress in certain skills. In the left column they would list the skills such as pull-ups, push-ups, mile time, and other such activities. In the right colums would be there “score” for the days that they do those skills. This would be an easy way for them to keep track of their progress.
1. Write a summary of how you would use a database in your class.
I would use a database in my classroom in many different ways as a Physical Education teacher. I would have them use it to track their progress in certain skills. In the left column they would list the skills such as pull-ups, push-ups, mile time, and other such activities. In the right colums would be there “score” for the days that they do those skills. This would be an easy way for them to keep track of their progress.
Digital Citizenship: ADdresing Appropriate Technology Behavior
Ribble, Bailey, Ross (2004). Digital citizenship: addressing appropriate technology behavior. Learning & Leading with Technology, 32(1), 6-12.
1. Briefly describe and give examples of the nine general areas of Digital Citizenship. Are there any that you would add?
1. Etiquette: The basic rules to follow while using technology. Having respect and being kind are some major ones.
2. Communication: Social interaction has changed drastically in the recent past. With the addition of cell phones, and the internet, communication has expanded. It is important that these new ways of communicating do not overlap into the educational world in a negative manner.
3. Education: Technology has also changed the way we educate, and the way we learn. Information is available in massive amounts, and is available to more people. It is important to learn the proper ways to use technology in the educational world. Both for teachers, and for students.
4. Access: Although the area is widening, there are still people who do not have access to the same technology as others. It is important to be aware of these differences.
5. Commerce: The internet has made available a new world shopping mall for everyone. Next to everything is available for purchase. It is important to learn the risks that come with online purchasing. Which includes identity theft, purchasing fraud, and the reality of spending money.
6. Responsibility: Having access to millions of files online can be tempting to some, but it can still be illegal. It is important to know what is legal and what is not when it comes to downloading and sharing files.
7. Rights: Students have the right to their own work staying their own work, i.e. copyright laws.
8. Safety: Students and teachers need to be aware of the physical dangers that come with using technology.
9. Security: Personal information must be stored properly and securely. Identity security is also important
I would add on to the safety aspect. While it is important to be aware of the physical dangers, it is also important to be aware of other dangers; Most importantly when you are engaging in online chat or social networking. Make sure students are aware of the dangers that come with these activities.
1. Briefly describe and give examples of the nine general areas of Digital Citizenship. Are there any that you would add?
1. Etiquette: The basic rules to follow while using technology. Having respect and being kind are some major ones.
2. Communication: Social interaction has changed drastically in the recent past. With the addition of cell phones, and the internet, communication has expanded. It is important that these new ways of communicating do not overlap into the educational world in a negative manner.
3. Education: Technology has also changed the way we educate, and the way we learn. Information is available in massive amounts, and is available to more people. It is important to learn the proper ways to use technology in the educational world. Both for teachers, and for students.
4. Access: Although the area is widening, there are still people who do not have access to the same technology as others. It is important to be aware of these differences.
5. Commerce: The internet has made available a new world shopping mall for everyone. Next to everything is available for purchase. It is important to learn the risks that come with online purchasing. Which includes identity theft, purchasing fraud, and the reality of spending money.
6. Responsibility: Having access to millions of files online can be tempting to some, but it can still be illegal. It is important to know what is legal and what is not when it comes to downloading and sharing files.
7. Rights: Students have the right to their own work staying their own work, i.e. copyright laws.
8. Safety: Students and teachers need to be aware of the physical dangers that come with using technology.
9. Security: Personal information must be stored properly and securely. Identity security is also important
I would add on to the safety aspect. While it is important to be aware of the physical dangers, it is also important to be aware of other dangers; Most importantly when you are engaging in online chat or social networking. Make sure students are aware of the dangers that come with these activities.
Scaffolding Math Learning With Spreadsheets
Niess, M. (2005). Scaffolding math learning with spreadsheets. Learning and Leading with Technology. 32(5) 24-25, 48.
1. Create two questions that you might ask regarding this article. Then respond to them.
Q1 How can you use spreadsheets in classrooms where computers aren’t necessarily available due to funding?
A1 It of course would not be possible to use this technology without a computer. It would be helpful to find a lab that has computers in your school you could use for a week or so to teach this lesson. Even if you have to start with the very basic level of computer knowledge, and math computations, it still would be rewarding to learn these skills.
Q2 Could these skills and spreadsheets be used for anything besides math?
A2. Spreadsheets can be used in many different ways in almost every classroom. The most obvious way is in Math. You can use spreadsheets to enter information and make graphs. Excel will even do the computations throughout the cells for you. However, it can also be used in other subjects as well. In History you can use it to organize information by dates. For example, you can enter the Presidents and when they were in office and Excel can put them in order for you. In geography you could list countries and their population, or size. In Language Arts it could be used to organize a story with corresponding pictures or artwork. In Science it can help you with your findings by graphing, or just by organizing your data.
Don't Feed the Trolls
Richardson, K. (2008). Don’t feed the trolls: Using blogs to teach civil discourse. Learning & Leading with Technology. 35 (7), 12-15.
1. Briefly describe what you will use from this article for your own teaching practice.
This article is important because it points out how important technology, as well as blogging has become in today’s society. It is important for us, as teachers to be aware of this change. It is important for us to not only learn how to use this technology, but to learn how to manage it safely. Blogs can be dangerous if not monitored.
I also agree with the positive side of group reflection in blogs. It shows students that everyone has different opinions. It can teach them how to understand that fact, and how to handle people who disagree with them in an appropriate manner. It is also a healthy way to express differences of opinions.
2. Find at least one more article that furthers the discussion on Blogs. Tell us where it can be located and describe what you found helpful about it.
http://www.edtechmag.com/k12/issues/november-december-2006/blog-rules.html
This article was extremely interesting because it focuses the use of blogging from the teachers’ point of view, and not the students. It points out the three types of blogging teachers, and what to look out for being a teacher that uses blogs. It also states that some schools will not allow teachers to use blogs, regardless of their goals, or reasons.
1. Briefly describe what you will use from this article for your own teaching practice.
This article is important because it points out how important technology, as well as blogging has become in today’s society. It is important for us, as teachers to be aware of this change. It is important for us to not only learn how to use this technology, but to learn how to manage it safely. Blogs can be dangerous if not monitored.
I also agree with the positive side of group reflection in blogs. It shows students that everyone has different opinions. It can teach them how to understand that fact, and how to handle people who disagree with them in an appropriate manner. It is also a healthy way to express differences of opinions.
2. Find at least one more article that furthers the discussion on Blogs. Tell us where it can be located and describe what you found helpful about it.
http://www.edtechmag.com/k12/issues/november-december-2006/blog-rules.html
This article was extremely interesting because it focuses the use of blogging from the teachers’ point of view, and not the students. It points out the three types of blogging teachers, and what to look out for being a teacher that uses blogs. It also states that some schools will not allow teachers to use blogs, regardless of their goals, or reasons.
Tuesday, October 27, 2009
Visualize, Visualize, Visualize
Chen, P., & McGrath, D. (2004). Visualize, visualize, visualize: Designing projects for higher order thinking. Learning & Leading with Technology, 32 (4), 54-57.
1. Based on your experiences, what are some ways in which you might apply ideas presented by the authors in this article?
The best way to apply project based learning is when the learner is having some difficulties. It would be best to allow the student to discover the knowledge in a project manner. One of the ways this can be done is to allow them to map out their thinking. Start with a subject and allow them to put their thoughts out on paper. This not only helps them to understand and learn, but it gives you, the teacher, a window into their thought and learning process.
2. What is project-based learning and how does it affect the classroom and the way you will teach?
Project based learning is a tool teachers can use to help students break away from the conventional learning style, and open their minds to something new. It allows both the student and the teacher to visually see the learning process. It often engages technology, although not required. It will affect my classroom because students that are having a difficult time will have the advantage of using these skills in my classroom.
3. What is an example of higher-order thinking?
Higher-order thinking is getting students cognitively involved in the projects, and not just hands on. Making a project that requires both would be an example. Having students build an active volcano as a science project, but still be required to explain the reaction would be a good example of higher-order thinking.
4. Locate at least two more articles or resources that either support project based learning or for double credit try to find an author who argues against project based learning. List these in APA format and summarize their key points.
Blumenfeld, Phyllis, Soloway, Elliot. Marx, R.A., et al. "Motivating Project Based Learning: Sustaining the Doing, Supporting the Learner." Educational Psychologist, v. 26, n.3-4, 369-398, 1991.
In the article, the purpose of technology in project-based instruction is the focus. The authors discuss why these projects are so successful, as well as how to use such projects in your classroom. They discuss how technology can be introduced in a project based manner.
Grant, Michael M. (2002). Getting a Grip on Project-Based Learning: Theory, Cases and Recommendations. Meridian: A Middle School Computer Technologies Journal, 5(1),1-3
In this article, the author discusses the basics of what PBL is. He talks about where the concept came from, and how successful it is. Which he states as “project-based learning has strong theoretical support for successful achievement.” He also talks about how many different ways PBL can be used and how successful those uses are. He discussed how it is important for teachers to learn about PBL before implanting it in their classroom in order to properly achieve the goals intended.
1. Based on your experiences, what are some ways in which you might apply ideas presented by the authors in this article?
The best way to apply project based learning is when the learner is having some difficulties. It would be best to allow the student to discover the knowledge in a project manner. One of the ways this can be done is to allow them to map out their thinking. Start with a subject and allow them to put their thoughts out on paper. This not only helps them to understand and learn, but it gives you, the teacher, a window into their thought and learning process.
2. What is project-based learning and how does it affect the classroom and the way you will teach?
Project based learning is a tool teachers can use to help students break away from the conventional learning style, and open their minds to something new. It allows both the student and the teacher to visually see the learning process. It often engages technology, although not required. It will affect my classroom because students that are having a difficult time will have the advantage of using these skills in my classroom.
3. What is an example of higher-order thinking?
Higher-order thinking is getting students cognitively involved in the projects, and not just hands on. Making a project that requires both would be an example. Having students build an active volcano as a science project, but still be required to explain the reaction would be a good example of higher-order thinking.
4. Locate at least two more articles or resources that either support project based learning or for double credit try to find an author who argues against project based learning. List these in APA format and summarize their key points.
Blumenfeld, Phyllis, Soloway, Elliot. Marx, R.A., et al. "Motivating Project Based Learning: Sustaining the Doing, Supporting the Learner." Educational Psychologist, v. 26, n.3-4, 369-398, 1991.
In the article, the purpose of technology in project-based instruction is the focus. The authors discuss why these projects are so successful, as well as how to use such projects in your classroom. They discuss how technology can be introduced in a project based manner.
Grant, Michael M. (2002). Getting a Grip on Project-Based Learning: Theory, Cases and Recommendations. Meridian: A Middle School Computer Technologies Journal, 5(1),1-3
In this article, the author discusses the basics of what PBL is. He talks about where the concept came from, and how successful it is. Which he states as “project-based learning has strong theoretical support for successful achievement.” He also talks about how many different ways PBL can be used and how successful those uses are. He discussed how it is important for teachers to learn about PBL before implanting it in their classroom in order to properly achieve the goals intended.
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