This article was a discussion of internet-based learning. Authors reviewed internet based learning and found that three- fourths of the participants found the online video conferencing and other online education was as valuable as face-to-face learning. Although this method is not preferred or thought of as equal by all, it can be a valuable way to educate where distance is involved. Furthermore, over 96% of participants thought technology should be used in similar educational ways in the future. Those who disagreed with the use of online delivery felt it was impersonal or they lacked the knowledge to effectively use the technology employed for the course. This article reassured me in using technology to educate. I have felt very unsure of how accepting people will be since I have heard technology is hard to incorporate in traditional Extension programs. This is a great example of how it has been used in Extension.
When we have limited options for providing education we must make the most of what we have. I cannot change the fact that it is not feasible to educate people face-to face across the state. I am however not limited by the technology available. I really think the proper use of technology can help create an environment that minimizes the limitations I am faced. Uploading pictures and use of blogs or chat can also help reduce the impersonal feeling that those who are apprehensive have expressed as an issue. It does not completely eliminate the issue but greatly reduces it.
Monday, December 14, 2009
Stacey Terrill- Totally Tech 4-H camp
Bourdeau, V.D., Taylor,E.(2007). Creating a 4-H Technology Camp for Middle School Youth. Journal of Extension(Online). 45:5 5IAW4 Available from http://www.joe.org/joe/2007october/iw4.php
This article reviewed the outcomes of a “Totally Technology” camp that offered 4-H members the opportunity to explore technology and science at the same time and think of future career opportunities. The conclusions the researchers found were interesting. After attending the camp, most participants when surveyed indicated they would seek to learn more on the technology topics offered and would likely attend another technology camp. The article discussed the opportunities and advantages this learning environment has. The class sizes were small, and the volunteers and “teachers” were numerous. One conclusion the authors drew from the results of the surveys administered to the 4-H members was that these types of camps could be used to fill community and school gaps in technology education. My only concern about this is that the number of youth exposed would be limited.
I do think that youth should be engaged in learning new technology. For my thesis, I would like to use the 4-H members to create the digital stories and online media sources. This way they will learn about IPM and technology simultaneously. 4-H has a traveling lab available for clubs to use that has a laptops and the needed software to work with various types of media. I will be working with the Gallatin County Horticulture project members and potentially the videography project members.
This article reviewed the outcomes of a “Totally Technology” camp that offered 4-H members the opportunity to explore technology and science at the same time and think of future career opportunities. The conclusions the researchers found were interesting. After attending the camp, most participants when surveyed indicated they would seek to learn more on the technology topics offered and would likely attend another technology camp. The article discussed the opportunities and advantages this learning environment has. The class sizes were small, and the volunteers and “teachers” were numerous. One conclusion the authors drew from the results of the surveys administered to the 4-H members was that these types of camps could be used to fill community and school gaps in technology education. My only concern about this is that the number of youth exposed would be limited.
I do think that youth should be engaged in learning new technology. For my thesis, I would like to use the 4-H members to create the digital stories and online media sources. This way they will learn about IPM and technology simultaneously. 4-H has a traveling lab available for clubs to use that has a laptops and the needed software to work with various types of media. I will be working with the Gallatin County Horticulture project members and potentially the videography project members.
Stacey Terrill- Technology to Teach
Levine, S.J.(1995).Taking Advantage of New Technology for Education. Journal of Extension (Online). 33:4 4COM2. Available from http://www.joe.org/joe/1995august/comm2.php
The article I read this week discussed using technology to educate. It gave examples of online shopping and setting up travel arrangement with ease and from the comfort of your home. It then tied this to education in Extension with the concept that we should not “accessorize with the latest gadgets” but make the learners experience improved. The article was not the best written in my opinion but I found one concept very interesting. This was the idea that technology must not be looked at as merely a way to save money, time, and make educators’ lives easier. Instead, we must user a learner centered approach in which we focus on the improvement of the learning experience.
For my work and the work of many Extension specialists, technology could really improve our efforts. By recognizing that it is difficult to reach people statewide but that they may wish to seek information from the University online resources may help deliver information to these audiences. Previously, we have sent out fact sheets on information requested but now we plan to create a series of digital stories to create a more complete resource on topics commonly sought. We also have someone who has volunteered to translate all of our digital resources into Spanish. This is excellent because in the agriculture setting there exists a large migrant worker population who often do not speak English. By providing resources in their language as well as visually they will be able to learn about IPM.
The article I read this week discussed using technology to educate. It gave examples of online shopping and setting up travel arrangement with ease and from the comfort of your home. It then tied this to education in Extension with the concept that we should not “accessorize with the latest gadgets” but make the learners experience improved. The article was not the best written in my opinion but I found one concept very interesting. This was the idea that technology must not be looked at as merely a way to save money, time, and make educators’ lives easier. Instead, we must user a learner centered approach in which we focus on the improvement of the learning experience.
For my work and the work of many Extension specialists, technology could really improve our efforts. By recognizing that it is difficult to reach people statewide but that they may wish to seek information from the University online resources may help deliver information to these audiences. Previously, we have sent out fact sheets on information requested but now we plan to create a series of digital stories to create a more complete resource on topics commonly sought. We also have someone who has volunteered to translate all of our digital resources into Spanish. This is excellent because in the agriculture setting there exists a large migrant worker population who often do not speak English. By providing resources in their language as well as visually they will be able to learn about IPM.
Stacey Terrill- teaching through Extension
Since I am not in a classroom setting Joan and I modified what I read and responded to. I am just now posting all of my blogs due to a communication error so I hope some of it might be useful.
Colasanti, K., Wright, W. , Reau, B. (2009). Extension, the land-grant mission, and civic agriculture: cultivating change. Journal of Extension [On-Line], 47(4) Article 4FEA. Available at http://www.joe.org/joe/2009august/a1.php
This paper addressed the issues of teaching through Extension and how Extension has changed and needs to change to meet the needs of today. It discusses the development of Land-grant Universities as a means to provide practical science based knowledge to the public. Today, the needs of people have changed drastically since the beginning of Land-grant Universities and. Therefore, if Extension is to remain relevant and beneficial, programming content must reflect the changes that have occurred and delivery means must be updated.
The article discusses how former teaching methods may cause harm by separating the University from the people by viewing Extension faculty as “experts” and the community inactive consumers. Instead, through “leaderful” approach the community becomes engaged in the learning process. Through this process, people learn new information and develop strategies for informed decision making. This article provides the components necessary for an effective Extension program to meet today’s needs. Technology as a means for teaching and communication has been controversial in the traditional world. I think that if we are to meet the needs of today’s learners we should be using technology to enhance our delivery methods. Using a variety of resources, we can create an environment of active learning where instead of “experts” we have participants of learning through collaborations.
Explored in this article is an economic program in Southeast Michigan, The Food System Economic Partnership (FSEP). This collaboration, started in 2004, recognized changing needs in the food system and decided to use “real” people to shape education efforts. This program focuses on the community as active learners and uses informal guidance to provide science based information. Outlined in this article, are the requirements of a successful program using this structure. I hope to be able to integrate technology into my thesis and learning efforts to enhance learning for everyone.
Colasanti, K., Wright, W. , Reau, B. (2009). Extension, the land-grant mission, and civic agriculture: cultivating change. Journal of Extension [On-Line], 47(4) Article 4FEA. Available at http://www.joe.org/joe/2009august/a1.php
This paper addressed the issues of teaching through Extension and how Extension has changed and needs to change to meet the needs of today. It discusses the development of Land-grant Universities as a means to provide practical science based knowledge to the public. Today, the needs of people have changed drastically since the beginning of Land-grant Universities and. Therefore, if Extension is to remain relevant and beneficial, programming content must reflect the changes that have occurred and delivery means must be updated.
The article discusses how former teaching methods may cause harm by separating the University from the people by viewing Extension faculty as “experts” and the community inactive consumers. Instead, through “leaderful” approach the community becomes engaged in the learning process. Through this process, people learn new information and develop strategies for informed decision making. This article provides the components necessary for an effective Extension program to meet today’s needs. Technology as a means for teaching and communication has been controversial in the traditional world. I think that if we are to meet the needs of today’s learners we should be using technology to enhance our delivery methods. Using a variety of resources, we can create an environment of active learning where instead of “experts” we have participants of learning through collaborations.
Explored in this article is an economic program in Southeast Michigan, The Food System Economic Partnership (FSEP). This collaboration, started in 2004, recognized changing needs in the food system and decided to use “real” people to shape education efforts. This program focuses on the community as active learners and uses informal guidance to provide science based information. Outlined in this article, are the requirements of a successful program using this structure. I hope to be able to integrate technology into my thesis and learning efforts to enhance learning for everyone.
Sunday, December 13, 2009
Kate Wampler's Chapter 10 Reflection
1 New Learning
Although I had an idea of what a hypertext was and how it worked, I did not associate the term hypertext with it's meaning. After reading this chapter, I can confidently say that I know a hypertext is widely available information that is linked and cross referenced in many different ways. I can't imagine the amount of time people used to spend finding information about a specific topic, thought, or question. It is so easy to access information thanks to hypertext!
1 New Idea
Although I read many poems in my class with my students, I think it would be fun to create a hyperlinked document poem. For the rhyming words I could create links to images so visual learners can connect with the lesson. I could also create links for vocabulary words that are confusing for my students, so they could get a visual image of what the word is providing them with a meaingful connection to the new word.
1 Concern
The various technologies that were addressed and introduced in this chapter got me thinking about which specific technologies I should be introducing my students to. I am confused as to what exactly I should be teaching at the kindergarten level. Should I be introducing my students to hypermedia, and if so in what form? Additionally, I am confused as to how often and how much I should expose my kindergarten students to current technology in general.
Although I had an idea of what a hypertext was and how it worked, I did not associate the term hypertext with it's meaning. After reading this chapter, I can confidently say that I know a hypertext is widely available information that is linked and cross referenced in many different ways. I can't imagine the amount of time people used to spend finding information about a specific topic, thought, or question. It is so easy to access information thanks to hypertext!
1 New Idea
Although I read many poems in my class with my students, I think it would be fun to create a hyperlinked document poem. For the rhyming words I could create links to images so visual learners can connect with the lesson. I could also create links for vocabulary words that are confusing for my students, so they could get a visual image of what the word is providing them with a meaingful connection to the new word.
1 Concern
The various technologies that were addressed and introduced in this chapter got me thinking about which specific technologies I should be introducing my students to. I am confused as to what exactly I should be teaching at the kindergarten level. Should I be introducing my students to hypermedia, and if so in what form? Additionally, I am confused as to how often and how much I should expose my kindergarten students to current technology in general.
Kate Wampler's Chapter 9 Reflection
1 New Learning
I found the information on probeware to be very interesting and exciting. I didn't know that such complex technologies could be used to teach concepts such as velocity, temperature, thermal pollution and distance. I think that students would learn so much more about scientific concepts through the use of probeware than traditional lectures. If I taught at the middle or high school levels I would use probeware and it's real time data devices to measure, store and analyze data in order to provide my students with hands-on, student centered activities.
1 Integration Idea
The meaning of a graph is a major concept that is taught in kindergarten. Although they get numerous opportunties to use simple bar graphs on paper to collect information about various things, I would love to use a graphing calculator in the computer lab and have the students orally help me enter information into the graphing calculator. I believe my students would benefit tremendously from seeing the many uses of a graphing calculator.
1 Concern
With all the technologies out there, which ones should I focus on teaching my kindergarteners to ensure they are ready for subsequent grades? Although I am familiar with the National Technology Standards, they are far too general and do not provide specific benchmarks for each grade, making it overwhelming for a teacher to determine what they should teach their students about technology.
I found the information on probeware to be very interesting and exciting. I didn't know that such complex technologies could be used to teach concepts such as velocity, temperature, thermal pollution and distance. I think that students would learn so much more about scientific concepts through the use of probeware than traditional lectures. If I taught at the middle or high school levels I would use probeware and it's real time data devices to measure, store and analyze data in order to provide my students with hands-on, student centered activities.
1 Integration Idea
The meaning of a graph is a major concept that is taught in kindergarten. Although they get numerous opportunties to use simple bar graphs on paper to collect information about various things, I would love to use a graphing calculator in the computer lab and have the students orally help me enter information into the graphing calculator. I believe my students would benefit tremendously from seeing the many uses of a graphing calculator.
1 Concern
With all the technologies out there, which ones should I focus on teaching my kindergarteners to ensure they are ready for subsequent grades? Although I am familiar with the National Technology Standards, they are far too general and do not provide specific benchmarks for each grade, making it overwhelming for a teacher to determine what they should teach their students about technology.
Friday, December 11, 2009
Alicia McEwen's Chapter 10 Reflection
I have mixed feelings about the information presented in chapter 10. I do agree with the fact that our students need to be exposed and properly taught how to use different sources of technology. They will need these skills for their future careers. As their teachers, it is our responsibilty to teach them to become capable, productive adults. My concern lies within the fact that as we integrate all this technolgy it seems like we are letting go of many of the simple but valuable human abilities, like being able to do math and write with paper and pencil. I just can't help but to feel a little saddened by the thought of loosing these abilities.
I think it would be fun to take a form of technology (like a phone) and show the kids how its changed throughout the years. Phones would be fun because they have been around for so long and the forms of them have changed so much.
I'm going to sound like a hypocrit because I love my cell phone and computer. Both have made my life so much easier. I can even do my Masters online! This has given me the opportunity to spend more time with my daugter, and I am so grateful for that. However,
I am just worried that the generation of our students won't know how to appreciate the simplicity of life without being surrounded by technolgy.
I think it would be fun to take a form of technology (like a phone) and show the kids how its changed throughout the years. Phones would be fun because they have been around for so long and the forms of them have changed so much.
I'm going to sound like a hypocrit because I love my cell phone and computer. Both have made my life so much easier. I can even do my Masters online! This has given me the opportunity to spend more time with my daugter, and I am so grateful for that. However,
I am just worried that the generation of our students won't know how to appreciate the simplicity of life without being surrounded by technolgy.
Alicia McEwen's Chapter 9 Reflection
After reading chapter 9, I realize even more that there is so much about technology that I am unaware of or don't understand. I had no idea what HTML or http represented. I thought it was interesting to read about webpages and how they are created. This chapter left me thinking about how truly amazing the Internet really is! It's incredible that the internet is full of so much information that can be shared world wide! Thirty years ago who would have imagined that with a few steps you could create a webpage full of your information that could be shared with people all over the world!
This chapter has inspired me to try and create a webpage for my classroom news and information. I know many schools have all their teachers create these. At the school I teach at, I believe there are only two teachers that have their own page. I think classroom webpages are great in the fact that parents and students can easily access class information.
I know that some teachers post homework assignments and access to students' current grades. My plan is to start simple by posting monthly newsletters and other announcements.
My concern with the rapidly increasing use of technology is that I'm worried kids aren't going to know how to properly communicate with paper and pencil. As I say this, I also wonder if it's even going to even have to be necessary to do so.
This chapter has inspired me to try and create a webpage for my classroom news and information. I know many schools have all their teachers create these. At the school I teach at, I believe there are only two teachers that have their own page. I think classroom webpages are great in the fact that parents and students can easily access class information.
I know that some teachers post homework assignments and access to students' current grades. My plan is to start simple by posting monthly newsletters and other announcements.
My concern with the rapidly increasing use of technology is that I'm worried kids aren't going to know how to properly communicate with paper and pencil. As I say this, I also wonder if it's even going to even have to be necessary to do so.
Thursday, December 10, 2009
Jennifer Burke's Chapter 10 Reflection
1 Idea or Learning
It is insane to me how fast technology changes. So much of our daily lives revolve around technology. How does one keep up? I sometimes think we, educators, are losing sight of other, possibly more important, parts of education because of the push for teaching so much technology. I understand the importance of learning technology;that is the way our world is evolving. Although, fostering healthy relationships and social adaptation is more important in my mind.
1 Idea for Integration
It would be interesting to create a time line with the students showing how technology has changed just in their parents' life time. In the last 30 years so much has changed, it is almost difficult to really fathom.
1 Concern
My main concern is technology taking place of playing outside and families communicating. How many children go home and play video games after school? How many families watch television while eating? In addition, obesity seems to be a result of some forms of technology.
It is insane to me how fast technology changes. So much of our daily lives revolve around technology. How does one keep up? I sometimes think we, educators, are losing sight of other, possibly more important, parts of education because of the push for teaching so much technology. I understand the importance of learning technology;that is the way our world is evolving. Although, fostering healthy relationships and social adaptation is more important in my mind.
1 Idea for Integration
It would be interesting to create a time line with the students showing how technology has changed just in their parents' life time. In the last 30 years so much has changed, it is almost difficult to really fathom.
1 Concern
My main concern is technology taking place of playing outside and families communicating. How many children go home and play video games after school? How many families watch television while eating? In addition, obesity seems to be a result of some forms of technology.
Jennifer Burke's Chapter 9 Reflection
1 Idea or Learning
Before reading this chapter, I would not really think of the necessity for technology understanding in order to be overall literate. It makes sense for me though, the more I think about it. Technology is an integral part of today's communication and information system. For one to have optimal access, you must be versed in various forms of technology.
1 Idea for Integration
As a whole class, one could search the internet for various kid made web pages and discuss each one. Then the class could make a list of findings and compare and contrast. At the end, students could share what they would want on their own web page.
1 Concern
I am concerned with all of the inappropriate possible viewing children can come across. Many places protect them, but not all. Even with filters, inappropriate material can get through.
Before reading this chapter, I would not really think of the necessity for technology understanding in order to be overall literate. It makes sense for me though, the more I think about it. Technology is an integral part of today's communication and information system. For one to have optimal access, you must be versed in various forms of technology.
1 Idea for Integration
As a whole class, one could search the internet for various kid made web pages and discuss each one. Then the class could make a list of findings and compare and contrast. At the end, students could share what they would want on their own web page.
1 Concern
I am concerned with all of the inappropriate possible viewing children can come across. Many places protect them, but not all. Even with filters, inappropriate material can get through.
Wednesday, December 9, 2009
Ch. 10 Posting - Bryan Pechtl
Chapter 10 Reflection
Let me begin by saying I’m not a math teacher. So, what jumped out at me was the initial discussion of the use of calculators and, “how [they] can be tools to think with rather than tools to replace thinking” (Niess, Lee, Kajder, 2008, pg. 215 ). I am always amazed at how the kids use calculators in the classroom today. When I was in high school, there were only a select few that had the privilege of using a calculator, and they were the ‘smart kids’ taking tough math, obviously not me! The rest of us sloughed through. One of my fellow teachers has the kids use calculators quite regularly, but she uses them as the quote above desires – not to replace thinking, but to enhance thinking.
A way to integrate this technology into the classroom might be by the use of ebooks. I like the idea of being able to use books, or sections of books, without having to purchase the entire book and then not using it. Students with the internet at home could also not have to lug books around when studying. I have heard that some schools in the U.S. are experimenting with online textbooks. I will have to wait on that one, but for short excerpts of one or two chapters, ebooks could be the way to go.
What concerns me most after reading Ch. 10 is the cost in acquiring the new technology. The idea of using tablets or handhelds is great, but the cost of having enough of them for each student is going to be prohibitive. It’s challenging enough in today’s economy to get the basics, much less these tools. A tablet PC costs about twice as much as a desktop computer, and it’s hard to argue with people that such an expenditure might be better used on a desktop. Everyone wants the best for their children, but if the technology really is outdated within a few years, the question must be asked whether or not such an expenditure is a necessity and not a luxury.
Let me begin by saying I’m not a math teacher. So, what jumped out at me was the initial discussion of the use of calculators and, “how [they] can be tools to think with rather than tools to replace thinking” (Niess, Lee, Kajder, 2008, pg. 215 ). I am always amazed at how the kids use calculators in the classroom today. When I was in high school, there were only a select few that had the privilege of using a calculator, and they were the ‘smart kids’ taking tough math, obviously not me! The rest of us sloughed through. One of my fellow teachers has the kids use calculators quite regularly, but she uses them as the quote above desires – not to replace thinking, but to enhance thinking.
A way to integrate this technology into the classroom might be by the use of ebooks. I like the idea of being able to use books, or sections of books, without having to purchase the entire book and then not using it. Students with the internet at home could also not have to lug books around when studying. I have heard that some schools in the U.S. are experimenting with online textbooks. I will have to wait on that one, but for short excerpts of one or two chapters, ebooks could be the way to go.
What concerns me most after reading Ch. 10 is the cost in acquiring the new technology. The idea of using tablets or handhelds is great, but the cost of having enough of them for each student is going to be prohibitive. It’s challenging enough in today’s economy to get the basics, much less these tools. A tablet PC costs about twice as much as a desktop computer, and it’s hard to argue with people that such an expenditure might be better used on a desktop. Everyone wants the best for their children, but if the technology really is outdated within a few years, the question must be asked whether or not such an expenditure is a necessity and not a luxury.
Ch. 9 Reflection - Bryan Pechtl
The main idea for me from Chapter 9 is that I know very little about most of what was discussed!! I’ve only ever had little workshops that focused a fraction of their time on HTML and the code that needs to be typed in to get things to happen or look the way they do on a web page. It truly is another language that developers learn.
New ideas for integrating technology: I can see where having students develop a web page based on Google sites would be an interesting project that students would be very excited to share with their parents at home. In January, after the Christmas break, I’m probably going to integrate a student-created web page project in a class or two to see how that turns out. I think my 7th and 8th grade students would be quite excited about it.
My main concern about material covered in this section is fitting it into my schedule and topic. Our text talks, on page 200, about a class that creates a web page about weather that includes a photo and all relevant information. If it’s a simple Google-based web page, not a problem, as Google has made this quite simple. However, if we’re talking about creating a web page in HTML, that’s out of my league and would require a class in programming, something which I don’t have the time to do. That type of work, I feel, should be relegated to a computer programming class.
New ideas for integrating technology: I can see where having students develop a web page based on Google sites would be an interesting project that students would be very excited to share with their parents at home. In January, after the Christmas break, I’m probably going to integrate a student-created web page project in a class or two to see how that turns out. I think my 7th and 8th grade students would be quite excited about it.
My main concern about material covered in this section is fitting it into my schedule and topic. Our text talks, on page 200, about a class that creates a web page about weather that includes a photo and all relevant information. If it’s a simple Google-based web page, not a problem, as Google has made this quite simple. However, if we’re talking about creating a web page in HTML, that’s out of my league and would require a class in programming, something which I don’t have the time to do. That type of work, I feel, should be relegated to a computer programming class.
Michael Wagner's Chapter 10 Post
Chapter 10
The most interesting thing from this chapter was the use of portable technologies like the calculator and tablet PCs. I am skeptical of Palm devices as the company seems to have gone by the wayside and I am afraid to invest in a technology that may not be upgradable in a few years. I briefly used a Lab Pro from Vernier and was amazed at the variety of uses with the device. This device can be used with either a graphing calculator for portable applications or with computers for desktop testing. These devices can monitor elements and forces that would regularly take huge amounts of sensors to do the same work. The students are able to graph and interpolate data that would normally be done by research science or industry.
I would like to see my classes use these mobile devices more. Analysis is a big portion of Montana state standards in my subject area. My little exposure to the LabPro was with the voltage probe but I know there are many more sensors available. One of the sensors that is available is the accelerometer which measures the force of impact in numerous activities like crash test vehicles. I am restricted to using this software through the computer since I have little to no knowledge of the calculators which would graph this information without the desktop. With multiple functional abilities these devices have a big role in the science and technology and engineering subject areas.
My concern from this chapter has to do with the e-books. I used to think they were not viable as I thought that it is more difficult to read something off the computer screen than from paper. However, I have watched students in my computer lab read many of their assignments via computer and have no problem reading off of the computer. A fellow co-worker then showed me their Amazon Kindle and I was amazed at the readability. Now, I see the practicality of e-books. My concern is that students are able to use the computer’s technology to search out words and phrases instead of actually reading the book. The costs of these e-books are also prohibitive if they are in conjunction with an e-reader device.
The most interesting thing from this chapter was the use of portable technologies like the calculator and tablet PCs. I am skeptical of Palm devices as the company seems to have gone by the wayside and I am afraid to invest in a technology that may not be upgradable in a few years. I briefly used a Lab Pro from Vernier and was amazed at the variety of uses with the device. This device can be used with either a graphing calculator for portable applications or with computers for desktop testing. These devices can monitor elements and forces that would regularly take huge amounts of sensors to do the same work. The students are able to graph and interpolate data that would normally be done by research science or industry.
I would like to see my classes use these mobile devices more. Analysis is a big portion of Montana state standards in my subject area. My little exposure to the LabPro was with the voltage probe but I know there are many more sensors available. One of the sensors that is available is the accelerometer which measures the force of impact in numerous activities like crash test vehicles. I am restricted to using this software through the computer since I have little to no knowledge of the calculators which would graph this information without the desktop. With multiple functional abilities these devices have a big role in the science and technology and engineering subject areas.
My concern from this chapter has to do with the e-books. I used to think they were not viable as I thought that it is more difficult to read something off the computer screen than from paper. However, I have watched students in my computer lab read many of their assignments via computer and have no problem reading off of the computer. A fellow co-worker then showed me their Amazon Kindle and I was amazed at the readability. Now, I see the practicality of e-books. My concern is that students are able to use the computer’s technology to search out words and phrases instead of actually reading the book. The costs of these e-books are also prohibitive if they are in conjunction with an e-reader device.
Michael Wagner's Chapter 9 Post
Chapter 9
This chapter gave a lot of information on web authoring; some of it I knew about but lots of information that I had no clue about. The biggest interest factor for me in this chapter was the help in the web page designing process. Before learning these phases, I spent much more time creating the web pages than I would now. I have built several web pages and websites for both my 7-12 classes and for the classes that I am enrolled in through the university. Each time I create a web page, it seems there is a newer and better way to do it. It would have been very beneficial for me to know the web page production phases. Organization of the information has always been my downfall in the construction phase.
My one application taken from this chapter would be to use web-authoring software for building a portfolio. My only issue with what is discussed in this chapter is that my students’ portfolios would not be organized sequentially. This would possibly make it more difficult to be sure to view all of their projects or the progression of their learning. The advantage would be the visually appealing images and graphics.
My concern from this chapter comes from the paragraph stating “that you must protect the anonymity of your subjects – your student” (pg 208). I agree but the difficulty is when either I take pictures or my students take pictures, I don’t always take into account that their faces are in the picture. The pictures are then unusable. I am not sure of what other teachers do for this.
This chapter gave a lot of information on web authoring; some of it I knew about but lots of information that I had no clue about. The biggest interest factor for me in this chapter was the help in the web page designing process. Before learning these phases, I spent much more time creating the web pages than I would now. I have built several web pages and websites for both my 7-12 classes and for the classes that I am enrolled in through the university. Each time I create a web page, it seems there is a newer and better way to do it. It would have been very beneficial for me to know the web page production phases. Organization of the information has always been my downfall in the construction phase.
My one application taken from this chapter would be to use web-authoring software for building a portfolio. My only issue with what is discussed in this chapter is that my students’ portfolios would not be organized sequentially. This would possibly make it more difficult to be sure to view all of their projects or the progression of their learning. The advantage would be the visually appealing images and graphics.
My concern from this chapter comes from the paragraph stating “that you must protect the anonymity of your subjects – your student” (pg 208). I agree but the difficulty is when either I take pictures or my students take pictures, I don’t always take into account that their faces are in the picture. The pictures are then unusable. I am not sure of what other teachers do for this.
Jennifer Atkinson, Chapter 10 Reflection
Idea or learning
The big idea I took from Chapter 10, Responding to Emerging Technologies, is that teachers need to accept new technology. Teachers are critical to if emerging technology gets accepted and taught in the schools. The book states, “teachers’ thinking does need to be from a professional position that involves investigation of the emerging technologies, an attitude that involves ongoing evaluation and reflection about the tool for educational purposes” (Niess, Lee, Kajder, 2007, p. 219). If the new technology will enhance student learning and give them skills needed in the “real world” then teachers should be incorporating this technology into lessons.
New idea for integrating technology
I have found through the course of this class, I am using more technology in my teaching. My idea for integrating technology is to think outside the box and try incorporating technology more often, especially in lessons that I have not used technology in the past. There is a variety of technology I could expose my third graders to. It depends on the curriculum content and the technology available to me. My students are really enjoying using technology for learning in a variety of subjects.
Concern
My concern is the lack of training that I have. The students love when we use technology, but I find it does take a lot more planning time on my part because I am still learning some of the technology, too. There have been challenges that come up in lessons, because the technology is new to me. But, the students are great problem solvers and learn right along with me.
The big idea I took from Chapter 10, Responding to Emerging Technologies, is that teachers need to accept new technology. Teachers are critical to if emerging technology gets accepted and taught in the schools. The book states, “teachers’ thinking does need to be from a professional position that involves investigation of the emerging technologies, an attitude that involves ongoing evaluation and reflection about the tool for educational purposes” (Niess, Lee, Kajder, 2007, p. 219). If the new technology will enhance student learning and give them skills needed in the “real world” then teachers should be incorporating this technology into lessons.
New idea for integrating technology
I have found through the course of this class, I am using more technology in my teaching. My idea for integrating technology is to think outside the box and try incorporating technology more often, especially in lessons that I have not used technology in the past. There is a variety of technology I could expose my third graders to. It depends on the curriculum content and the technology available to me. My students are really enjoying using technology for learning in a variety of subjects.
Concern
My concern is the lack of training that I have. The students love when we use technology, but I find it does take a lot more planning time on my part because I am still learning some of the technology, too. There have been challenges that come up in lessons, because the technology is new to me. But, the students are great problem solvers and learn right along with me.
Jennifer Atkinson, Chapter 9 Reflection
Idea or learning
The big idea I took from Chapter 9, Hypermedia and Web Authoring, is the different skills students need in the 21st century. I like the idea of the Literacy Maps, “these maps describe skills, tools, and sample student outcomes to assist educators in developing lesson plans that incorporate learning skills critical for success with twenty-first century tools” (Niess, Lee, Kajder, 2007, p. 195). It is important that teachers start to change some of the ways they teach to meet the needs of 21st century students. Students need different skills in the “real world” than they use to, so lessons should be changing, too.
New idea for integrating technology
My new technology idea is pretty simple, but I teach students with little computer knowledge. I am going to show my students how to bookmark favorite websites. Even though this seems like such a simple idea, many of my students do not know how to do this. Early in this course, we discussed making sure students have the basic computer knowledge necessary to do an assignment on the computer. This would be one tip that is so simple, but maybe nobody has ever shown them how to do it. In the spring, my students use the internet to research animals. They could help each other by bookmarking good animal sites.
Concern
One of my concerns about using technology in the classroom is making sure the information students take off the internet is credible. I think this will be challenging to students who are just beginning to use the internet to find information. First, they have to figure out how to research on the computer. Then, they have to know how to ask questions and determine if the source is reliable and credible or not. This will take a lot of modeling and discussing at the beginning. I think just making students aware that anyone can post anything on the internet is important. Hopefully, students will take the time to make sure the site is reputable when gathering information.
The big idea I took from Chapter 9, Hypermedia and Web Authoring, is the different skills students need in the 21st century. I like the idea of the Literacy Maps, “these maps describe skills, tools, and sample student outcomes to assist educators in developing lesson plans that incorporate learning skills critical for success with twenty-first century tools” (Niess, Lee, Kajder, 2007, p. 195). It is important that teachers start to change some of the ways they teach to meet the needs of 21st century students. Students need different skills in the “real world” than they use to, so lessons should be changing, too.
New idea for integrating technology
My new technology idea is pretty simple, but I teach students with little computer knowledge. I am going to show my students how to bookmark favorite websites. Even though this seems like such a simple idea, many of my students do not know how to do this. Early in this course, we discussed making sure students have the basic computer knowledge necessary to do an assignment on the computer. This would be one tip that is so simple, but maybe nobody has ever shown them how to do it. In the spring, my students use the internet to research animals. They could help each other by bookmarking good animal sites.
Concern
One of my concerns about using technology in the classroom is making sure the information students take off the internet is credible. I think this will be challenging to students who are just beginning to use the internet to find information. First, they have to figure out how to research on the computer. Then, they have to know how to ask questions and determine if the source is reliable and credible or not. This will take a lot of modeling and discussing at the beginning. I think just making students aware that anyone can post anything on the internet is important. Hopefully, students will take the time to make sure the site is reputable when gathering information.
Tuesday, December 8, 2009
Lore Sampson's Chapter 10 Reflection
New Idea
After reading chapter 10 Responding to Emerging Technology, I learned that teachers need to be proactive toward learning about new emerging technologies and integrating this knowledge within their teaching. The chapter discusses using calculators, blogs and podcasts to enhance student learning. I think it is important for students to use calculators to increase knowledge of a certain subject and to be taught how to use advanced calculators. Equally as important is that students don’t come to dependent on calculators to do simple math problems. I think that teaching students how to use blogs and podcasts is a great way to motivate students to learn subject areas. In addition to this, I feel it is important for students to understand how to safely use this technology. I think technology is expanding and is giving students of today opportunities to learn outside the classroom and that teachers of today must stay current in order to teach students how to learn with technology.
Idea for integration
The idea I have for integrating technology within my classroom is to create blogs students can use to journal their writing.
Concern
My concern with using blogs is having parent permission to allow their child's writing to be posted in a blog on the web. In relation to this, I am a little apprehensive in posting young children’s writing on the web.
After reading chapter 10 Responding to Emerging Technology, I learned that teachers need to be proactive toward learning about new emerging technologies and integrating this knowledge within their teaching. The chapter discusses using calculators, blogs and podcasts to enhance student learning. I think it is important for students to use calculators to increase knowledge of a certain subject and to be taught how to use advanced calculators. Equally as important is that students don’t come to dependent on calculators to do simple math problems. I think that teaching students how to use blogs and podcasts is a great way to motivate students to learn subject areas. In addition to this, I feel it is important for students to understand how to safely use this technology. I think technology is expanding and is giving students of today opportunities to learn outside the classroom and that teachers of today must stay current in order to teach students how to learn with technology.
Idea for integration
The idea I have for integrating technology within my classroom is to create blogs students can use to journal their writing.
Concern
My concern with using blogs is having parent permission to allow their child's writing to be posted in a blog on the web. In relation to this, I am a little apprehensive in posting young children’s writing on the web.
Lore Sampson's Chapter 9 Reflection
New Idea
After reading the chapter on Hypermedia and Web Authoring I have gained more knowledge on the basic production of a web page as well as a better understanding of web page vocabulary such as HTML and its functions. I learned that web pages need to go through three phases’ preproduction, production, and publishing. I like how this chapter gives guidelines to help produce a web page such as maintaining consistency throughout the pages in respect to background, color, navigational buts and general format. In addition to keeping the web page consistent the creator needs to remember to not use too many media elements that may distract from the message. Other helpful hints include limiting the amount of graphics, movies, and text on the page. It is also important to preview each page on various web browsers because the page can look different. This chapter has been helpful to me because I learned background knowledge on the development of web pages and how important hypertext can be when creating web pages and exploring the web.
Idea for integration
My idea for integrating this into my teaching would include having my students explore using hypertexts when researching a topic on a reliable website.
Concern
My concern after reading this chapter is creating web pages with second grade students. I think creating web pages with young students would be very difficult. I would consider doing this task as a whole group activity after I became more familiar with creating web pages myself. I would like to create a class web page and the students could help with the brainstorming of the preproduction phase
After reading the chapter on Hypermedia and Web Authoring I have gained more knowledge on the basic production of a web page as well as a better understanding of web page vocabulary such as HTML and its functions. I learned that web pages need to go through three phases’ preproduction, production, and publishing. I like how this chapter gives guidelines to help produce a web page such as maintaining consistency throughout the pages in respect to background, color, navigational buts and general format. In addition to keeping the web page consistent the creator needs to remember to not use too many media elements that may distract from the message. Other helpful hints include limiting the amount of graphics, movies, and text on the page. It is also important to preview each page on various web browsers because the page can look different. This chapter has been helpful to me because I learned background knowledge on the development of web pages and how important hypertext can be when creating web pages and exploring the web.
Idea for integration
My idea for integrating this into my teaching would include having my students explore using hypertexts when researching a topic on a reliable website.
Concern
My concern after reading this chapter is creating web pages with second grade students. I think creating web pages with young students would be very difficult. I would consider doing this task as a whole group activity after I became more familiar with creating web pages myself. I would like to create a class web page and the students could help with the brainstorming of the preproduction phase
Monday, December 7, 2009
Cathy Ziebarth Chapter 9
Chapt. 9 Hypermedia and Web Authoring
Non-sequential communication is a key feature in hypermedia and web authoring. Developing web pages and being able to navigate in a nonlinear way allows greater flexibility when searching for information. Today’s students engage in decision making and problem solving activities when they design and create web pages. Information is cross referenced and linked in many different ways through the use of hyperlinks; therefore students must gain skills in non-sequential thinking. Part of the curriculum I teach to my 7th grade students involves the creation of multimedia pages through a program called Hyperstudio. When we talk about not having to go from page one to page two, but giving the user the option to go from page one to page five, or page 12 or page 55 if they want, initially it is a bit overwhelming until the students see how it all works together. The preproduction and storyboarding absolutely provide tools for success when it comes to creating hypermedia stories.
I will continue to integrate technology in the area of hypermedia through programs such as Hyperstudio and Dreamweaver. We use Dreamweaver for the creation of web pages. I start out with some basic HTML and we use Dreamweaver which has the ability to display the HTML code and easily displays the web page content. Some students do very well using HTML to create web pages, others get frustrated easily.
Although the authors referred to the importance of teaching students to read, write and practice work in a non-sequential fashion, I find many middle school students have more difficulty executing the language of HTML, due to the exactness required. If they are not attentive to detail they quickly become frustrated if they forget a comma or end tag. Perhaps we have created students who don’t feel the need to proofread or be exact since the computer does the spell check and many think--proofread as well.
Non-sequential communication is a key feature in hypermedia and web authoring. Developing web pages and being able to navigate in a nonlinear way allows greater flexibility when searching for information. Today’s students engage in decision making and problem solving activities when they design and create web pages. Information is cross referenced and linked in many different ways through the use of hyperlinks; therefore students must gain skills in non-sequential thinking. Part of the curriculum I teach to my 7th grade students involves the creation of multimedia pages through a program called Hyperstudio. When we talk about not having to go from page one to page two, but giving the user the option to go from page one to page five, or page 12 or page 55 if they want, initially it is a bit overwhelming until the students see how it all works together. The preproduction and storyboarding absolutely provide tools for success when it comes to creating hypermedia stories.
I will continue to integrate technology in the area of hypermedia through programs such as Hyperstudio and Dreamweaver. We use Dreamweaver for the creation of web pages. I start out with some basic HTML and we use Dreamweaver which has the ability to display the HTML code and easily displays the web page content. Some students do very well using HTML to create web pages, others get frustrated easily.
Although the authors referred to the importance of teaching students to read, write and practice work in a non-sequential fashion, I find many middle school students have more difficulty executing the language of HTML, due to the exactness required. If they are not attentive to detail they quickly become frustrated if they forget a comma or end tag. Perhaps we have created students who don’t feel the need to proofread or be exact since the computer does the spell check and many think--proofread as well.
Cathy Ziebarth Chapter 10
Chapt. 10 Responding to Emerging Technologies
I was interested in the five-step process Everett Rogers (2003) explained members go through when accepting or rejecting a particular innovation. I found this to be especially true in the area of teaching teachers the use of technology. The five areas are knowledge, persuasion, decision, implementation and confirmation. When our district decided to switch to electronic gradebook, there was some resistance. Knowledge increased as teachers become more comfortable with the operation and advantages of the program. Some teachers were persuaded, perhaps initially through a bit of pressure, this may have influenced if they were favorable or not, towards the new program. The decision to adopt or reject is generally the next step. We had teachers asking when they would get the program when we initially started to pilot the adoption with just four teachers. True to Roger’s steps, other teachers have rejected the “innovation.” Implementation is the next step; those who have fully accepted the program, and made the decision have implemented the gradebook program on a daily or weekly basis. Others have rejected its use, although they are required to use the program, they use it in a very limited fashion. Confirmation is the next step, for most teachers they have evaluated the results and continue the implementation.
Implementing technology such as the gradebook does take time. Teachers need to see the benefit and understand and accept the program. I will continue to provide training opportunities and be patient so our district continues to grow in the area of technology.
Attitudes toward emerging technologies are very interesting in the educational system. We have teachers using probe-ware, blogs, podcasts and web pages. Others differentiate their instruction through the use of assessment software or various activities for students using technology. Yet there are teachers that either are unwilling, must feel unable or uncomfortable using technology. My concern is how do we get that to change? Is it fair to students that just because the teacher does not want to change, those students are not exposed to technology to the same degree that others are.
I was interested in the five-step process Everett Rogers (2003) explained members go through when accepting or rejecting a particular innovation. I found this to be especially true in the area of teaching teachers the use of technology. The five areas are knowledge, persuasion, decision, implementation and confirmation. When our district decided to switch to electronic gradebook, there was some resistance. Knowledge increased as teachers become more comfortable with the operation and advantages of the program. Some teachers were persuaded, perhaps initially through a bit of pressure, this may have influenced if they were favorable or not, towards the new program. The decision to adopt or reject is generally the next step. We had teachers asking when they would get the program when we initially started to pilot the adoption with just four teachers. True to Roger’s steps, other teachers have rejected the “innovation.” Implementation is the next step; those who have fully accepted the program, and made the decision have implemented the gradebook program on a daily or weekly basis. Others have rejected its use, although they are required to use the program, they use it in a very limited fashion. Confirmation is the next step, for most teachers they have evaluated the results and continue the implementation.
Implementing technology such as the gradebook does take time. Teachers need to see the benefit and understand and accept the program. I will continue to provide training opportunities and be patient so our district continues to grow in the area of technology.
Attitudes toward emerging technologies are very interesting in the educational system. We have teachers using probe-ware, blogs, podcasts and web pages. Others differentiate their instruction through the use of assessment software or various activities for students using technology. Yet there are teachers that either are unwilling, must feel unable or uncomfortable using technology. My concern is how do we get that to change? Is it fair to students that just because the teacher does not want to change, those students are not exposed to technology to the same degree that others are.
Sunday, December 6, 2009
Kate Wampler's Chapter 8 Reflection
1 New Learning
My understanding of a "literate citizen" has expanded through reading this chapter. I always thought of a "literate citizen" as a person who could read, write and do arithmetic. Now I have broadened my interpretation of a "literate citizen" to include being media literate as well. For a person to be media literate, they should be able to critically think and creatively produce media using a variety of formats and resources.
1 New Idea for Integration
After teaching the reading comprehension strategy of understanding the sequence of story structure such as the beginning, the middle, and the end, I plan to create a digital story with each of my students. I will record them telling a story of their choice to assess their understanding of the beginning, the middle, and the end of a story. Before making a digital story with them, I will allow them opportunities to map out their stories using pictures, kidspiration, etc. After they have visually organized their story, I will ask them to orally tell it to me, using a camcorder to create create their digital story.
1 Concern
Because this chapter made it clear that becoming familiar and knowledgeable about using media tools to create graphics, movies, animations, etc., I feel it is important to teach my students basic skills that they will need to use media tools on future assignments in future grades. What can I do as a kindergarten teacher to get my students ready for using media tools to creatively produce?
My understanding of a "literate citizen" has expanded through reading this chapter. I always thought of a "literate citizen" as a person who could read, write and do arithmetic. Now I have broadened my interpretation of a "literate citizen" to include being media literate as well. For a person to be media literate, they should be able to critically think and creatively produce media using a variety of formats and resources.
1 New Idea for Integration
After teaching the reading comprehension strategy of understanding the sequence of story structure such as the beginning, the middle, and the end, I plan to create a digital story with each of my students. I will record them telling a story of their choice to assess their understanding of the beginning, the middle, and the end of a story. Before making a digital story with them, I will allow them opportunities to map out their stories using pictures, kidspiration, etc. After they have visually organized their story, I will ask them to orally tell it to me, using a camcorder to create create their digital story.
1 Concern
Because this chapter made it clear that becoming familiar and knowledgeable about using media tools to create graphics, movies, animations, etc., I feel it is important to teach my students basic skills that they will need to use media tools on future assignments in future grades. What can I do as a kindergarten teacher to get my students ready for using media tools to creatively produce?
Kate Wampler's Chapter 7 Reflection
1 New Learning
I had no idea that ARPanet (a communication network for sharing and distributing electronic information), was used to guarantee critical information was able to be protected in case of an attack on the United States. After reading this chapter, it became evident that not only does our society depend on technology to store and share information, so does our government. The influence of electronic information has transformed the way we communicate.
1 New Idea for Integration
Through a Technology project presented in this chapter, I found a great idea for teaching students about animals. I plan to search for farm animals on the US fish and wildlife website in different regions of the United States to connect to the Kindergarten farm unit. Because our farm unit in our curriculum is required to be taught in the winter, it would be a great way to show students pictures of farm animals as an introduction until we actually visit a farm later in the winter or in the spring.
1 Concern
With all of the information students will be required to know about technology as college students and working adults, what benchmarks should I use to make sure I am teaching kindergarten students exactly what they need to learn in order to be ready for the next grade level? The standards are way to general and not grade specific, making it difficult for primary school teachers to decide what they should be teaching.
I had no idea that ARPanet (a communication network for sharing and distributing electronic information), was used to guarantee critical information was able to be protected in case of an attack on the United States. After reading this chapter, it became evident that not only does our society depend on technology to store and share information, so does our government. The influence of electronic information has transformed the way we communicate.
1 New Idea for Integration
Through a Technology project presented in this chapter, I found a great idea for teaching students about animals. I plan to search for farm animals on the US fish and wildlife website in different regions of the United States to connect to the Kindergarten farm unit. Because our farm unit in our curriculum is required to be taught in the winter, it would be a great way to show students pictures of farm animals as an introduction until we actually visit a farm later in the winter or in the spring.
1 Concern
With all of the information students will be required to know about technology as college students and working adults, what benchmarks should I use to make sure I am teaching kindergarten students exactly what they need to learn in order to be ready for the next grade level? The standards are way to general and not grade specific, making it difficult for primary school teachers to decide what they should be teaching.
Saturday, December 5, 2009
Dave Neal, Week Six, Chapter Eight Reflection
One idea that is of interest to me:
I really like the idea of concept mapping on the computer...however, I don't know if there are any free programs available on the web for this, or if it is something that can be created using PowerPoint or Word. I like the example shown in table 8.7 with polygons. I have always wondered how I can incorporate technology into my math classes (other than math games), and I feel that concept mapping is a great way to do this.
One idea for integrating technology for student learning in my classroom:
I think it would be great to have the students create a movie following a series of steps, all integrating technology. Start with story-boarding using digital concept mapping, write a script using Word, edit the script using Track Changes, and either film it and upload it to the computer and edit it, or create a digital cartoon using an online program like www.xtranormal.com (I will post this link on www.delicious.com as well.
One concern for integrating technology for student learning in my classroom:
I suppose that my main concern for integrating more multimedia technology into the classroom is my main concern for general computer-based instruction, and that is when is it too much? I feel that there are so many options and programs available with technology that I could spend an entire day in the tech-lab. I do think it is important to keep some of the traditional aspects of education in tact...however the vast possibilities of the tech-lab often pull me back in. It is often a worry of mine that I spend too much time in the tech-lab...however, it seems like the kids learn so much from these resources. I think I am starting to ramble....
I really like the idea of concept mapping on the computer...however, I don't know if there are any free programs available on the web for this, or if it is something that can be created using PowerPoint or Word. I like the example shown in table 8.7 with polygons. I have always wondered how I can incorporate technology into my math classes (other than math games), and I feel that concept mapping is a great way to do this.
One idea for integrating technology for student learning in my classroom:
I think it would be great to have the students create a movie following a series of steps, all integrating technology. Start with story-boarding using digital concept mapping, write a script using Word, edit the script using Track Changes, and either film it and upload it to the computer and edit it, or create a digital cartoon using an online program like www.xtranormal.com (I will post this link on www.delicious.com as well.
One concern for integrating technology for student learning in my classroom:
I suppose that my main concern for integrating more multimedia technology into the classroom is my main concern for general computer-based instruction, and that is when is it too much? I feel that there are so many options and programs available with technology that I could spend an entire day in the tech-lab. I do think it is important to keep some of the traditional aspects of education in tact...however the vast possibilities of the tech-lab often pull me back in. It is often a worry of mine that I spend too much time in the tech-lab...however, it seems like the kids learn so much from these resources. I think I am starting to ramble....
Dave Neal, Week Six, Chapter Seven Reflection
One idea that is of interest to me:
Threaded discussions are of interest to me. I believe that creating an internet-based document (perhaps google docs) in which the class can contribute to at home, or at school from the tech-lab. Again, my concern with implementing technology like this is student-availability. One thing that I think would be helpful would be to take a survey at the beginning of the schoolyear (actually, it is never too late to do this) to find out what kind of computer access each student has at home. Do they have internet access? If so...how fast is their internet connection. This knowledge would greatly impact the options for homework activities.
One idea for integrating technology for student learning in my classroom:
I really like the idea in technology link 7.2, finding pen pals around the world. My homeroom has had pen pals with another class around the world. It is a great opportunity for the kids in the small town of Big Sky to find out what it is like outside of our little bubble. The problem for me is that pen pals require quite a bit of organization and work. The beautiful thing about the link provided here is that it eliminates the paper trail, envelopes, stamps, and the time that it takes for letters to be delivered. This is something that I would like to look into.
One concern for integrating technology for student learning in my classroom:
I have thought about teaching my class how to open an email account. I often think about how much paper that I waste during daily/weekly assignments. If all students had email accounts, we could email assignments and reduce quite a bit of waste and learn about technology in the meantime. My concern is that I have run into parents of past students that do not feel that their kids are ready or responsible enough to have their own email account. I am curious to know what your thoughts are regarding young children with email accounts. How old do you think children should be before they open their first email account?
Threaded discussions are of interest to me. I believe that creating an internet-based document (perhaps google docs) in which the class can contribute to at home, or at school from the tech-lab. Again, my concern with implementing technology like this is student-availability. One thing that I think would be helpful would be to take a survey at the beginning of the schoolyear (actually, it is never too late to do this) to find out what kind of computer access each student has at home. Do they have internet access? If so...how fast is their internet connection. This knowledge would greatly impact the options for homework activities.
One idea for integrating technology for student learning in my classroom:
I really like the idea in technology link 7.2, finding pen pals around the world. My homeroom has had pen pals with another class around the world. It is a great opportunity for the kids in the small town of Big Sky to find out what it is like outside of our little bubble. The problem for me is that pen pals require quite a bit of organization and work. The beautiful thing about the link provided here is that it eliminates the paper trail, envelopes, stamps, and the time that it takes for letters to be delivered. This is something that I would like to look into.
One concern for integrating technology for student learning in my classroom:
I have thought about teaching my class how to open an email account. I often think about how much paper that I waste during daily/weekly assignments. If all students had email accounts, we could email assignments and reduce quite a bit of waste and learn about technology in the meantime. My concern is that I have run into parents of past students that do not feel that their kids are ready or responsible enough to have their own email account. I am curious to know what your thoughts are regarding young children with email accounts. How old do you think children should be before they open their first email account?
Friday, December 4, 2009
Alicia McEwen's Chapter 8 Reflection
I thought chapter 8 brought up an interesting point about literacy. It's interesting to think of the modern term "literate" as one who is able to read and write through pencil and paper form AND through media sources. Being multimedia literate enables more possiblities to communicate in various forms. Teaching our students to become effective users of multimedia authoring tools will also expand the ways students can creatively express what they have learned.
One idea I got from this chapter is to have my students create a short movie that expresses what they learn from studying the lifecycle of a monarch butterfly. In spring my first graders study this cycle as they observe actual caterpillars go through this metamorphisis. I usually take pictures of the process. This year I could use these pictures, have my students work in small groups, and have my students create simple movies that recap what they learned about the monarch butterfly life-cycle. I think with some parent volunteers in there to help, this would be a fun, learning experience that integrates technology.
My concern is I am feeling a little guilty with the fact that I currently do not expose my 1st graders to multimedia forms very often. I want to be sure that I am allowing them adeqaute exposure but I guess am unsure how often is enough at a first grade level.
One idea I got from this chapter is to have my students create a short movie that expresses what they learn from studying the lifecycle of a monarch butterfly. In spring my first graders study this cycle as they observe actual caterpillars go through this metamorphisis. I usually take pictures of the process. This year I could use these pictures, have my students work in small groups, and have my students create simple movies that recap what they learned about the monarch butterfly life-cycle. I think with some parent volunteers in there to help, this would be a fun, learning experience that integrates technology.
My concern is I am feeling a little guilty with the fact that I currently do not expose my 1st graders to multimedia forms very often. I want to be sure that I am allowing them adeqaute exposure but I guess am unsure how often is enough at a first grade level.
Chapter 7 Reflection
Chapter 7 reminded us that the internet can be a very valuable source in education. The internet has the ability to expand learning and content in so many ways. I appreciate the fact that this chapter also encouraged us to teach kids the proper and safe usage of the internet. I think this is extremely important for us to do. Kids are so curious and vulnerable at times. The internet potentially exposes them to harmful situations. I agree that just how we teach stranger danger, we should also teach internet safety. Another point brought up was that we also need to teach our students how to identify valuable and legit sources. The internet has the ability to offer our students wonderful opportunities to learn, research, and communicate. We just need to make sure our students learn how to do this in a safe, effective way.
I have been thinking about having my students communicate with their pen pals through some sort of web source. I have decided that I will continue having my students handwrite their individual letters to their pen pals but will also use e-mail to compose "class letters." I will have my students help me brainstorm ideas of what we would like to write in our e-mail and then I will type the letter in front of them. My hopes are that my pen pal teacher in Oregon will have her class respond in the same way. I think this way my 1st graders are benefiting from practicing their handwriting and letter writing skills with their individual letters, but are also being exposed to and learning how e-mail works.
My concern for this week is not knowing where to start with teaching my kids about internet safety. Our school computers limit certain internet site access. However, I know most of my kids have computers at home. Is teaching internet safety something I should be doing at the 1st grade level or should I be leaving that up to parents at this point?
I have been thinking about having my students communicate with their pen pals through some sort of web source. I have decided that I will continue having my students handwrite their individual letters to their pen pals but will also use e-mail to compose "class letters." I will have my students help me brainstorm ideas of what we would like to write in our e-mail and then I will type the letter in front of them. My hopes are that my pen pal teacher in Oregon will have her class respond in the same way. I think this way my 1st graders are benefiting from practicing their handwriting and letter writing skills with their individual letters, but are also being exposed to and learning how e-mail works.
My concern for this week is not knowing where to start with teaching my kids about internet safety. Our school computers limit certain internet site access. However, I know most of my kids have computers at home. Is teaching internet safety something I should be doing at the 1st grade level or should I be leaving that up to parents at this point?
Thursday, December 3, 2009
Lore Sampson's Chapter 8 Reflection
New Idea
I liked how this chapter described in detail the best way to guide students in using multimedia. Students worked together as a group to create a movie. The objective for this lesson was to increase student’s knowledge of language while learning to use technology. I learned that multimedia could be used as a productive tool, a communication tool, a research tool, problem solving devise and a decision making tool. I think that using multimedia as a research tool would be a great way for students to gather information on a particular topic while learning about technology.
Idea for integration
The idea have for integrating multimedia within science would be to have my students research the lifecycle of a frog then I would have them work together in groups to use the information they found to create a digital story.
Concern
My concern after learning about multimedia is being able to simplify the instruction to be used by early elementary students. In addition to this, I worry about having enough access to computers to complete this type of project with my students.
I liked how this chapter described in detail the best way to guide students in using multimedia. Students worked together as a group to create a movie. The objective for this lesson was to increase student’s knowledge of language while learning to use technology. I learned that multimedia could be used as a productive tool, a communication tool, a research tool, problem solving devise and a decision making tool. I think that using multimedia as a research tool would be a great way for students to gather information on a particular topic while learning about technology.
Idea for integration
The idea have for integrating multimedia within science would be to have my students research the lifecycle of a frog then I would have them work together in groups to use the information they found to create a digital story.
Concern
My concern after learning about multimedia is being able to simplify the instruction to be used by early elementary students. In addition to this, I worry about having enough access to computers to complete this type of project with my students.
Wednesday, December 2, 2009
Michael Wagner's Chapter 8 Post
This chapter has the nuts and bolts of the whole book or at least the ideas I like most. I downloaded the Storyboard Solution software from the text. I have not spent a whole lot of time in it, so far it is a little hard to understand and read. I like the idea of having a way for students to organize their ideas before starting a video. In my little experience of video production, students seem to get excited about the video and forget about the planning. They soon realize that things are not going so smoothly and they lose interest. Many of my standards for my subject area are on having students design and plan before construction. This is a good example. The chapter had a good breakdown of making a movie which is something I can use for my lesson planning.
I would like to better implement movie production in my class. The high interest level to students, the needed preplanning, and the great organization of gained knowledge are all good reasons to use videos. In project based learning it is difficult at times to have students give a good summary of what they have learned. Videos force them to in an interesting way to demonstrate lessons and processes learned.
I continue to come back to the same concern I have with technology, time. Like many of these technologies it takes time to teach the technology before you can have the students use it. At times I have had students that have already used movie making software which allows for the lesson to move on without the instructional time for the software or sometimes students want to know how to use the software so the instruction is easy. However, other times, there may be low student motivation, preknowledge, or interest and that makes teaching the software a more difficult and extensive process . I was thinking the other day about the lengthy time for technology education and that if other teachers were able to utilize technology more, the more students would know coming into class which would open a lot of classtime for projects .
I would like to better implement movie production in my class. The high interest level to students, the needed preplanning, and the great organization of gained knowledge are all good reasons to use videos. In project based learning it is difficult at times to have students give a good summary of what they have learned. Videos force them to in an interesting way to demonstrate lessons and processes learned.
I continue to come back to the same concern I have with technology, time. Like many of these technologies it takes time to teach the technology before you can have the students use it. At times I have had students that have already used movie making software which allows for the lesson to move on without the instructional time for the software or sometimes students want to know how to use the software so the instruction is easy. However, other times, there may be low student motivation, preknowledge, or interest and that makes teaching the software a more difficult and extensive process . I was thinking the other day about the lengthy time for technology education and that if other teachers were able to utilize technology more, the more students would know coming into class which would open a lot of classtime for projects .
Lore Sampson's Chapter 7 Reflections
New Idea
The main idea I learned from reading this chapter is that the internet is a rich resource of information that if used correctly can greatly expand experiences and increase learning for students. I think that students must be taught how to research information using key words and detect reputable resources and discard unreliable sites. The internet gives students the opportunity to be more independent in their learning as well as search for information that is more readily available. In addition to this the internet opens up many possibilities for student learning such as virtual field trips, weblogs, search engines, chat rooms, Webquests and much, much more.
Integration
After reading this chapter my idea for integration would be to have my students perform a search on an animal and gain some information. Then I would have my students go to the National Geographic Site and they would need to create a film about the animal that they chose. Then they would present their film and animal to the class.
Concern
My main concern after reading this chapter is being able to teach students how to be safe using the internet.
The main idea I learned from reading this chapter is that the internet is a rich resource of information that if used correctly can greatly expand experiences and increase learning for students. I think that students must be taught how to research information using key words and detect reputable resources and discard unreliable sites. The internet gives students the opportunity to be more independent in their learning as well as search for information that is more readily available. In addition to this the internet opens up many possibilities for student learning such as virtual field trips, weblogs, search engines, chat rooms, Webquests and much, much more.
Integration
After reading this chapter my idea for integration would be to have my students perform a search on an animal and gain some information. Then I would have my students go to the National Geographic Site and they would need to create a film about the animal that they chose. Then they would present their film and animal to the class.
Concern
My main concern after reading this chapter is being able to teach students how to be safe using the internet.
Michael Wagner’s Chapter 7 Post
I was most interested in using mail services in my classroom. Setting up a mailing list per class could be highly valuable for assigning projects, mailing missed notes, or class discussions. I have thought seriously about using such a service but the big limiting factor, as was discussed in the chapter, is that our school limits the use of emails. There is no firewall on them but the only students allowed to use email on school grounds are juniors and seniors. The chapter also discussed having a school-based email which may be possible. There is an email server for faculty but it may be possible to have a class based email set up.
Databases bring up a great way for students to access data that they would not otherwise have, from very professional places. I currently use Geographical Information Systems (GIS) software for a data interpolation which gives great access to databases. The best thing about GIS is that it gives students a very picture oriented view of their data versus a spread sheet or database. I give a very small glimpse of this in my classes but I would do well to use it more. Also this software called ArcView is available to all Montana teachers for free if they attend a workshop.
The link is
http://www.spatialsci.com/index.php/sID/aa017b03/fuseaction/programs.cms.htm
My concern brought up by this chapter is using Chat rooms. I am not sure of how these can be good for information gathering or discussions. I can see if it is set up in a manner where only your class can access it and you have to be present for them to discuss then it may work. I could see needing a lot of facilitating to keep students talking and on topic at least with the students I have now. I see the use of blogs as a better choice with similar outputs, due to the easy set-up and control.
I was most interested in using mail services in my classroom. Setting up a mailing list per class could be highly valuable for assigning projects, mailing missed notes, or class discussions. I have thought seriously about using such a service but the big limiting factor, as was discussed in the chapter, is that our school limits the use of emails. There is no firewall on them but the only students allowed to use email on school grounds are juniors and seniors. The chapter also discussed having a school-based email which may be possible. There is an email server for faculty but it may be possible to have a class based email set up.
Databases bring up a great way for students to access data that they would not otherwise have, from very professional places. I currently use Geographical Information Systems (GIS) software for a data interpolation which gives great access to databases. The best thing about GIS is that it gives students a very picture oriented view of their data versus a spread sheet or database. I give a very small glimpse of this in my classes but I would do well to use it more. Also this software called ArcView is available to all Montana teachers for free if they attend a workshop.
The link is
http://www.spatialsci.com/index.php/sID/aa017b03/fuseaction/programs.cms.htm
My concern brought up by this chapter is using Chat rooms. I am not sure of how these can be good for information gathering or discussions. I can see if it is set up in a manner where only your class can access it and you have to be present for them to discuss then it may work. I could see needing a lot of facilitating to keep students talking and on topic at least with the students I have now. I see the use of blogs as a better choice with similar outputs, due to the easy set-up and control.
Tuesday, December 1, 2009
Jennifer Atkinson, Chapter 8 Reflection
Idea or learning
The big idea I took from Chapter 8, Multimedia and Media Literacy, is that students need to be media literate, not just literate. Students need to be able to share ideas and communicate not just by words on paper, but also through image, language, and sound (Niess, Lee, Kajder, 2007, p. 161). To meet this goal, it is important to have student-centered lessons, so they are engaged with the technology and in the learning. Being media literate is a skill they will need for the rest of their lives.
New idea for integrating technology
If students are engaged and interested in the lesson, usually they will learn more from it and make connections with prior knowledge. When students have input, they are more engaged in the lesson. I like the idea of having the students take part in the instruction step of lessons. As described in the book, “consider a different approach for providing the instructions, one that requires the students to be responsible for identifying what needs to be done and one that allows the students choices in how the instructions are presented” (p.176). I have done this with my students and they feel like they are leading the lesson. The students are more attentive with these types of lessons.
Concern
One of my concerns is knowing what multimedia programs are realistic for my third grade students to work on. When I get my students, they have almost no previous computer experience at school. I do not have a lot of experience with some of these programs either. My students have kindergarten buddies already, but I am thinking that with some of these technology lessons, it might be good to buddy up with a Middle School class. Then, my students will get exposure to different multimedia programs, but will have some guidance from students that have more knowledge and experience.
The big idea I took from Chapter 8, Multimedia and Media Literacy, is that students need to be media literate, not just literate. Students need to be able to share ideas and communicate not just by words on paper, but also through image, language, and sound (Niess, Lee, Kajder, 2007, p. 161). To meet this goal, it is important to have student-centered lessons, so they are engaged with the technology and in the learning. Being media literate is a skill they will need for the rest of their lives.
New idea for integrating technology
If students are engaged and interested in the lesson, usually they will learn more from it and make connections with prior knowledge. When students have input, they are more engaged in the lesson. I like the idea of having the students take part in the instruction step of lessons. As described in the book, “consider a different approach for providing the instructions, one that requires the students to be responsible for identifying what needs to be done and one that allows the students choices in how the instructions are presented” (p.176). I have done this with my students and they feel like they are leading the lesson. The students are more attentive with these types of lessons.
Concern
One of my concerns is knowing what multimedia programs are realistic for my third grade students to work on. When I get my students, they have almost no previous computer experience at school. I do not have a lot of experience with some of these programs either. My students have kindergarten buddies already, but I am thinking that with some of these technology lessons, it might be good to buddy up with a Middle School class. Then, my students will get exposure to different multimedia programs, but will have some guidance from students that have more knowledge and experience.
Jennifer Atkinson, Chapter 7 Reflection
Idea or learning
The big idea I took from Chapter 7, The Internet and Databases, was that “students need to consistently experience expanding instruction that engages them in exploring the basic operations, concepts and constructs with the various Internet services and database capabilities” (Niess, Lee, Kajder, 2007, p. 139). I know I use technology to enhance lessons, but my students do not have a lot of background knowledge with the different Internet services and databases listed in this chapter. Some things my students use the computer for are a few programs that go along with math and language arts, basic typing, and some research. After reading this chapter, I have more ideas of how to use the different options available with the Internet.
New idea for integrating technology
I love the idea of virtual field trips. Last year, my students did one virtual field trip, but there are so many resources out there, that they could be doing a lot more. Virtual field trips would tie into almost any subject. It would just take some exploring to find sites that work well with what the students are studying. Having the students keep a journal of their field trip is a great idea. Then, students can share their findings with their classmates.
Concern
My concern is that teachers need to know about all of this technology and also how to teach it. I find it challenging with everything else we teach to fit in teaching technology. In addition, I do not know how to use all of this technology, and do not have specific technology resources for the content that I teach. So, it takes me a lot of time and preparation to develop technology lesson plans.
The big idea I took from Chapter 7, The Internet and Databases, was that “students need to consistently experience expanding instruction that engages them in exploring the basic operations, concepts and constructs with the various Internet services and database capabilities” (Niess, Lee, Kajder, 2007, p. 139). I know I use technology to enhance lessons, but my students do not have a lot of background knowledge with the different Internet services and databases listed in this chapter. Some things my students use the computer for are a few programs that go along with math and language arts, basic typing, and some research. After reading this chapter, I have more ideas of how to use the different options available with the Internet.
New idea for integrating technology
I love the idea of virtual field trips. Last year, my students did one virtual field trip, but there are so many resources out there, that they could be doing a lot more. Virtual field trips would tie into almost any subject. It would just take some exploring to find sites that work well with what the students are studying. Having the students keep a journal of their field trip is a great idea. Then, students can share their findings with their classmates.
Concern
My concern is that teachers need to know about all of this technology and also how to teach it. I find it challenging with everything else we teach to fit in teaching technology. In addition, I do not know how to use all of this technology, and do not have specific technology resources for the content that I teach. So, it takes me a lot of time and preparation to develop technology lesson plans.
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