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.
Friday, December 11, 2009
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.
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