First off I have to say this chapter was my favorite in the whole book because my Mom has been a special education aide for 20 years and I used to be a substitute in that classroom. So, I loved this chapter.
Three things I didn't know or wasn't completely sure of in this chapter were:
1."Assistive technology is how technology can help extend the physical access and sensory access" to students with disabilities. So technology is a very effective tool in the daily living of people with special needs, by reading instruments, computers, etc.
2. "The Technology-Related Assistance Act for Individuals with Disabilities, passed in 1988." This act allows funding to be procured through government funds so that people with disabilities are able to use assistive technology devices.
3. "Optical character recognition" is technology that is used for the blind. Basically, it reads printed material out loud so that a blind person can know what it says.
Two things I would use in my classroom, from this chapter, are:
1. "Inclusion" or "Mainstreaming" which is allowing students with special needs, along with their assigned aide, to participate in classroom activities along side their peers. Everyone should use this technique though.
2. "Alternative keyboards" would be helpful for the students who are not cognitively or physically able to use regular keyboards like their classmates. This technology allows the students to then work along with their peers and to be able to either understand what they are doing or be able to physically do it.
One question I have about this chapter is:
Why can't there be more funding for these students? It seems like they aren't considered enough when it comes to handing out money.
Sunday, November 28, 2010
Sunday, November 21, 2010
Chapter 4
Three things I learned from this Chapter were:
1. "Data mining" is where different information from many different internet sources is gathered into one collection that can be easily accessed in a database.
2. Some teachers and researchers believe that word processing should be learned by kids as young as 4 or 5.
3. "Databases are most helpful when they are embedded in a structured problem-solving process and when the activity includes class and small-group discussion of search results." So basically, databases are useful when students are engaged and interactive with them.
Two things I would use from this Chapter are:
1. Word Processing because it is a time saver when it comes to having students get their work turned in and it's easier to read the typed letters rather than some student's handwriting.
2. "Introducing more complex functions and features on an as-needed basis" during lessons allows me, as a teacher, to differentiate for students at all learning levels.
One question I have about this Chapter is:
If not all students are proficient on word processing, should they be allowed to take longer to turn in an assignment or should they be handwriting their assignments?
1. "Data mining" is where different information from many different internet sources is gathered into one collection that can be easily accessed in a database.
2. Some teachers and researchers believe that word processing should be learned by kids as young as 4 or 5.
3. "Databases are most helpful when they are embedded in a structured problem-solving process and when the activity includes class and small-group discussion of search results." So basically, databases are useful when students are engaged and interactive with them.
Two things I would use from this Chapter are:
1. Word Processing because it is a time saver when it comes to having students get their work turned in and it's easier to read the typed letters rather than some student's handwriting.
2. "Introducing more complex functions and features on an as-needed basis" during lessons allows me, as a teacher, to differentiate for students at all learning levels.
One question I have about this Chapter is:
If not all students are proficient on word processing, should they be allowed to take longer to turn in an assignment or should they be handwriting their assignments?
Saturday, November 13, 2010
Chapter 13
Three things I didn't know before I read this chapter were:
1. "Music literacy, with the use of a computer, enables or encourages experimentation with alternative ways to represent music." So, another way to look at this use of "music literacy" is to use technology. It's not just a way to teach students how to read traditional musical pieces, but rather, they are able to use software to learn how to read it, use it, or change it.
2. "MENC said: The K-12 music curriculum that was established by the 1930's had evolved only gradually since that time, the curricula that were acceptable in the past will be inadequate to prepare students for the 21st century." This is just the most sickening statement I've heard about a music program. These educators may think they know a ton about what the 21st century will be like, but traditional teaching of music shouldn't be disregarded. The old curricula of music is very important to understanding any new kinds of music innovations. This section of the chapter made me sick.
3. "Computerized kilns" are kilns that are automatically set to cool in temp or rise in temp, and to also keep track of how long a ceramic piece should be baked, all by using a computer. This blew my mind. I didn't know they had updated kilns. When I used them, it was old school stuff. But this would be more convenient I guess.
Two things I'd use in my classroom:
1. "Sequencers" are a form of software that allows the user to play with different forms of audio, editing tools, etc. This allows students to create their own original piece of music. Since I'm Language Arts, I'd have them write lyrics to go with the music.
2. "Tweening" or "morphing" which is a computer software 3-d modeling attempt to get students to build their own characters in stories, or architecture, etc. I think this would be super helpful for any students that needed a little bit of help remembering characters from stories we read in our English class, so if the students could make the characters on this software, they might be able to understand the material in the texts better.
One question I have about this chapter is:
1. If music and art help to create a better all around student that is more informed about the world and how to be a creative problem solver, which I believe is true, then why does NCLB get to infringe on that productivity?
1. "Music literacy, with the use of a computer, enables or encourages experimentation with alternative ways to represent music." So, another way to look at this use of "music literacy" is to use technology. It's not just a way to teach students how to read traditional musical pieces, but rather, they are able to use software to learn how to read it, use it, or change it.
2. "MENC said: The K-12 music curriculum that was established by the 1930's had evolved only gradually since that time, the curricula that were acceptable in the past will be inadequate to prepare students for the 21st century." This is just the most sickening statement I've heard about a music program. These educators may think they know a ton about what the 21st century will be like, but traditional teaching of music shouldn't be disregarded. The old curricula of music is very important to understanding any new kinds of music innovations. This section of the chapter made me sick.
3. "Computerized kilns" are kilns that are automatically set to cool in temp or rise in temp, and to also keep track of how long a ceramic piece should be baked, all by using a computer. This blew my mind. I didn't know they had updated kilns. When I used them, it was old school stuff. But this would be more convenient I guess.
Two things I'd use in my classroom:
1. "Sequencers" are a form of software that allows the user to play with different forms of audio, editing tools, etc. This allows students to create their own original piece of music. Since I'm Language Arts, I'd have them write lyrics to go with the music.
2. "Tweening" or "morphing" which is a computer software 3-d modeling attempt to get students to build their own characters in stories, or architecture, etc. I think this would be super helpful for any students that needed a little bit of help remembering characters from stories we read in our English class, so if the students could make the characters on this software, they might be able to understand the material in the texts better.
One question I have about this chapter is:
1. If music and art help to create a better all around student that is more informed about the world and how to be a creative problem solver, which I believe is true, then why does NCLB get to infringe on that productivity?
Sunday, November 7, 2010
Assessment Article
3 things I learned about this article were:
1. "Paul Black, and one of us, Dylam Wiliam, found that students taught by teachers who used assessment for learning achieved in six or seven months what would otherwise have taken a year." So, the argument is that if a teacher focuses their teaching skills on the learning process of each kid then the student will be able to perform at higher levels, rather than teaching a broad range of topics and only assessing students at the end of the units.
2. "Range finding" is a strategy for teaching that I have never heard of before. I like the idea though, because it offers the teacher a better idea of how to structure the lessons, where to start a unit, and how much detail they must go into to have their students be successful. It's a smart idea to be aware of all student answers, rather than just the right answers.
3. "Exit passes" are an interesting idea to use in a classroom. I've never been in a situation where on was used, but the thought behind it seems to be a good one. Using note cards to have students answer either a "big picture" question or a "range finding" question is a better way for the teacher to assess how much the students are getting from each lesson.
2 things I would use in my classroom, from this article were:
1. The different strategies that have worked for other teachers and have the ability to transcend age, subject, and learning abilities. These strategies are easy to incorporate and make learning more productive. They are: "Clarifying and sharing learning intentions and criteria for success. Engineering effective classroom discussions, questions, and learning tasks, etc."
2."One common method, for teachers to share state standards and learning objectives with their students, involves circulating work samples, such as lab reports, that a previous year's class completed, in view of prompting a discussion about quality." I think this is a good idea, because students don't want to try to figure out what the language means when they are presented with these standards or objectives, plus the students aren't always able to understand the language. Therefore, if teachers tell students in rhetoric they use, plus show examples of successful products, students will most likely want to achieve the same success.
1 Question I have from this article is:
If there are better ways to teach students and for them to learn more efficiently, then why do teachers always use tests? Doesn't that sort of undermine the learning process?
1. "Paul Black, and one of us, Dylam Wiliam, found that students taught by teachers who used assessment for learning achieved in six or seven months what would otherwise have taken a year." So, the argument is that if a teacher focuses their teaching skills on the learning process of each kid then the student will be able to perform at higher levels, rather than teaching a broad range of topics and only assessing students at the end of the units.
2. "Range finding" is a strategy for teaching that I have never heard of before. I like the idea though, because it offers the teacher a better idea of how to structure the lessons, where to start a unit, and how much detail they must go into to have their students be successful. It's a smart idea to be aware of all student answers, rather than just the right answers.
3. "Exit passes" are an interesting idea to use in a classroom. I've never been in a situation where on was used, but the thought behind it seems to be a good one. Using note cards to have students answer either a "big picture" question or a "range finding" question is a better way for the teacher to assess how much the students are getting from each lesson.
2 things I would use in my classroom, from this article were:
1. The different strategies that have worked for other teachers and have the ability to transcend age, subject, and learning abilities. These strategies are easy to incorporate and make learning more productive. They are: "Clarifying and sharing learning intentions and criteria for success. Engineering effective classroom discussions, questions, and learning tasks, etc."
2."One common method, for teachers to share state standards and learning objectives with their students, involves circulating work samples, such as lab reports, that a previous year's class completed, in view of prompting a discussion about quality." I think this is a good idea, because students don't want to try to figure out what the language means when they are presented with these standards or objectives, plus the students aren't always able to understand the language. Therefore, if teachers tell students in rhetoric they use, plus show examples of successful products, students will most likely want to achieve the same success.
1 Question I have from this article is:
If there are better ways to teach students and for them to learn more efficiently, then why do teachers always use tests? Doesn't that sort of undermine the learning process?
Sunday, October 31, 2010
Chapter 12
Three things I have learned about this chapter are:
1. "It costs $900 to equip 30 computers with TimeLiner software." Thus, since the cost to purchase the software is so expensive, teachers either have to justify having the software or do without, leaving the students to look elsewhere for interactive materials.
2. While assessment tests are important, "most states limit their graduation tests to language arts." Since I'm a language arts teacher I agree that it's important for students to understand language, but on the other hand, if students aren't fluent in culture, history, politics and everything else social studies teachers teach, then the importance of language is pointless.
3. "Google Inc., reported that in 2006, Google Earth was downloaded more than 100 million times." I was surprised by the number. While Google Earth is a fascinating interactive tool for students to locate different parks, monuments, etc, I didn't realize it was so widely used.
Two things I would use in my classroom are:
1. Google Earth. I could apply this to my English class by having students locate a particular point on the internet and recreate a story about why that place is important or how it came to be or why it was named the name it's been given. It would be more of a creative writing class type of thing.
2. "Digital Storytelling" would be essential for my unit on film adaptations of Shakespearean plays. This way students are able to analyze the text and put their own spin or theory on the text, then show the whole class in a short segment with their digital storytelling project.
One question I have about this chapter is:
Do teachers of social studies have the ability to do more field trips at lesser costs then technology based programs that do the same thing? Which do students prefer?
1. "It costs $900 to equip 30 computers with TimeLiner software." Thus, since the cost to purchase the software is so expensive, teachers either have to justify having the software or do without, leaving the students to look elsewhere for interactive materials.
2. While assessment tests are important, "most states limit their graduation tests to language arts." Since I'm a language arts teacher I agree that it's important for students to understand language, but on the other hand, if students aren't fluent in culture, history, politics and everything else social studies teachers teach, then the importance of language is pointless.
3. "Google Inc., reported that in 2006, Google Earth was downloaded more than 100 million times." I was surprised by the number. While Google Earth is a fascinating interactive tool for students to locate different parks, monuments, etc, I didn't realize it was so widely used.
Two things I would use in my classroom are:
1. Google Earth. I could apply this to my English class by having students locate a particular point on the internet and recreate a story about why that place is important or how it came to be or why it was named the name it's been given. It would be more of a creative writing class type of thing.
2. "Digital Storytelling" would be essential for my unit on film adaptations of Shakespearean plays. This way students are able to analyze the text and put their own spin or theory on the text, then show the whole class in a short segment with their digital storytelling project.
One question I have about this chapter is:
Do teachers of social studies have the ability to do more field trips at lesser costs then technology based programs that do the same thing? Which do students prefer?
Chapter 11
Three things I learned about this chapter were:
1. "U.S. elementary students perform well in math compared to other nations." However, the further they progress in math the worse they perform.
2. Different types of technology are helpful to student learning, such as, "Python" which "can provide students with a means of learning to write computer code for the purpose of problem solving." So, essentially, students who use this type of technology get a better understanding of how to work through problems, which gives them the patience and practice to do better in math.
3."The National Committee on Science Education Standards and Assessment has stated that 'school science education must reflect science as it is practiced," and "can use modes of reasoning of scientific inquiry." Basically, this committe is looking to have science teachers teach students practical science and how to be deductive with their reasoning towards the world. It's a hands on approach that has a real world application to it.
Two things I would use or could use if I was a math/science teacher are:
1. "Virtual manipulatives" would be helpful as a math teacher because students would be able to recreate real world activities and get practice problem solving.
2."Go North!" would be a fun tool to use if I was a science teacher. The students would be able to explore the world and collaborate together during the unit.
One Question I have about this chapter is:
Are students as productive in math/science with the help of technology rather than a real world hands on approach?
1. "U.S. elementary students perform well in math compared to other nations." However, the further they progress in math the worse they perform.
2. Different types of technology are helpful to student learning, such as, "Python" which "can provide students with a means of learning to write computer code for the purpose of problem solving." So, essentially, students who use this type of technology get a better understanding of how to work through problems, which gives them the patience and practice to do better in math.
3."The National Committee on Science Education Standards and Assessment has stated that 'school science education must reflect science as it is practiced," and "can use modes of reasoning of scientific inquiry." Basically, this committe is looking to have science teachers teach students practical science and how to be deductive with their reasoning towards the world. It's a hands on approach that has a real world application to it.
Two things I would use or could use if I was a math/science teacher are:
1. "Virtual manipulatives" would be helpful as a math teacher because students would be able to recreate real world activities and get practice problem solving.
2."Go North!" would be a fun tool to use if I was a science teacher. The students would be able to explore the world and collaborate together during the unit.
One Question I have about this chapter is:
Are students as productive in math/science with the help of technology rather than a real world hands on approach?
Saturday, October 23, 2010
Chapter 10
Three things I've learned from this Chapter are:
1."Webbased language Learnnig (WBLL)" is a tool used by teachers to help students "navigate" sites that will better assist their learning in "specific tasks." One of the websites is "trakstar.com."
2.Specific websites, such as "English Zone," are more detailed with instruction to help students with specific difficulties in learning a foreign language receive practice in those areas of study.
3."Moodle" is a tool on the internet used by teachers for more "collaborative writing tools such as wikis." So teachers are able to collect more data into one spot where students will be able to access the ideas for future projects.
Two things I would use in my classroom are:
1. In case I had a student who was starting to learn the English language I could give them "materials in the English language that are for a younger audience," but "is still age appropriate." These books could be something from "Cinderella" to Beauty and the Beast.
2. "Audacity" would come in handy if I needed to gather samples from other languages to examine with my class.
One question I had was:
Is "Babel Fish" accurate? How do we know it's accurate? Who maintains the site?
1."Webbased language Learnnig (WBLL)" is a tool used by teachers to help students "navigate" sites that will better assist their learning in "specific tasks." One of the websites is "trakstar.com."
2.Specific websites, such as "English Zone," are more detailed with instruction to help students with specific difficulties in learning a foreign language receive practice in those areas of study.
3."Moodle" is a tool on the internet used by teachers for more "collaborative writing tools such as wikis." So teachers are able to collect more data into one spot where students will be able to access the ideas for future projects.
Two things I would use in my classroom are:
1. In case I had a student who was starting to learn the English language I could give them "materials in the English language that are for a younger audience," but "is still age appropriate." These books could be something from "Cinderella" to Beauty and the Beast.
2. "Audacity" would come in handy if I needed to gather samples from other languages to examine with my class.
One question I had was:
Is "Babel Fish" accurate? How do we know it's accurate? Who maintains the site?
Subscribe to:
Posts (Atom)