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?
Chapter 9
Three things I learned from this chapter were:
1. A keyboard is called a "QWERTY keyboard." I know I've heard of the term before, but I honestly didn't know what people were talking about when they said that name. I also didn't know there was a debate between scholars that was based on teaching keyboarding before letting students use computers for writing.
2. The "U.S. Department of Education recommends that 30% of a school district's technology budget be spent on professional development, currently only 6% is being appropriated for this endeavour." So basically, the Dept of Ed wants teachers to be technology savvy and have even instructed schools to set aside spending for just that, but very few teachers are getting trained.
3."Standards for the English Language Arts (NCTE/IRA, 1996)" says "teachers should begin 'giving students the enjoyment and pride of sometimes being their teachers' teachers.'" So by this standard, more teachers would be learning from their students and those students could potentially be intstructing a class how to work certain technology. Interesting idea, but they really had to make it a standard?
Two things I'd use in my class room:
1.Instead of just using the standard techniques of writing, such as papers, poems, etc, I would be able to incorporate "IMovies, or VoiceThread to have students tell their stories." I'm currently working on a lesson plan that does just that.
2.I could use websites designed to "interact with students with speech problems." I would be able to use tools such as "GameGOO: Learning That Sticks" for students who are at lower levels of learning in my class. Plus it could be fun to experiment with, just letting students see what options are out there for their use.
One question I have is:
If teachers are to use more and more technology in the classroom to better help their students, when is there a line drawn between too much techology and not enough actually "teaching?"
1. A keyboard is called a "QWERTY keyboard." I know I've heard of the term before, but I honestly didn't know what people were talking about when they said that name. I also didn't know there was a debate between scholars that was based on teaching keyboarding before letting students use computers for writing.
2. The "U.S. Department of Education recommends that 30% of a school district's technology budget be spent on professional development, currently only 6% is being appropriated for this endeavour." So basically, the Dept of Ed wants teachers to be technology savvy and have even instructed schools to set aside spending for just that, but very few teachers are getting trained.
3."Standards for the English Language Arts (NCTE/IRA, 1996)" says "teachers should begin 'giving students the enjoyment and pride of sometimes being their teachers' teachers.'" So by this standard, more teachers would be learning from their students and those students could potentially be intstructing a class how to work certain technology. Interesting idea, but they really had to make it a standard?
Two things I'd use in my class room:
1.Instead of just using the standard techniques of writing, such as papers, poems, etc, I would be able to incorporate "IMovies, or VoiceThread to have students tell their stories." I'm currently working on a lesson plan that does just that.
2.I could use websites designed to "interact with students with speech problems." I would be able to use tools such as "GameGOO: Learning That Sticks" for students who are at lower levels of learning in my class. Plus it could be fun to experiment with, just letting students see what options are out there for their use.
One question I have is:
If teachers are to use more and more technology in the classroom to better help their students, when is there a line drawn between too much techology and not enough actually "teaching?"
Saturday, October 16, 2010
Chapter 8
Three things from Chapter 8 that I learned were:
1. The term "telecollaborations" which has a "three general application category" assigned to it. These three categories are: "interpersonal exchanges" which students are able to be in contact with other students or teachers through some sort of technology, "information collection and analysis" which allow students to access information from a database kind of system, and "problem solving" in which students work together to solve a problem, come up with different solutions, etc.
2. "Webquests" is the fancy term for students working together to solve problems where they are required to do several tasks in anticipation of figuring out a solution.
3. "PERL" which is like a way for people to access answers from webpages in a live conference or layout on servers. Basically, it's like asking someone a question face to face, but rather on the internet and then getting live feedback.
Two things I'd use in my classroom are:
1."KIDLINK's" because I think it's very important for my students to learn what other kids in other countries or parts of their own country are doing, when they do it, what they are learning, etc. With this kind of technology, kids are allowed to create documents about their own way of learning or what's being taught in classrooms around the world. It gives kids the opportunity to experience a new culture and find new topics of interest to them.
2. "Electronic Field Trip" because, again, students will be able to experience something they would not normally get to do. The Smithsonian would be an amazing place to tour, but most schools can't afford to send students there, so a virtual tour or field trip to a place like that would be very informative and an experience that students wouldn't forget. It lets students of all ages, backgrounds, cultures, and social classes be equal in the opportunities presented in these field trips.
One question I have from this chapter is:
While people have online classes and are allowed or made to turn in their homework through some sort of internet database, the chapter says "FTPs" are the way to do it, but what about PDF files? Don't they do the same job as "FTPs"?
1. The term "telecollaborations" which has a "three general application category" assigned to it. These three categories are: "interpersonal exchanges" which students are able to be in contact with other students or teachers through some sort of technology, "information collection and analysis" which allow students to access information from a database kind of system, and "problem solving" in which students work together to solve a problem, come up with different solutions, etc.
2. "Webquests" is the fancy term for students working together to solve problems where they are required to do several tasks in anticipation of figuring out a solution.
3. "PERL" which is like a way for people to access answers from webpages in a live conference or layout on servers. Basically, it's like asking someone a question face to face, but rather on the internet and then getting live feedback.
Two things I'd use in my classroom are:
1."KIDLINK's" because I think it's very important for my students to learn what other kids in other countries or parts of their own country are doing, when they do it, what they are learning, etc. With this kind of technology, kids are allowed to create documents about their own way of learning or what's being taught in classrooms around the world. It gives kids the opportunity to experience a new culture and find new topics of interest to them.
2. "Electronic Field Trip" because, again, students will be able to experience something they would not normally get to do. The Smithsonian would be an amazing place to tour, but most schools can't afford to send students there, so a virtual tour or field trip to a place like that would be very informative and an experience that students wouldn't forget. It lets students of all ages, backgrounds, cultures, and social classes be equal in the opportunities presented in these field trips.
One question I have from this chapter is:
While people have online classes and are allowed or made to turn in their homework through some sort of internet database, the chapter says "FTPs" are the way to do it, but what about PDF files? Don't they do the same job as "FTPs"?
Sunday, October 10, 2010
Chapter 7
Three things I didn't know about the chapter were:
1."The U.S. Department of Defense developed the first version of the Internet during the 1970's to allow quick communication among researchers working on DOD projects in about 30 locations." I honestly wasn't sure who developed the first version of the net, but I found this very interesting considering it was our DOD. I thought maybe it was NASA or something.
2. Mosaic was "the very first web browser." Because of the graphics it used there was a huge spike of Internet use and then the Net progressed into what it is today, kind of like wildfire.
3.Metacrawlers "programs use more than one search engine at the same time to locate things." Examples: Dogpile and Hotbot. I've heard of these search engines, but I didn't know they used several others to find the information. I kind of thought all search engines used each other to find the information asked for. So this was news to me.
Two things I'd use in my classroom are:
1. Blogs-As an English teacher this could be very useful because it would allow me to assess students' writing as they do weekly journal entries, it would allow for participation points, and I think students would enjoy reflecting on the literature they are reading in their own words and on their own time.
2.Electronic Whiteboards aka smartboards-Highly effective in giving a presentation or demonstrating what students are supposed to be doing for their assignments. The smartboard is a nice break from chalk or markers too, seems to be more interactive with students and breathes new life into a classroom.
One question I have about the chapter is: Why isn't videoconferencing used more today than it is? Does the problem lie within the technology itself or with the operators or with the amount of time in which a person has to set it up and take it down?
1."The U.S. Department of Defense developed the first version of the Internet during the 1970's to allow quick communication among researchers working on DOD projects in about 30 locations." I honestly wasn't sure who developed the first version of the net, but I found this very interesting considering it was our DOD. I thought maybe it was NASA or something.
2. Mosaic was "the very first web browser." Because of the graphics it used there was a huge spike of Internet use and then the Net progressed into what it is today, kind of like wildfire.
3.Metacrawlers "programs use more than one search engine at the same time to locate things." Examples: Dogpile and Hotbot. I've heard of these search engines, but I didn't know they used several others to find the information. I kind of thought all search engines used each other to find the information asked for. So this was news to me.
Two things I'd use in my classroom are:
1. Blogs-As an English teacher this could be very useful because it would allow me to assess students' writing as they do weekly journal entries, it would allow for participation points, and I think students would enjoy reflecting on the literature they are reading in their own words and on their own time.
2.Electronic Whiteboards aka smartboards-Highly effective in giving a presentation or demonstrating what students are supposed to be doing for their assignments. The smartboard is a nice break from chalk or markers too, seems to be more interactive with students and breathes new life into a classroom.
One question I have about the chapter is: Why isn't videoconferencing used more today than it is? Does the problem lie within the technology itself or with the operators or with the amount of time in which a person has to set it up and take it down?
Sunday, September 26, 2010
Chapter 5
Three things I've learned in this chapter were:
1. Test genterators which is a program that creates tests in an outlined manor so that the teacher doesn't have to worry about creating the layout themselves, it also randomizes the questions so that a teacher can give several versions of the same test, gives the option for "selective questions that pertain to a specific content area," also the program gives an answer key for the teacher for all the different versions of the tests. I didn't know there was a tool out there to help in creating tests for teachers, if they decided to do so on their own. This helps to save time and gives the teacher options in their grading.
2.I had never heard about the CAT software. I found it very helpful because this software gives a teacher the ability to test students at their own level, however it's also very "controversial" because it's not the best form of testing and "it actually discriminates against some students. I can see the point for and against. It gives teachers a different option for testing that might help students in a lower level of learning gain the confidence in a specific subject that would increase their learning, but at the same time kids could feel that they aren't being treated equal, resulting in them not performing well.
3.Electronic Dictionaries (World Atlases) They actually pronounce the word for people in case they can't read the little marks over the letters and stuff. Totally cool! It's like a little encyclopedia and dictionary/atlas all in one. I had no idea that there was software out there like this, unless it's similar to google mapping. This could be super helpful in trying to teach children how to read or even geography.
Two things I would find helpful as a teacher are:
The Materials Generator would be helpful because I could make rubrics, pdf's, and since I'm going to be an English teacher I could use the desktop publishing software too. Rubics are great for kids to know what "hoops" to jump through and the publishing software is helpful for assignments.
Individualized Education Program Generators would be helpful to assess how students are doing, where they're at, where they should be, how long it will take to get them there, and etc. It's a great way to know which students will need a little more help, different assignements, and so on, but hopefully able to keep them in the class with the rest of the students rather then sending them away for other help, but then again also knowing if they need that extra help I wouldn't be able to give them.
My question is about the Accelerated Reader program: Do teachers actually teach the kids to read if they have this program lined up or do they feel the program was designed to take over the teaching in that area?
1. Test genterators which is a program that creates tests in an outlined manor so that the teacher doesn't have to worry about creating the layout themselves, it also randomizes the questions so that a teacher can give several versions of the same test, gives the option for "selective questions that pertain to a specific content area," also the program gives an answer key for the teacher for all the different versions of the tests. I didn't know there was a tool out there to help in creating tests for teachers, if they decided to do so on their own. This helps to save time and gives the teacher options in their grading.
2.I had never heard about the CAT software. I found it very helpful because this software gives a teacher the ability to test students at their own level, however it's also very "controversial" because it's not the best form of testing and "it actually discriminates against some students. I can see the point for and against. It gives teachers a different option for testing that might help students in a lower level of learning gain the confidence in a specific subject that would increase their learning, but at the same time kids could feel that they aren't being treated equal, resulting in them not performing well.
3.Electronic Dictionaries (World Atlases) They actually pronounce the word for people in case they can't read the little marks over the letters and stuff. Totally cool! It's like a little encyclopedia and dictionary/atlas all in one. I had no idea that there was software out there like this, unless it's similar to google mapping. This could be super helpful in trying to teach children how to read or even geography.
Two things I would find helpful as a teacher are:
The Materials Generator would be helpful because I could make rubrics, pdf's, and since I'm going to be an English teacher I could use the desktop publishing software too. Rubics are great for kids to know what "hoops" to jump through and the publishing software is helpful for assignments.
Individualized Education Program Generators would be helpful to assess how students are doing, where they're at, where they should be, how long it will take to get them there, and etc. It's a great way to know which students will need a little more help, different assignements, and so on, but hopefully able to keep them in the class with the rest of the students rather then sending them away for other help, but then again also knowing if they need that extra help I wouldn't be able to give them.
My question is about the Accelerated Reader program: Do teachers actually teach the kids to read if they have this program lined up or do they feel the program was designed to take over the teaching in that area?
Saturday, September 18, 2010
Where's The Beef?
Three aspects of this article that I either didn't know about before reading it or hadn't thought of before reading it were: The mode idea that explains how "students will develop a 'fluency'" for each type of techonolgy based learning depending on their preferences in that technology. I can see how students would be able to get their messages out better and also understand what a teacher is looking for if they are working with technology that best fits their needs. I hadn't thought about "having mulitple data sets for students that included actual artifacts of student work" before because as an English teacher it always seemed that papers were the be all and end all. However, by having little portfolios for students with all of their materials included is a way to help them in the future. They will be able to look back at all their work and the combination of technology based work with papers and better understand what they were supposed to be learning in the first place. I also hadn't really thought about how "serious pieces of work by students" in the field of technology would be applied to their learning skills, but reading this article made me realize that if a student spends time on their piece, having the technology best fit them first, then they are more likely to figure out how to learn in a more efficient way and also take learning more serious.
Two tidbits I got out of this article that will help me in my teaching process are: "Having students create a book trailer or a soundtrack of the books journey" which will show that the student truly understands the book and is able to be creative, analytical, and productive in their ability to learn. The other tidbit was asking students questions that would help me to match them up with the proper technology for them to learn with. That was a genius idea that I would have never thought about. All students are different, they learn better in different formats, so they should be match accordingly.
My question is: What is an Animato?
P.S. I liked the picture of the cow and how it maps out different communications. I specifically liked the numbers 10, 11, and 13 because I want to be an English teacher and that's kind of the heart of English writing. So, I thought it was interesting that those three communications were located close to the heart.
Two tidbits I got out of this article that will help me in my teaching process are: "Having students create a book trailer or a soundtrack of the books journey" which will show that the student truly understands the book and is able to be creative, analytical, and productive in their ability to learn. The other tidbit was asking students questions that would help me to match them up with the proper technology for them to learn with. That was a genius idea that I would have never thought about. All students are different, they learn better in different formats, so they should be match accordingly.
My question is: What is an Animato?
P.S. I liked the picture of the cow and how it maps out different communications. I specifically liked the numbers 10, 11, and 13 because I want to be an English teacher and that's kind of the heart of English writing. So, I thought it was interesting that those three communications were located close to the heart.
Sunday, September 12, 2010
Chapter 3
Three things I learned in this chapter were the "linear tutorial and how it is used for instructing kids. Mayes and the studies that found 'teaching sequenced planning to solve problems to high -ability learners could interfere with their own effective processing.' The last thing that hit me was how Integrated learning systems worked with summary reports of student progress and so on."
Two things that could help my teaching are "the Drill and practice software functions with the flash card activity, branching drill, extensive feedback activities. The other thing I thought could really help out was using instructional games in teaching. So instead of worksheets there would be computer software for exercises, it would help teach cooperative group working skills, and it could also be used as a reward. "
One question I have is: If teachers use this technology to replace whole assignments or teaching processes then will we even need teachers 20 years from now?
Two things that could help my teaching are "the Drill and practice software functions with the flash card activity, branching drill, extensive feedback activities. The other thing I thought could really help out was using instructional games in teaching. So instead of worksheets there would be computer software for exercises, it would help teach cooperative group working skills, and it could also be used as a reward. "
One question I have is: If teachers use this technology to replace whole assignments or teaching processes then will we even need teachers 20 years from now?
Chapter 2
"I wasn't aware of the objectivism vs contructivist learning debate where objectivism is behavioral learning while constuctivist is a congnative learning ability. I hadn't heard about John Dewey and his social activism theory before and how he felt that social consciousness was the ultimate aim of all education, learning was useful only in the contet of social experience. I had never even heard of Vygotsky before or the idea of zone of proximal development before either."
For the two things in this chapter that will help me with my teaching, I'd say they were the TIP model for teachers because it helps to define how to use technology effectively in class and the other was the AUP which will help me show my students that research and technology are useful tools that have great consequences for bad behavior with them.
My question is does an AUP actually work? Most kids will do what they want when they want and have there really been any accounts of students not sticking to their signed agreement?
For the two things in this chapter that will help me with my teaching, I'd say they were the TIP model for teachers because it helps to define how to use technology effectively in class and the other was the AUP which will help me show my students that research and technology are useful tools that have great consequences for bad behavior with them.
My question is does an AUP actually work? Most kids will do what they want when they want and have there really been any accounts of students not sticking to their signed agreement?
Thursday, September 9, 2010
Chapter 1 Reading Reflection
Three things I learned in this chapter were that "technology in education started with the audio visual movement of the 1930's". I didn't know that "most technology was dominated by males and certain ethnic groups". I also wasn't aware that the "NCLB act requires that all government funded programs demostrate benefits with 'scientifically based research'".
Two connections between the material and my teaching are that I will have to comply with the NCLB act of 2001 and that I will have to make sure that I use technology that leans more toward an equality for every one of my students.
My question from this portion of material is why should teachers and students be tested on their technology abilities in schools when there could be more important tests to be evaluated?
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