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?
Sunday, October 31, 2010
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?
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