So we used two new resources tonight in class: Inspiration and GradeSource. Both seem very useful.
I had no idea how easy grade-keeping could be. But in just a few minutes of using GradeSource, I explored nearly all the features of the site. This seems like an excellent way to facilitate communication between teacher and parent, teacher and student, and parent and student. Click here to see the sample I made.
The Inspiration was a very different resource than GradeSource. But they both allow visual relaying of information. The Inspiration software seems like it could significantly improve students' grades. By allowing them to organize in an easy and fun way, they could keep track of their assignments and schedules. You can click here to see my "Last 5 Years" sample.
Tuesday, March 25, 2008
K-12 Online Conference
Click here to see the K-12 Online Conference session I attended.
The presenter, Clarence Fisher, is from a small town of 1000 people. He says that he doesn't feel isolated, though, because of the technology which connects him and his students to the rest of the world; he loves collaboration, even internationally. Classroom 2.0, he says, is necessary for redefining our concepts of education, which he believes is a "vital resource" to the U.S. and the rest of the world. And he believes that teachers should be proactive in helping students learn, using the tools available. It's not only about tools, though; he says it's about pedagogy, the methods we use to teach. Teachers, he says, shouldn't wait to be told how to do this; they should consider what is available to them and put it to use. Though curriculum, he says, is mandated, teachers can use it in a variety of ways. The relationship to the curriculum is more important than the curriculum itself, he says. This quote from the link sums it up nicely: "He is an advocate of classroom 2.0, learning spaces that take complete advantage of the tools that are available to learners in their quest to learn rather than having school be something that is done to them."
I learned that the information and tools available for today's classroom is vastly different than those available in the past. That means that teachers should adjust their teaching accordingly. Unfortunately, I think many teachers are stuck in their old ways of doing things. But why not take advantage of things which will promote learning? Learning is, after all, the goal of teaching. I liked the fact that he pointed out that, at the end of the day, it's not about tools. It's about how teachers use the tools to promote learning.
The presenter, Clarence Fisher, is from a small town of 1000 people. He says that he doesn't feel isolated, though, because of the technology which connects him and his students to the rest of the world; he loves collaboration, even internationally. Classroom 2.0, he says, is necessary for redefining our concepts of education, which he believes is a "vital resource" to the U.S. and the rest of the world. And he believes that teachers should be proactive in helping students learn, using the tools available. It's not only about tools, though; he says it's about pedagogy, the methods we use to teach. Teachers, he says, shouldn't wait to be told how to do this; they should consider what is available to them and put it to use. Though curriculum, he says, is mandated, teachers can use it in a variety of ways. The relationship to the curriculum is more important than the curriculum itself, he says. This quote from the link sums it up nicely: "He is an advocate of classroom 2.0, learning spaces that take complete advantage of the tools that are available to learners in their quest to learn rather than having school be something that is done to them."
I learned that the information and tools available for today's classroom is vastly different than those available in the past. That means that teachers should adjust their teaching accordingly. Unfortunately, I think many teachers are stuck in their old ways of doing things. But why not take advantage of things which will promote learning? Learning is, after all, the goal of teaching. I liked the fact that he pointed out that, at the end of the day, it's not about tools. It's about how teachers use the tools to promote learning.
Tuesday, March 18, 2008
Assignment #4
Click here to see my lesson plan.
What tools would you need to add this technology to your lesson? I would need one computer plus a projector if using YouTube. They would need to be set up so the class could see the movie as projected from the internet/computer onto the overhead screen.
How would technology change the learning environment? How does it make the lesson more learner-centered? This technology would change the learning environment and make the lesson more learner-centered by taking the attention off of the teacher and putting it on the volunteer student, which would encourage participation from the whole class. It would cause students to be visually and audibly engaged moreso than listening to simple lecture. It would add humor and/or relevancy to the class, by relating to them a well-known video clip.
What are some possible challenges to adding this technology and how could they be overcome? The biggest likely challenge would be lack of equipment. Some schools may not have projectors. Also, internet might not be available or might not be working right, which would be a problem when accessing YouTube. Both could be overcome by arranging an alternative ahead of time. For example, a DVD clip could be shown on a television screen instead.
What NETS for Students does this plan cover? How does it cover this standard? 6b- "select and use applications effectively and productively." Students would use YouTube to find an appropriate clip to show the class.
3b-"locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media." Students would use YouTube as a media sources to synthesize the lesson objective with modern examples.
What tools would you need to add this technology to your lesson? I would need one computer plus a projector if using YouTube. They would need to be set up so the class could see the movie as projected from the internet/computer onto the overhead screen.
How would technology change the learning environment? How does it make the lesson more learner-centered? This technology would change the learning environment and make the lesson more learner-centered by taking the attention off of the teacher and putting it on the volunteer student, which would encourage participation from the whole class. It would cause students to be visually and audibly engaged moreso than listening to simple lecture. It would add humor and/or relevancy to the class, by relating to them a well-known video clip.
What are some possible challenges to adding this technology and how could they be overcome? The biggest likely challenge would be lack of equipment. Some schools may not have projectors. Also, internet might not be available or might not be working right, which would be a problem when accessing YouTube. Both could be overcome by arranging an alternative ahead of time. For example, a DVD clip could be shown on a television screen instead.
What NETS for Students does this plan cover? How does it cover this standard? 6b- "select and use applications effectively and productively." Students would use YouTube to find an appropriate clip to show the class.
3b-"locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media." Students would use YouTube as a media sources to synthesize the lesson objective with modern examples.
Thursday, March 6, 2008
Special Needs and Technology
This is one of the "10 reflective or informative entries regarding technology and/or teaching."
I observed some special needs classrooms today. And I heard something really neat from one of the teachers of the moderately-functioning class. (These students have cerebral palsy, Downs syndrome, etc.)
When I went into the room, three students were working on computers. I was a little surprised that they were able to, honestly. I know that's ignorant of me, sorry. But she explained that the computers are, in fact, excellent tools for helping these students.
"Luke," she said, "we've been working with since 7th grade [2 years], and we could never get him to remember his personal information. But since we started this computer lab a few weeks ago, he knows his address and everything." Typing this information out several times and seeing it on a computer screen somehow helped Luke, a student with cerebral palsy, remember his name, address, phone number, etc.
Luke wasn't the only student who benefited though. Sam, a girl with Downs syndrome, was also learning how to type her information on the computer. And Jess, another girl, was creating PowerPoint presentations.
Every student in this moderately-functioning class is getting ready to give country reports and use PowerPoint to present them to the class.
I was just a little amazed that these students could use computers in a way that impacted their learning. I thought computers might be difficult for someone who has Downs syndrome, but that's just not true. Considering we're in this Tech. in Ed. class, it's important to figure out how we can integrate technology it into our future general classrooms which will likely contain high-functioning special needs students.
Great experience.
I observed some special needs classrooms today. And I heard something really neat from one of the teachers of the moderately-functioning class. (These students have cerebral palsy, Downs syndrome, etc.)
When I went into the room, three students were working on computers. I was a little surprised that they were able to, honestly. I know that's ignorant of me, sorry. But she explained that the computers are, in fact, excellent tools for helping these students.
"Luke," she said, "we've been working with since 7th grade [2 years], and we could never get him to remember his personal information. But since we started this computer lab a few weeks ago, he knows his address and everything." Typing this information out several times and seeing it on a computer screen somehow helped Luke, a student with cerebral palsy, remember his name, address, phone number, etc.
Luke wasn't the only student who benefited though. Sam, a girl with Downs syndrome, was also learning how to type her information on the computer. And Jess, another girl, was creating PowerPoint presentations.
Every student in this moderately-functioning class is getting ready to give country reports and use PowerPoint to present them to the class.
I was just a little amazed that these students could use computers in a way that impacted their learning. I thought computers might be difficult for someone who has Downs syndrome, but that's just not true. Considering we're in this Tech. in Ed. class, it's important to figure out how we can integrate technology it into our future general classrooms which will likely contain high-functioning special needs students.
Great experience.
Tuesday, March 4, 2008
After SMARTboard
After you do your SMART Board presentation add additional reflection regarding the SMART Board and teaching.
I just see, especially after presenting, that the SMARTboard can make lectures so much less boring. Mine was about how to use a thesaurus. How lame! But with the SMARTboard, it was so interactive. Visually, the students are stimulated. Kinesthetically, they are involved. It seems so much more effective than merely appealing to the auditory learners through lecture. We learned in Instructional Design that direct teaching, while necessary, is the most ineffective way for students to learn and retain information. The SMARTboard, though, opens opportunities for guided practice and the inquiry method. (Professor Garrett should give me bonus points for using her terms :-D. ) Why not take advantage of technology like this?
I just see, especially after presenting, that the SMARTboard can make lectures so much less boring. Mine was about how to use a thesaurus. How lame! But with the SMARTboard, it was so interactive. Visually, the students are stimulated. Kinesthetically, they are involved. It seems so much more effective than merely appealing to the auditory learners through lecture. We learned in Instructional Design that direct teaching, while necessary, is the most ineffective way for students to learn and retain information. The SMARTboard, though, opens opportunities for guided practice and the inquiry method. (Professor Garrett should give me bonus points for using her terms :-D. ) Why not take advantage of technology like this?
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