Thursday, March 25, 2010
Thursday, March 18, 2010
NETS Collaborative PowerPoint Rubric - NETS II
For this assignment our group collectively decided what to look for when assessing our Power Point presentations.
Tuesday, March 16, 2010
Journal 5: Science on the Big Screen, NETS V
Schwartz, M., & Thormann, J. (2009). Science on the big screen. International society for technology and education, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25243&DirectListComboInd=D
The article addresses the needs of special needs students with the option of having an interactive whiteboard. Some teachers feel that students with special needs will benefit, since a particular area of science such as particles and the behavior of those particles is a difficult concept to grasp for these students. The idea is to ask probing, open-ended questions in order to seek a deeper level of comprehension. The article discusses the collaborative lesson idea as the University of Colorado has free physics education technology interactive simulations. The whiteboard actually records the lesson as the class digitally structures it. The simulation from U of Colorado can take place in front of the whole class on a big screen. The article discusses the convenience of having a digital running record of what the lesson included in order to assess students’ learning. The article suggests that the multiple intelligence theory is provided for with the help of the big screen such as movie clips for the auditory learner. This article’s last paragraph addresses age ranges and concludes that this technology is for all ages of learners.
1. How expensive is this technology? Will students have to share? The tool is new and yes this may come at a price, however, the benefits outnumber the risks. Schools can hold special fundraisers where all the proceeds of a silent auction, for example, will go directly for the strict use of purchasing these white boards. Parents are likely to be on board with this technology. Parents can assist with grant writing opportunities.
2. What happens at the end of the year, do the white boards stay in the classroom or do they go to the next level with the students? That can be planned out and decided by school districts and how they want to use them. Making contact with others in the technology community may help with infrastructure.
The article addresses the needs of special needs students with the option of having an interactive whiteboard. Some teachers feel that students with special needs will benefit, since a particular area of science such as particles and the behavior of those particles is a difficult concept to grasp for these students. The idea is to ask probing, open-ended questions in order to seek a deeper level of comprehension. The article discusses the collaborative lesson idea as the University of Colorado has free physics education technology interactive simulations. The whiteboard actually records the lesson as the class digitally structures it. The simulation from U of Colorado can take place in front of the whole class on a big screen. The article discusses the convenience of having a digital running record of what the lesson included in order to assess students’ learning. The article suggests that the multiple intelligence theory is provided for with the help of the big screen such as movie clips for the auditory learner. This article’s last paragraph addresses age ranges and concludes that this technology is for all ages of learners.
1. How expensive is this technology? Will students have to share? The tool is new and yes this may come at a price, however, the benefits outnumber the risks. Schools can hold special fundraisers where all the proceeds of a silent auction, for example, will go directly for the strict use of purchasing these white boards. Parents are likely to be on board with this technology. Parents can assist with grant writing opportunities.
2. What happens at the end of the year, do the white boards stay in the classroom or do they go to the next level with the students? That can be planned out and decided by school districts and how they want to use them. Making contact with others in the technology community may help with infrastructure.
Journal 4: Finding Students Who Learn With Media, NETS V
Bull, G., Alexander, C., & Ferster, B. (2009). Finding students who learn with media. International society for technology and education, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25255&DirectListComboInd=D
Finding Students Who Learn with Media, by Bull, Alexander, and Ferster is about implementing web-based authoring tools, such as Primary access MovieMaker which offers students practice in combining their ideas, primary source pictures, even audio narrating in order to make movies. The movie production becomes part of the curriculum. Students have access to primary source documents in well known institutions such as the Library of Congress and the Smithsonian Institute. The article goes on to state that the implementation in schools is a productive way to engage students in learning. Class time has become more efficient. There has been established a solution to the time consuming video editing equipment of the past. There is actual data assessing students’ engagement levels. There are four levels of engagement that were classified, high technology/high content, high technology/low content, low technology/high content, and low technology/low content. The article offers advice on differentiating instruction through the performance assessment results. I agree with the article that retention is greater by learning the material in this way. Learning history in this way adds depth to the dates and names we memorize. Howard Gardner’s theory of multiple intelligences says that not all students learn the same way. The opportunity to make a movie about history supports the multiple intelligence theory with having different tasks to match the learner’s style.
1. Does this type of assignment isolate the student with little to no computer proficiency? There are many different tasks that the learner has the opportunity to engage in. I think this activity would sharpen, strengthen, and polish a learner’s set of skills.
2. Because this is student directed, how much feedback is necessary for teachers to give students? The teacher offers as much is needed. The teacher allows for students to self direct with a set of goals in mind. The teacher is going to facilitate with questions and scaffold the student as they become experts with the media themselves.
Finding Students Who Learn with Media, by Bull, Alexander, and Ferster is about implementing web-based authoring tools, such as Primary access MovieMaker which offers students practice in combining their ideas, primary source pictures, even audio narrating in order to make movies. The movie production becomes part of the curriculum. Students have access to primary source documents in well known institutions such as the Library of Congress and the Smithsonian Institute. The article goes on to state that the implementation in schools is a productive way to engage students in learning. Class time has become more efficient. There has been established a solution to the time consuming video editing equipment of the past. There is actual data assessing students’ engagement levels. There are four levels of engagement that were classified, high technology/high content, high technology/low content, low technology/high content, and low technology/low content. The article offers advice on differentiating instruction through the performance assessment results. I agree with the article that retention is greater by learning the material in this way. Learning history in this way adds depth to the dates and names we memorize. Howard Gardner’s theory of multiple intelligences says that not all students learn the same way. The opportunity to make a movie about history supports the multiple intelligence theory with having different tasks to match the learner’s style.
1. Does this type of assignment isolate the student with little to no computer proficiency? There are many different tasks that the learner has the opportunity to engage in. I think this activity would sharpen, strengthen, and polish a learner’s set of skills.
2. Because this is student directed, how much feedback is necessary for teachers to give students? The teacher offers as much is needed. The teacher allows for students to self direct with a set of goals in mind. The teacher is going to facilitate with questions and scaffold the student as they become experts with the media themselves.
Journal 3: Keeping The Peace, NETS V
Levinson, M. (2009). Keeping the peace. International society for technology and education, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25237&DirectListComboInd=D
The article describes a community torn between whether or not middle school students should or should not have the privilege of operating a laptop at home and at school, which was provided by the school. There is an upset by some parents who feel that the children need more restrictions on the usage of the laptops. One side of the controversy feels that information and technology should be readily available and the other feels that the laptops are not being used appropriately. One student was showing a view of his mom in her nightgown to one of his buddies. Internet messaging is the underlying issue that has sparked the parent and teacher’s fury. The resulting negotiation was to block the iChat feature on the laptops. The issue had turned to a violation of freedom of speech debacle. The article also has statements made by each side of the argument. As a result, there are steps now in place to prepare all parties involved in advance. The article covers the new strategies in a boot camp to orient the students; connections with an organization focused on media and helping families make informed choices regarding media. There are training sessions available on how to research online, technology workshops, parent workshops in place to connect laptop use between home and school, an acceptable use policy, that must be signed, and the IM program has been limited to school-permission only use.
1.If the student should miss the boot camp orientation will there be a make up opportunity? Yes, the school administration will have the demonstration saved as a presentation in a PowerPoint style document that can be retrieved my faculty, parents, and students. This will also be available for a point of reference.
2. What are the consequences for misuse? The consequences will be based on the offense. Community service may be implemented for serious negligence.
The article describes a community torn between whether or not middle school students should or should not have the privilege of operating a laptop at home and at school, which was provided by the school. There is an upset by some parents who feel that the children need more restrictions on the usage of the laptops. One side of the controversy feels that information and technology should be readily available and the other feels that the laptops are not being used appropriately. One student was showing a view of his mom in her nightgown to one of his buddies. Internet messaging is the underlying issue that has sparked the parent and teacher’s fury. The resulting negotiation was to block the iChat feature on the laptops. The issue had turned to a violation of freedom of speech debacle. The article also has statements made by each side of the argument. As a result, there are steps now in place to prepare all parties involved in advance. The article covers the new strategies in a boot camp to orient the students; connections with an organization focused on media and helping families make informed choices regarding media. There are training sessions available on how to research online, technology workshops, parent workshops in place to connect laptop use between home and school, an acceptable use policy, that must be signed, and the IM program has been limited to school-permission only use.
1.If the student should miss the boot camp orientation will there be a make up opportunity? Yes, the school administration will have the demonstration saved as a presentation in a PowerPoint style document that can be retrieved my faculty, parents, and students. This will also be available for a point of reference.
2. What are the consequences for misuse? The consequences will be based on the offense. Community service may be implemented for serious negligence.
Journal 2: Using Podcasts to Develop a Global Perspective, NETS V
Maguth, B.M., & Elliott, J. (2009). Using Podcasts to develop a global perspective. International society for technology and education, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25244&DirectListComboInd=D
A science, technology, engineering, and math high school in Columbus Ohio developed a podcast in order to research and deepen their understanding of global warming from a global perspective. The article follows the progress of this class activity as the students conduct research of individuals and the indiduals'opinions to the degree of "getting in character" and performing a debate in a "Meet the Press" style. The students wrote their scripts based on the characters and the beliefs that were collected as a result of research. The students were responsible for recording the debates using the software the students also showcased their piece on the internet.
The article explains that educators are responsible for making students aware of challenges the global community faces and to teach about the culturally diverse populations which exist.
1.This is a great idea! How much time do we give students to put this together? I would have this be a supplement to a unit plan. This would take some time to do, however a semester long should be sufficient.
2.What about the students who are less likely to want to put themselves "out there" on the internet? Or maybe even parents who are reluctant to the idea? Well, as a teacher I would of course be persuasive with the importance of the subject matter, in this case, global issues, and reiterate the importance and value of understanding these issues that plague or enrich our world. Of course I may have parents who utterly disagree and then I will let them know that there will be sufficient opportunity for their student to participate in the research, planning, recording, or editing opportunity.
A science, technology, engineering, and math high school in Columbus Ohio developed a podcast in order to research and deepen their understanding of global warming from a global perspective. The article follows the progress of this class activity as the students conduct research of individuals and the indiduals'opinions to the degree of "getting in character" and performing a debate in a "Meet the Press" style. The students wrote their scripts based on the characters and the beliefs that were collected as a result of research. The students were responsible for recording the debates using the software the students also showcased their piece on the internet.
The article explains that educators are responsible for making students aware of challenges the global community faces and to teach about the culturally diverse populations which exist.
1.This is a great idea! How much time do we give students to put this together? I would have this be a supplement to a unit plan. This would take some time to do, however a semester long should be sufficient.
2.What about the students who are less likely to want to put themselves "out there" on the internet? Or maybe even parents who are reluctant to the idea? Well, as a teacher I would of course be persuasive with the importance of the subject matter, in this case, global issues, and reiterate the importance and value of understanding these issues that plague or enrich our world. Of course I may have parents who utterly disagree and then I will let them know that there will be sufficient opportunity for their student to participate in the research, planning, recording, or editing opportunity.
Journal 1: Computing in the Clouds, NETS V
Johnson, D. (2009). Computing in the clouds. International society for technology and education, 37(4), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm
This article is about storing information and operating on a computer and relying on applications and file storage that are housed in a local area network, district intranet, or the Internet. The article discusses the benefits to computing in the clouds like having access to your information in various places, not just from home or school. Using web –based applications are free as opposed to hard drive stored software which can be costly. The article articulates a full glossary of terms for the reader. This author is making an appeal to teachers and administrators for grades k-12 where funds and resources are limited. The author goes on to give the advantages for using such web-based applications for the common productivity tasks utilized in a classroom environment. The term was coined by the often used metaphor and graphic, cloud, in reference to the Internet or network diagrams which are “up in the air”.
1.How soon can this form of computing be implemented?
School principals can organize the Parent-Teacher Organizations and do a presentation. The teachers themselves will see the advantages of cloud computing and filter to students and parents in a class meeting. For some this will catch on immediately and for others this may take some time.
2.How can this influence a positive learning environment?
With the help of collaborative documentation sharing applications, such as Google Docs, students can work independently and interdependently on research and reports. Students’ relationships will flourish with relevant ideas for discussions. Instead of talking about going to the mall on Saturday, the class will be discussing the future of hedge funds – a teacher can wish, right?
This article is about storing information and operating on a computer and relying on applications and file storage that are housed in a local area network, district intranet, or the Internet. The article discusses the benefits to computing in the clouds like having access to your information in various places, not just from home or school. Using web –based applications are free as opposed to hard drive stored software which can be costly. The article articulates a full glossary of terms for the reader. This author is making an appeal to teachers and administrators for grades k-12 where funds and resources are limited. The author goes on to give the advantages for using such web-based applications for the common productivity tasks utilized in a classroom environment. The term was coined by the often used metaphor and graphic, cloud, in reference to the Internet or network diagrams which are “up in the air”.
1.How soon can this form of computing be implemented?
School principals can organize the Parent-Teacher Organizations and do a presentation. The teachers themselves will see the advantages of cloud computing and filter to students and parents in a class meeting. For some this will catch on immediately and for others this may take some time.
2.How can this influence a positive learning environment?
With the help of collaborative documentation sharing applications, such as Google Docs, students can work independently and interdependently on research and reports. Students’ relationships will flourish with relevant ideas for discussions. Instead of talking about going to the mall on Saturday, the class will be discussing the future of hedge funds – a teacher can wish, right?
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