Comment 1
Jill said...
Stephanie, I too believe it is important to remember that teachers are more important than technology. Effective teachers should make every effort to learn new software and systems to integrate it in their planning and teaching. I haven't taught in an elementary school in 7 years,so I do feel overwhelmed. When I taught, I was often referred to by my principal to find out how students were using the internet in my class. I enjoyed using my "overhead" while teaching. Now in many schools, these are probably in the closet! Now, I need to learn a smart pad or elmo...like I said I feel like I missed a lot, but I am sure I will pick it up. Maybe I have enjoyed being in the dark :) Did I hear Dr. Wang gasp ?!
Comment 2
Jill said...
Hi Janet! I am from group 1. I saw on the tech site you had been frustrated figuring out the aspects of blogging. I know it's difficult. I hope Dr. Wang can help. Don't feel defeated. You are trying and not giving up and that shows something. I didn't know this class was on-line until the first day, and I too wish I had some more time going through some of the things in class. Keep hanging in there, and you'll be surprised at how much you end up gaining,but learning can be frustrating. It gives us perspective for children that struggle with reading or print with the correct formation.
Comment 3
Jill said...
Renee- Congratulations of making a web site for your church! That's incredible! Your new knowledge will help make it easier for new comers to learn about your church as well as transfer information to your members. I know everyone is excited about this new adventure you've begun!
Comment 4
Jill said...
Karen ( Renee) - I love your comments. Thanks for making it personal. I loved hearing about your grandmother's experience with distance learning. I also agree with your comments about assigning students work to do at home. Sometimes, the students have more "experience" than we would like them to have on the Internet, but not in the educational sense. I think we should always be mindful, that while the Internet is a powerful tool we can use for enhancing learning,it can also pose problems when students are not aware of the dangers they can concur when they ( maybe I should say parents) are not aware safeguards they should perhaps have at home.
March 5, 2008 8:03 AM
Comment 5
Melanie- This is an incredible resource for your class and for parents. I love that you have the fluency pages on there as well, b/c parents know exactly what you are testing for when checking on fluency. I love the idea of having everything available and knowing that as a parent, I could check the class's wiki space and see current projects,pictures, etc. Do you like the wiki page better than a website? Is it easier to do and upload information? Great job! Thanks for sharing!
Monday, May 5, 2008
Friday, May 2, 2008
Learning Definition Comments
Learning Definition Comments
Hey everyone- I will be glad to lead this one if that is okay with everyone. Just post your thoughts on learning and we will see if we can come up with a condensed yet conclusive definition. Melanie- good thoughts.
I believe learning occurs when connections are made relating newly acquired information to prior experience and knowledge, thus creating a new understanding.
I think Melanie's and Karen's examples are good ones b/c that is what children are doing when they first learn objects, colors and natural consequences.
Hey Karen- I think that for assessment purposes we as educators truly want our students to learn and not just quickly learn some facts to pass the test. I remember from all of my psych. classes I took for one of my concentrations, ... when something is rehearsed and put into short term memory it can stay there for a while... when it is retrieved and used over and over ( and it then becomes stored in our long term memories if it is retrieved enough). Now, that would not be information just to pull out for a test, but information that has been stored, retrieved over and over again and used in meaning ways. I kind of lean to think that while memorizing is not the learning we desire of our students, it may be a basic form of learning because we are acquiring the information evenif for a short while..it is then our choice to decide to make it meaningful and if it has value to us.
Thank you for your contributions. We are going figure this out :)
Jill
Hey girls! Here are a couple of things to think about.
We all agree that learning is a process and there are different reasons why we learn things. There are also different degrees- name, recite, describe, compare, analyze, evaluate... If we learn something and it is rehearsed ( practiced and stored away) then it becomes a memory- like memorizing facts, numbers...you can actually learn something and it may not have a lot of meaning to you then, but as you use the "memory" it will become meaningful and can even be built upon. Mult. facts are good examples to think about. Many students had to just memorize them and later became to understand what was actually happening to those numbers.( Now, I know that is not the way many of us teach today, b/c we want to teach the process first)
Here are some def. I found to think about:
An exercise of constructing personal knowledge that requires the learner to be mentally active rather than passively interpreting when recording information.
www.maine.gov/education/higher ed.Glossary/Glossary.htm
( I like the words actively interpreting...)
Learning is the acquisition and developing of memories and behaviors, including skills, knowledge, understanding values and wisdom. It is the goal of education and the product of experience.
Wikipedia
Maybe these will help. Let me know your thoughts!
Thanks-Jill
Thanks for reminding me about wikepedia. I had forgotten that anyone can contribute. In this case it might be okay to look at and compare what we believe. Thanks!
Don't apologize for what you believe. I think this has been good to really search the definition out. It is good to see all sides and see if we see things differently. I know what you mean about memorization getting more of a negative feeling. It should go against what we believe in our goals in teaching. I will try to compile "our definition" and see if you feel like it is reasonable.
*These are our definitions. Please read through and see if the last one is agreeable for all of our views.I am
trying to focus on what we do agree on.*
Learning is....
if a student remembers what is taught...if he remembers his current perspective and is challenged. Melanie
occurs when connections are made relating newly acquired information to prior experience and knowledge, thus creating a new understanding. Jill
when you take previous knowledge and extend it by applying to new situations. Daily
as aquiring a skill, process, or knowledge. Learning can be also building upon prior knowledge. When you learn, it is a memory that lasts. Stephanie
Candance commented through-out and said she agrees that learning is acquiring a skill, process, or knowledge,but does not agree with learning is a memory that lasts. She believes that there are different levels of learning and when you really learn something it can become a memory but they are two different things.
Here it is :)***************************************
Learning consists of acquiring a new skill, process, or knowledge and can be acquired by making new connections with prior experience and knowledge, thus creating new understanding and ability to apply newly acquired information.
Hey everyone- I will be glad to lead this one if that is okay with everyone. Just post your thoughts on learning and we will see if we can come up with a condensed yet conclusive definition. Melanie- good thoughts.
I believe learning occurs when connections are made relating newly acquired information to prior experience and knowledge, thus creating a new understanding.
I think Melanie's and Karen's examples are good ones b/c that is what children are doing when they first learn objects, colors and natural consequences.
Hey Karen- I think that for assessment purposes we as educators truly want our students to learn and not just quickly learn some facts to pass the test. I remember from all of my psych. classes I took for one of my concentrations, ... when something is rehearsed and put into short term memory it can stay there for a while... when it is retrieved and used over and over ( and it then becomes stored in our long term memories if it is retrieved enough). Now, that would not be information just to pull out for a test, but information that has been stored, retrieved over and over again and used in meaning ways. I kind of lean to think that while memorizing is not the learning we desire of our students, it may be a basic form of learning because we are acquiring the information evenif for a short while..it is then our choice to decide to make it meaningful and if it has value to us.
Thank you for your contributions. We are going figure this out :)
Jill
Hey girls! Here are a couple of things to think about.
We all agree that learning is a process and there are different reasons why we learn things. There are also different degrees- name, recite, describe, compare, analyze, evaluate... If we learn something and it is rehearsed ( practiced and stored away) then it becomes a memory- like memorizing facts, numbers...you can actually learn something and it may not have a lot of meaning to you then, but as you use the "memory" it will become meaningful and can even be built upon. Mult. facts are good examples to think about. Many students had to just memorize them and later became to understand what was actually happening to those numbers.( Now, I know that is not the way many of us teach today, b/c we want to teach the process first)
Here are some def. I found to think about:
An exercise of constructing personal knowledge that requires the learner to be mentally active rather than passively interpreting when recording information.
www.maine.gov/education/higher ed.Glossary/Glossary.htm
( I like the words actively interpreting...)
Learning is the acquisition and developing of memories and behaviors, including skills, knowledge, understanding values and wisdom. It is the goal of education and the product of experience.
Wikipedia
Maybe these will help. Let me know your thoughts!
Thanks-Jill
Thanks for reminding me about wikepedia. I had forgotten that anyone can contribute. In this case it might be okay to look at and compare what we believe. Thanks!
Don't apologize for what you believe. I think this has been good to really search the definition out. It is good to see all sides and see if we see things differently. I know what you mean about memorization getting more of a negative feeling. It should go against what we believe in our goals in teaching. I will try to compile "our definition" and see if you feel like it is reasonable.
*These are our definitions. Please read through and see if the last one is agreeable for all of our views.I am
trying to focus on what we do agree on.*
Learning is....
if a student remembers what is taught...if he remembers his current perspective and is challenged. Melanie
occurs when connections are made relating newly acquired information to prior experience and knowledge, thus creating a new understanding. Jill
when you take previous knowledge and extend it by applying to new situations. Daily
as aquiring a skill, process, or knowledge. Learning can be also building upon prior knowledge. When you learn, it is a memory that lasts. Stephanie
Candance commented through-out and said she agrees that learning is acquiring a skill, process, or knowledge,but does not agree with learning is a memory that lasts. She believes that there are different levels of learning and when you really learn something it can become a memory but they are two different things.
Here it is :)***************************************
Learning consists of acquiring a new skill, process, or knowledge and can be acquired by making new connections with prior experience and knowledge, thus creating new understanding and ability to apply newly acquired information.
IAE-Pedia Comment -Duplicate
Comment by Jill Byrd
Wow. That statement is strong. Should we allow teachers who are not computer literate and are not dedicated to find ways to utilize technology within their classrooms to be teachers in this day and age? With our world changing, I would have to think that a teacher would deprive herself of a great opportunity to do things much easier and faster. The resources available at the click of a link, or a typed word in a database could save a teacher many hours and help her better prepare for her students. As our world has increasingly become more digital and more technologically inclined, I would have to think that a teacher would be doing a disservice to her students if she weren't committed to learning how technology in the classroom can not only enhance lessons, but can be used to provide information and virtual experiences we could only dream of adding to the classroom even ten years ago. I believe that teachers are very valuable. Computers are not meant to replace our teaching, but will further serve to "accomplish tasks and solve problems," in many areas of our teaching as shared in IAE-pedia. Computational thinking is necessary to instill in our students, because there are times when using a computer or other source of technology is a better way, or can make the work load much lighter and produce a more efficient result.
Wow. That statement is strong. Should we allow teachers who are not computer literate and are not dedicated to find ways to utilize technology within their classrooms to be teachers in this day and age? With our world changing, I would have to think that a teacher would deprive herself of a great opportunity to do things much easier and faster. The resources available at the click of a link, or a typed word in a database could save a teacher many hours and help her better prepare for her students. As our world has increasingly become more digital and more technologically inclined, I would have to think that a teacher would be doing a disservice to her students if she weren't committed to learning how technology in the classroom can not only enhance lessons, but can be used to provide information and virtual experiences we could only dream of adding to the classroom even ten years ago. I believe that teachers are very valuable. Computers are not meant to replace our teaching, but will further serve to "accomplish tasks and solve problems," in many areas of our teaching as shared in IAE-pedia. Computational thinking is necessary to instill in our students, because there are times when using a computer or other source of technology is a better way, or can make the work load much lighter and produce a more efficient result.
Wednesday, April 2, 2008
Learning Theories
I chose to read about Social Constructivism first when reading about Learning Theories last week. I was not familiar with it but found it very interesting and informative. Lev Vygotsky was the founder of this theory. While he shared many of Piaget's ideas on how children learn, his primary difference was the emphasis he placed on the social context of learning. One of the things I liked most about his theory was his belief and importance he put on parents, teachers, and older , more advanced children in the role of learning. He considered parents and teachers to be tools of learning the culture, such as the cultural history, social context, and learning language. He believed children could learn and master concepts that were above their level by working with more advanced children and adults. This belief became known as the zone of proximal development in which Vygotsky's theory became his best known idea or concept.
A teacher using this theory in her classroom would lead students in activities that allow them to explore and discover in interesting & engaging problems. Cooperative & collaborative work would be encouraged and students would be engaged in activities that are rooted in the real world. Teacher would select and guide students in meaningful , learning activities. Teachers would facilitate learning and encourage students to think through the challenge or problem.
I really like this approach. I think it fosters a sense of responsibility for ones own learning. I believe that by allowing students to select areas of interest to study " under the umbrella of the curriculum" is important . I feel this gives the students an eagerness and determination they may not develop on their own without some freedom to choose things that interest them and they feel is "worth" learning.
A teacher using this theory in her classroom would lead students in activities that allow them to explore and discover in interesting & engaging problems. Cooperative & collaborative work would be encouraged and students would be engaged in activities that are rooted in the real world. Teacher would select and guide students in meaningful , learning activities. Teachers would facilitate learning and encourage students to think through the challenge or problem.
I really like this approach. I think it fosters a sense of responsibility for ones own learning. I believe that by allowing students to select areas of interest to study " under the umbrella of the curriculum" is important . I feel this gives the students an eagerness and determination they may not develop on their own without some freedom to choose things that interest them and they feel is "worth" learning.
Tuesday, March 25, 2008
Comments: Definition of Learning
Jill’s Comments
I think Melanie's and Karen's examples are good ones b/c that is what children are doing when they first learn objects, colors and natural consequences.
Hey Karen- I think that for assessment purposes we as educators truly want our students to learn and not just quickly learn some facts to pass the test. I remember from all of my psych. classes I took for one of my concentrations, ... when something is rehearsed and put into short term memory it can stay there for a while... when it is retrieved and used over and over ( and it then becomes stored in our long term memories if it is retrieved enough). Now, that would not be information just to pull out for a test, but information that has been stored, retrieved over and over again and used in meaning ways. I kind of lean to think that while memorizing is not the learning we desire of our students, it may be a basic form of learning because we are acquiring the information even if for a short while. it is then our choice to decide to make it meaningful and if it has value to us.
Thank you for your contributions. We are going figure this out :)
Jill
Saturday, March 15, 2008
Effects of Word Processing
When reading Chapter 9 this week, I was interested in reading about the decision of keyboarding instruction for students. There seems to be disagreement on whether students should be taught keyboarding skills because some believe that without proper training, students will develop bad skills that could perhaps become permanent. Others believe that too much emphasis is centered around speed of typing, and that students need only basic familiarization to use the computer. This led me to wonder how is this viewed as a learning process? I remember my mother making me take a typing class in the 9th grade and I absolutely 'hated' it! While I did learn basic skills, I was not interested at the time and I definitely wasn't motivated. While I did not like the class, I have to admit it was a beneficial experience for me. I did learn to type quickly, but not always without errors :) I have found the more I have practiced my typing through e-mails, letters, and other word processing assignments, I have improved. So the question is which was more beneficial? I am grateful for the experience the class gave me, although it was misery at the time. I wonder at what age is appropriate for keyboarding skills to be emphasized, and is a student's experience on the computer enough for them? Will students develop poor habits by not teaching proper hand alignment? Do we want them pecking at the letters? I have seen adults who use the computer frequently doing just that. There does seem to be an importance for students to learn keyboarding skills, but not over students not having access to the computer until they do so. I would be interested in hearing from those of you currently teaching to tell me what you are doing and for what age.
Tuesday, March 4, 2008
Reflections on Distance Learning
After reading Chapter 7 this week, several things jump out at me. The questions under making the case for technology integration were very thought provoking. Durden (2001) said that "no existing form of distance learning can similarly affirm students as individuals and also force them to acknowledge the idea of others...Disenfranchised students, as much as their affluent and advantaged peers, deserve a chance at a residential, liberal education, not an unproven alternative." Durden concerns are that distance learning can not take the place of face to face education. While I agree it can not take the place of actual meetings and the physical contact with peers and teachers, I have to disagree with Durden on one aspect he stated. I believe with the right instructor in some cases and/or a self, motivated student, the acquisition of knowledge can be every bit as powerful and engaging as sitting in a physical classroom. Example of distance learning activities as cited in our text are : student research, online classroom materials such as tutorials, web-based lessons, and virtual courses and programs. There are also many characteristics that allow distance learning to enhance and support learning. One that I found particularly important in the top ten list on page 221, was #10- increased interaction among students and between students and teachers. Yes, you read that correctly. Many educators and students feel that they actually communicate more in distance courses than in face to face classes. I found that interesting and true in my case. The way our course is set up, we have both individual and group work. Dr. Wang has placed us in groups to collaborate our findings and help each other. This has promoted communication and cohesiveness I am not sure we would have otherwise in just a quick 1-2 hour class meeting where material is presented and the individual work is done outside of class.
Distance learning is changing the way teachers teach and is reforming the way we think about learning. I think is the student is motivated and ready for the task, distance learning is a wonderful tool
Distance learning is changing the way teachers teach and is reforming the way we think about learning. I think is the student is motivated and ready for the task, distance learning is a wonderful tool
Friday, February 29, 2008
Lesson Critique Comments
Jill Byrd’s Lesson Comments to other Group Members
I too thought your initial critique was in depth and well thought out. I too had read through earlier and wonder what age/grade this lesson was written for, but I know the book well. I would think you could use this 1st through 3rd grade although the lesson itself sounds a little advance for a first grader. I think you did well with your comments and even offering an alternative assignment in place of the actual lesson plan. When thinking of the learning outcomes, and how the technology affordances help with achieving the objectives, I think that is a reason for coming up with an alternative assignment. The lesson itself seems to planned in such a way that the children may be very capable of using webquest- I think they would have to teach it to me:). I definitely think one area that could be noted is the intended age group and the age appropriateness of these assignments as written. Sometimes they don't always match up- just as some text books such as science and social studies are usually written above grade level. Also, I notice they use web quest to locate parts of the spider. Stephanie, is this same as finding images of spiders to use for illustration in a presentation? - sounds like they are comparing more than one if they are using a Venn diagram. Good job Stephanie for your initial ideas and getting started.
Hey Stephanie- after spending some time reviewing my lesson, I thought I might have a suggestion to make the original ideas from the lesson you critiqued, and your alternative suggestion be more conducive to a younger grade such as K4 or K5 b/c I know you're working with that level now. What about setting up the power point templates for the students (they could work in pairs or groups) and let them work on them with Kids Pix or Kids Paint, drawing and illustrating the spider they have researched and any facts they have learned about their particular spider. Then you could save all templates and produced the power point presentation for them. When I commented last, I think I wrote before I understood exactly what webquest was. I was surprised to read that is was just a way to research a particular subject or topic.( I thought it was something more.) I think your 4 & 5 year olds could do that with perhaps some assistance and even some preset sites that could click on from the main screen as options for ones that need more help with navigating. It's amazing to see these young children can do a lot more than we think they can, but obviously some skills would have to be introduced before introducing this lesson. Your lesson critiqued really got me thinking... so thanks!
Hi Karen- Please don't worry that I will take anything that you or anyone in this group says to be rude. I will be the first to admit, I am probably the least knowledgeable when it comes to technology there is in this group, but I am learning more everyday :). And I have learned more today about web quest. When I saw it on Stephanie's critique I was thinking it had to be more than using the web for information. Then I looked it up in our book, and then while trying to find some support for my critique, I looked up webquest.org. I thought Stephanie was referring to a teacher made web quest. That is what I was viewing today. That being said, I think that a K4 or K5 student could possibly benefit from using a teacher made web quest. While some may be non-readers, I was thinking that children 4+-6 could research using a teacher made web quest, and see the images and pictures along with the text. The page could be printed and for a homework assignment/project, the children could take it home and read with their parents. Then the students could orally present 2-3 facts they learned about their subject or topic. My son as a kindergartener was a beginning reader, and this would have been a fun way for him to research. We actually had a similar project, but I just "googled"( didn't know about web quest) an animal for him. We selected a picture and read about it. He loved it, but he could have had the experience of finding his own animal and become more confident in his research once he was led to the teacher made web quest. Sorry for the confusion. Yes, it would be very hard for students this young to make their own web quest. Thanks for helping me to understand web quest more with your comments and questions. Now, I will have to learn how to teach older elementary students to make their own web quest :)
Karen - that would be a neat way if you could pair up with a lower elementary grade to do that. Your students as well as the younger ones could benefit and both would enjoy it!
Jill
Hi Karen- Your thoughts on the lesson are good. I agree with you and Stephanie, that it does seem more teacher led than students at this age probably need. I looked up the sunset calculator and it just produces the data given the time zone the students put in. I suppose it generates the sunrise and sunset for the year that the students are to chart. Perhaps a good alternative to the lesson, as well as using the flashlight and ball as a physical example, would be to allow the students to research more about what is actually happening at sunrise and sunset. They could jot down some key facts and perhaps even save some images of the Earth at these times, thus showing sunlight on part of the Earth and yet still darkness in other areas. The obj. of the lesson was for students to chart sunrise/sunset for one year. I realize the lesson span was 45 mins. so maybe they are already doing that earlier. The original obj. can be met, but I think the teacher might add : students will demonstrate the ability to navigate on the internet and find information relating to sunrise and sunset times- Sunset Calculator. Also, I don't know how credible of a source I am to reference on your critique. Try looking up rubric on line- I found one assessing by LearnNC.org - you can find one supporting your idea of using rubrics for assessing technology use. Also, may another support of evidence could be drawn from the AL Course of Study - look up in the science section and see if this is an objective for students to learn about sunrise/sunset and charting and graphing. Hope these ideas help.
Candance- I like your ideas you shared for alternative assessment. You could consider as this age allowing the students to be assessed with not only a checklist like a rubric, but perhaps have the students orally present 1-2 facts of their favorite bear they learned about the black, brown, polar.. and have them find a picture on the internet to share while orally presenting.
Also, I liked how you inserted your lesson into the critique. I could not figure out how to do that. Most of my lesson would not copy accurately.
Jill
Tuesday, February 26, 2008
A Powerful Resource
I think our last assignment really helped me realize how much teachers can utilize the Internet for just about anything. I am teaching preschool now after teaching & working in elementary schools for five+ years. It really wasn't until the last few years that I started using the internet to research information for ideas to use with my preschoolers. ( In case you think I have had my head in the sand, I have been at home with my two little ones that aren't so little anymore.) Now, if you want to know the truth about what I have been using the internet for...I have achieved quite a collection of great recipes-( I love cooking), researched symptoms of viruses, so I can know the full ray of every childhood illness that comes our way, and I have found more than my share of great buys on e-bay for little girls clothes!
As I get closer to returning to teaching full time, I am just amazed at the wealth of information available. I only got a taste of researching for a specific topic when I took my last class EEC 660 and really started to explore different on line journals. I loved it. A few weekends ago, when I began working on our lesson critique, we travelled to North Carolina to visit family. My sister -in-law recently became certified in Library Science after teaching for many years. She shared a couple of sites with me: learnnc.org and ncwiseowl.org Password: wiseowl. I was so impressed with both of these sites. I also just became familiar with the Alabama Learning Exchange. I didn't know it even existed until this assignment. Recently, I have been researching nursery ryhmes and activites. My class is composing a nursery rhyme book with a collection of art activites and the rhyme so each child will have one to take home and "read" with their parents. The Internet is so helpful to me to help bring new ideas to share with the other teachers so we can make the best choices in what we present. I am thrilled to know that I have so many websites to use to aide in lesson preparation when I return to teaching. This class has helped me see that and also it has opened my eyes to look for ways to incorporate available technology to enhance the presentation and to spark the student's interest in learning. The Internet is a powerful resource.
As I get closer to returning to teaching full time, I am just amazed at the wealth of information available. I only got a taste of researching for a specific topic when I took my last class EEC 660 and really started to explore different on line journals. I loved it. A few weekends ago, when I began working on our lesson critique, we travelled to North Carolina to visit family. My sister -in-law recently became certified in Library Science after teaching for many years. She shared a couple of sites with me: learnnc.org and ncwiseowl.org Password: wiseowl. I was so impressed with both of these sites. I also just became familiar with the Alabama Learning Exchange. I didn't know it even existed until this assignment. Recently, I have been researching nursery ryhmes and activites. My class is composing a nursery rhyme book with a collection of art activites and the rhyme so each child will have one to take home and "read" with their parents. The Internet is so helpful to me to help bring new ideas to share with the other teachers so we can make the best choices in what we present. I am thrilled to know that I have so many websites to use to aide in lesson preparation when I return to teaching. This class has helped me see that and also it has opened my eyes to look for ways to incorporate available technology to enhance the presentation and to spark the student's interest in learning. The Internet is a powerful resource.
Tuesday, February 19, 2008
Thoughts on Lesson Critiques
This week's assignment has been fun. I enjoyed looking through the web finding a lesson I thought I might teach one day. The lesson on habitats I found was great and it allowed me to think through from the view of the teacher and actual application to the students. Since we have shared so much with each other online and through reading the chapters in our text, I have gained a lot of information about new technology that make presenting materials much more exciting and relatable. It is exciting to think that students can help create power-point templates, and storyboard templates to create power-point presentations and brochures that not only showcase their learning, but serve to connect their learning to a high level of comprehension that they will never forget.
I have also really enjoyed reading the other lessons selected by our group members and seeing how they can be improved with the addition of technology or how technology is presented and integrated. I love the feedback process and think that it is a wonderful tool to improve our work. When I taught, my grade level did not work together. It is so valuable and necessary for educators to brainstorm together, and review processes to make sure what we are presenting is in the best possible method. I have appreciated the feedback and think I have learned quite a bit through reading other's critiques to their lessons. I look forward to fine tuning my critique and reading the final versions!
I have also really enjoyed reading the other lessons selected by our group members and seeing how they can be improved with the addition of technology or how technology is presented and integrated. I love the feedback process and think that it is a wonderful tool to improve our work. When I taught, my grade level did not work together. It is so valuable and necessary for educators to brainstorm together, and review processes to make sure what we are presenting is in the best possible method. I have appreciated the feedback and think I have learned quite a bit through reading other's critiques to their lessons. I look forward to fine tuning my critique and reading the final versions!
Comments on Technology Affordances
Technology Affordances Comments
You are right, but I think you are thinking too hard on the affordances. Don't think of the specific examples for affordances. Think of the simple action it allows.
For example: email is a form of communication, between a sender and receiver(s), that allows both written and video conferencing.
Blog is a forum in which one can communicate and have the reader respond back online for all readers to see. Think basic at first for the affordances, and then your learning activities specify what can be done as an activity that results in the learning process. I think your learning activities look good.
Good luck! Look at a few others and see if that helps you. You're on the right track.- Jill
I think your learning affordances and activities are well thought out. I think yours teaches in the process, because I was not as familiar with wiki until this class, and I think anyone reading it could clearly see the difference in wiki and a basic web page. I was wondering about the web affordance where you listed one - usually web master writes and edits the content - I hope I am remembering exactly what I read- anyway I think it was the 2nd or 3rd one. At first, I thought that it didn't sound like an affordance, but that is an important one because the web page is different from wiki from that aspect because generally that person has control over material presented- you can really use that to target the sense that you may have more direct influence that way, whereas the wiki can allow others to comment thus having influence to the reader. Just a thought, but then again maybe I still don't have it right :) Anyway... good job. I think you could leave it bullet point if you wanted, but maybe condensed the size to a full page.
Stephanie- This looks really great. I was wondering if you should reword the affordance for the 1st paper/pencil. Instead of stating paper and pencil doesn't run out of batteries, maybe just reword and say pencil& paper is all that is needed to ...write and express oneself. That may not even sound great, but I was just thinking that it was stated as a negative and the affordance is what it allows. It just kind of stood out compared to some of the other ones.Everything else reads easily & learning activities are great! Jill
Technology Comments
I really like Group 2's idea of placing it in a Venn diagram. It was very easy to read and the technology that both students and teachers use was easily identified in this type of classification.
I thought Group #3 was very thorough. It did take a little longer to read through and follow across, but this is because they didn't combine to one cumulative list. Excellent job!
Group #5 did a nice job as well. I really liked the classification of technology and then how they showed some technology in several categories. I think it was easy to understand and in very clear terms.
Tuesday, February 12, 2008
Thoughts on Chapter 4
While reading chapter 4, one aspect of it stood out the most to me. The chapter included teaching with the basic software tools: word processing, spreadsheets, and database programs.I have the most experience using word processing in my personal life and when I taught. I found it interesting to see that these three were often referred to as the "technology toolkit" because they were design to save time with clerical tasks and make us work more efficiently. Word processing most definitely does that, and is cited as the most used software tool in schools. Both teachers and students are reported to use this software the most.
The chapter revealed that word processing has perhaps made the greatest impact on education for both teachers and students. It saves us time by allowing us to quickly modify documents and assignments much faster than by hand and typewriter. It obviously is more visually appealing and looks more polished than a hand written document. And it allows teachers and students to share materials easily. Teachers can also modify as necessary to fit their needs.
There has been many studies trying to determine the negative impact word processing may play in our classroom. The findings are mixed. The chapter cited several issues with word processing such as age to begin, keyboard skills, effects on penmanship, and effects on assessment. I can easily see concerns because I feel we live in an age now where computers are introduced at such a young age that children don't often see the value in learning to write on paper and edit. Everything is more exciting on the computer. I know I prefer to email people rather than write letters because that takes too much time and my handwriting might not be so neat. Young students need to learn proper penmanship. I don't feel it is a lost "art". I do believe we need to be cautious in trying to use word processing in place of actual writing but as students advance with progress, word processing is an important tool to learn and utilize. Is 4 or 5 too young to start or just right? Personally, from my own experience with my 7 year old, I can see the impact technology has had on him. I started him close to 3 on the computer. I waited a little later for my daughter. While I am glad he is comfortable on the computer, he often prefers it to other things. We as educators are most definitely dependent on word processing, and our students will become too as they get older. I think we need to be a little cautious about how much emphasis we put on it in the early grades in place of a well balanced approached.
The chapter revealed that word processing has perhaps made the greatest impact on education for both teachers and students. It saves us time by allowing us to quickly modify documents and assignments much faster than by hand and typewriter. It obviously is more visually appealing and looks more polished than a hand written document. And it allows teachers and students to share materials easily. Teachers can also modify as necessary to fit their needs.
There has been many studies trying to determine the negative impact word processing may play in our classroom. The findings are mixed. The chapter cited several issues with word processing such as age to begin, keyboard skills, effects on penmanship, and effects on assessment. I can easily see concerns because I feel we live in an age now where computers are introduced at such a young age that children don't often see the value in learning to write on paper and edit. Everything is more exciting on the computer. I know I prefer to email people rather than write letters because that takes too much time and my handwriting might not be so neat. Young students need to learn proper penmanship. I don't feel it is a lost "art". I do believe we need to be cautious in trying to use word processing in place of actual writing but as students advance with progress, word processing is an important tool to learn and utilize. Is 4 or 5 too young to start or just right? Personally, from my own experience with my 7 year old, I can see the impact technology has had on him. I started him close to 3 on the computer. I waited a little later for my daughter. While I am glad he is comfortable on the computer, he often prefers it to other things. We as educators are most definitely dependent on word processing, and our students will become too as they get older. I think we need to be a little cautious about how much emphasis we put on it in the early grades in place of a well balanced approached.
Tuesday, February 5, 2008
When is Technology a Good Solution?
I think as educators we must ask ourselves that question as we plan to implement our lessons and think about the desired outcome we are wanting of our students. When I think back to my classroom days as a teacher, I realize I often got caught up in stating my objectives and goals in my lesson planning, but not always following through on the details that were actually going to be the "meat" of my presenting the new ideas and topics. I think as educators it is difficult to be the technology buff, and still do everything that is expected and required. While I was reading this past week, I notice that in Chapter 2 one of the key points stated " focus on results, not processes"- this got me thinking. If as a teacher we really aim to do this, then we do care how new information is presented because often how it is presented will make the difference in how it is retained. We strive to learn everything we can, and when we can't do it on our own we become that "squeaky wheel" that keeps bugging the technology person or anyone we think that can help us. I believe children learn best when we keep it fresh and engaging. Children do like routine,but they don't like to be bored either. To be able to show clips of history instantly, and pull up information on anything you possibly could be studying is amazing. While I was thinking on my tool affordances, library & internet, I realized that while we can do many things the old way it is so important to learn to do them the new, perhaps more effective way. This does not mean you have to abandoned everything " traditional", but you have to consider which is more effective for your desired objectives and learning outcomes.
So, the question, when is technology a good solution? I believe the answer to that is when you consider the impact that you want something to have on your daily teaching, and to the extent of reaching the many learning styles that children have within your classroom. If the tool allows you, as a teacher, to present something in an exciting, engaging way instead of just reading from a text and working a few questions.. I think the answer is an overwhelmingly YES! If your subject is getting lost in the presenting with technology then maybe you're trying too hard to integrate it when it may not be needed at that stage, or maybe you still have some learning to do. I know I have a lot to learn. Maybe I would be best to go and observe some teachers first hand and let them share their knowledge and experience with me. Time to use resources and " play" around with them sometimes is what we need to feel comfortable. I think if we let our students know we are still learning too, they see us being open with them and are more likely to experiment with new technology as well, and feel comfortable doing so.
So, the question, when is technology a good solution? I believe the answer to that is when you consider the impact that you want something to have on your daily teaching, and to the extent of reaching the many learning styles that children have within your classroom. If the tool allows you, as a teacher, to present something in an exciting, engaging way instead of just reading from a text and working a few questions.. I think the answer is an overwhelmingly YES! If your subject is getting lost in the presenting with technology then maybe you're trying too hard to integrate it when it may not be needed at that stage, or maybe you still have some learning to do. I know I have a lot to learn. Maybe I would be best to go and observe some teachers first hand and let them share their knowledge and experience with me. Time to use resources and " play" around with them sometimes is what we need to feel comfortable. I think if we let our students know we are still learning too, they see us being open with them and are more likely to experiment with new technology as well, and feel comfortable doing so.
Tuesday, January 29, 2008
As Technology Advances, So May We
We have had quite a discussion from our assignment. As all of the groups listed technologies present in their schools and workplaces, I think most of us saw things listed we weren't quite what function they served. The Lightsmith or Elmo brought quite a discussion about what it actually was and many of us learned that they were one in the same. I haven't had the opportunity to work with one, but can only imagine how this can aid in presenting not only text to life, but serve to illustrate math concepts with manipulatives, or even small science experiments, so all students can observe together and then perform their own. I think this is one advancement that does not have limitations to its use. I believe that teachers have a great responsibility to keep up with the newest technology because it is being made faster than we can keep up with it . In reading the discussions, I think it is accurate to say many of the schools are slower to to receive the latest technology than others. Important factors to consider for such slow gains in technology are costs of the technology, and the importance administrators and teachers feel technology plays in the classroom. As teachers, we have so little time to research and learn the newest technology. I feel it is so important for each school district to realize the importance of this, and make sure schools are given technical support not just on occasion, but incorporate it into regular professional development meetings and workshops on a regular basis. We, as teachers, love learning and can learn so much from each other if given opportunities. We should never tire of learning new things, especially from technology because it has been reported to improve student motivation, attitude, and interest in learning. It also helps prepare them for their future which will include even more technology! It is our future.
Tuesday, January 22, 2008
What we classify as technology
It has been interesting reading everyone's comments about technology and seeing the posts from the various schools. It amazing to see how advance certain schools and systems are from others. A lot of that depends on the importance put on technology from the administration. When our group was making out our individual lists, some of us almost forgot a few things because maybe we didn't think of them as being so advance because they have been out for so long,or maybe because we rely on them so heavily we forget they are actually technological advances. I think of technology as being anything that helps us reduce redundant time and can simplify our work and daily way of life. It's amazing to see the new technology being placed in schools for teacher and student use. I don't think students realized how these new advancements are not only aiding in their learning, but creating something that teachers can depend upon to connect with all learning styles. I look forward to seeing some of the new developments when I return to teaching. It will make discussions and learning more interactive and productive. That is something all teachers work toward!
Thursday, January 17, 2008
More Thoughts!
It has been interesting reading on the discussion board the various posts citing the technology advances that some schools have and how others are slowly acquiring more equipment and computers. I feel a little out of it since I have not been teaching. There are so many new things I feel a little overwhelmed. I look forward to learning how to use the newest technology, and how to make it a part of my daily teaching practices. I don't feel very confident blogging. I can't even remember my password b/c there are so many numbers, codes and other passwords I use often. I did write it down, and hopefully it will become easier to blog. I feel fortunate that two of my team members are an email away to help :) Since our first class, I've had pink eye - Yuck! and my daughter has been sick and now has an ear infection, and my husband has the flu. Lysol is our friend! I still need to get our textbook. Snoozy's was out when I stopped by after class and I have not had an opportunity to get back there. I will go tomorrow and guess I will be doing a lot of reading the next few days. Bye for now.
Tuesday, January 8, 2008
My 1st experiences setting up my Blog!
Setting up my blog was a little frustrating, but I finally got here! I look forward to learning more about blogging!
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