Tuesday, November 11, 2008
Saturday, November 8, 2008
Thursday, November 6, 2008
Journal 10
Journal 10: Making History
Shein, Esther (October 2008). Making History. The Journal, Retrieved November 2, 2008, from: http://www.thejournal.com/articles/23394
This article describes how different teachers use technology to inspire their students to learn using projects that require different technology. One example of this is a teacher who created pod casts and radio broadcasts from World War II. Each student group did different events and when the project was over, all the projects were played and the class learned as a whole about the different events that took place through this project. The projects mentioned in the article inspire students to get involved and work hard on them. They are excited to do these projects because they are creating something tangible through technology.
Questions
Do students feel more interested in technology-based projects?
I think they are. Students need a reason to create something and a grade is not always the best motivator. Technology allows students to learn, be creative and they can see how there work is evolving. Also, I believe students today prefer to do assignments using technology because it is something they enjoy doing.
What do teachers do if the technology in the classroom is cut out of the school budget that would allow for these projects?
Teachers need to establish quickly and with one voice that these projects and technology ideals are necessary for continued academic excellence in the classroom. Students and parents are only starting to understand who technology can be used, but teachers have already incorporated it. So teachers need to push the parents and community for these tools to continue to inspire students.
Shein, Esther (October 2008). Making History. The Journal, Retrieved November 2, 2008, from: http://www.thejournal.com/articles/23394
This article describes how different teachers use technology to inspire their students to learn using projects that require different technology. One example of this is a teacher who created pod casts and radio broadcasts from World War II. Each student group did different events and when the project was over, all the projects were played and the class learned as a whole about the different events that took place through this project. The projects mentioned in the article inspire students to get involved and work hard on them. They are excited to do these projects because they are creating something tangible through technology.
Questions
Do students feel more interested in technology-based projects?
I think they are. Students need a reason to create something and a grade is not always the best motivator. Technology allows students to learn, be creative and they can see how there work is evolving. Also, I believe students today prefer to do assignments using technology because it is something they enjoy doing.
What do teachers do if the technology in the classroom is cut out of the school budget that would allow for these projects?
Teachers need to establish quickly and with one voice that these projects and technology ideals are necessary for continued academic excellence in the classroom. Students and parents are only starting to understand who technology can be used, but teachers have already incorporated it. So teachers need to push the parents and community for these tools to continue to inspire students.
Journal 9
Journal 9:
Avoiding the 5 Most Common Mistakes in Using Blogs with Students
Reynard, Ruth (October 2008). Avoiding the 5 most common mistakes in using bogs with Students. The Journal, Retrieved November 2, 2008, from http://www.thejournal.com/articles/23434
This article describes the 5 most common mistakes regarding students and blogs. The first is concepts for blogs must be understood before a student tries to use it. If the use it and don’t understand they will reject it and be closed off to learning what it can do. The second is students need to be clear of what the assignment is asking for through course objectives so the student can focus on those ideals. Third, students need to understand that blogs are used as a class discussion and teachers need to make sure they don’t scare off a student with strong words or the student might stop posting all together. Fourth, a clear rubric must be established in order to successfully maintain legitimacy and fairness. Fifth, because technology is involved and everyone has there own speed, teachers need to be flexible with time lines for assignments to make sure everyone understands.
Questions
What is the most efficient way to use a blog?
The best way to use a blog is for activities that require student participation and reflection. If students discuss the topic through a blog more people who do not talk in class might speak up through the blog and everyone is able to participate.
Who should create the class blog?
Should the teacher, school or department create the blog. To be honest, I don’t think it matters who creates it, what matters is who uses it and who supervises the blog and the content that is placed on it. I understand some school officials might be more conservative or liberal content wise, but it is important that the person creating the blog follow the school districts rules to ensure no problems could come out of this tool.
Avoiding the 5 Most Common Mistakes in Using Blogs with Students
Reynard, Ruth (October 2008). Avoiding the 5 most common mistakes in using bogs with Students. The Journal, Retrieved November 2, 2008, from http://www.thejournal.com/articles/23434
This article describes the 5 most common mistakes regarding students and blogs. The first is concepts for blogs must be understood before a student tries to use it. If the use it and don’t understand they will reject it and be closed off to learning what it can do. The second is students need to be clear of what the assignment is asking for through course objectives so the student can focus on those ideals. Third, students need to understand that blogs are used as a class discussion and teachers need to make sure they don’t scare off a student with strong words or the student might stop posting all together. Fourth, a clear rubric must be established in order to successfully maintain legitimacy and fairness. Fifth, because technology is involved and everyone has there own speed, teachers need to be flexible with time lines for assignments to make sure everyone understands.
Questions
What is the most efficient way to use a blog?
The best way to use a blog is for activities that require student participation and reflection. If students discuss the topic through a blog more people who do not talk in class might speak up through the blog and everyone is able to participate.
Who should create the class blog?
Should the teacher, school or department create the blog. To be honest, I don’t think it matters who creates it, what matters is who uses it and who supervises the blog and the content that is placed on it. I understand some school officials might be more conservative or liberal content wise, but it is important that the person creating the blog follow the school districts rules to ensure no problems could come out of this tool.
Journal 8
Journal 8:
A “Fantastic Super” Use of Technology: Closing the Digital Divide
Curtis , Diane (2002, November 2). A '"Fantastic Super" Use of Technology: Closing the Digital Divide. Edutopia, Retrieved November 2, 2008, from:
http://www.edutopia.org/fantastic-super-use-technology
This article brings in the warm happy feeling of teachers, parents and students using and communicating through technology. A class web site for homework, e-mail and other communication is established making this school in Chapel Hill North Carolina a productive example of how technology helps empower students through technology and how parents and teachers can communicate through it. The digital divide is breaking down making teaching and learning more effective.
I believe this would be great to establish national. Students, parents, teachers all working together with breaking new technology and constant communication is how the system is designed to work. However, it is not always like this and technology can bridge that gap. The more technology, the more tools are established to communicate with parents and establish academic goals.
Questions
1. Chapel Hill is like Beverly Hills, and the schools student population is 571 and 71% are white students. What if you were to take this technology to Compton California, would the results be the same?
I don’t think the results would be the same. People who live in Compton don’t have a white population near 71%, they don’t have the money like Chapel Hill and one can argue that the population does not have the technological means to communicate to teachers from home to check on there students progress. Technology only works if it is available and understood by all parties involved.
2. What can be learned by this example school of how to integrate technology?
They started to teach technology based education at the lower levers, K-5, which gives these students the tools needed to understand the technological world. Older students are on a curve regarding technology, but if you start young scores will improve as the student grows according to this article
A “Fantastic Super” Use of Technology: Closing the Digital Divide
Curtis , Diane (2002, November 2). A '"Fantastic Super" Use of Technology: Closing the Digital Divide. Edutopia, Retrieved November 2, 2008, from:
http://www.edutopia.org/fantastic-super-use-technology
This article brings in the warm happy feeling of teachers, parents and students using and communicating through technology. A class web site for homework, e-mail and other communication is established making this school in Chapel Hill North Carolina a productive example of how technology helps empower students through technology and how parents and teachers can communicate through it. The digital divide is breaking down making teaching and learning more effective.
I believe this would be great to establish national. Students, parents, teachers all working together with breaking new technology and constant communication is how the system is designed to work. However, it is not always like this and technology can bridge that gap. The more technology, the more tools are established to communicate with parents and establish academic goals.
Questions
1. Chapel Hill is like Beverly Hills, and the schools student population is 571 and 71% are white students. What if you were to take this technology to Compton California, would the results be the same?
I don’t think the results would be the same. People who live in Compton don’t have a white population near 71%, they don’t have the money like Chapel Hill and one can argue that the population does not have the technological means to communicate to teachers from home to check on there students progress. Technology only works if it is available and understood by all parties involved.
2. What can be learned by this example school of how to integrate technology?
They started to teach technology based education at the lower levers, K-5, which gives these students the tools needed to understand the technological world. Older students are on a curve regarding technology, but if you start young scores will improve as the student grows according to this article
Journal 7 Google Earth
Journal 7: Google Earth
Technology is the use of old ideas and infuse them with new ideas to create new concepts. “Google Earth lets you fly anywhere on Earth to view satellite imagery, maps, terrain, 3D buildings and even explore galaxies in the Sky.”
http://www.classroom20.com/forum/topics/649749:Topic:127632
This is “ideal for an organization, upgrade to Pro to access the ultimate research, presentation, and collaboration tool for location-specific information.”
This site has lessons, collaborations and concepts for teachers to use to bring in technology and other aspects in the classroom to advance what only math books and worksheets can provide. By using real world models and scales theory is replaced with a tangible picture, making math more practical to teach using Google Earth.
I would use this tool in any social studies class because on can easily see map and charts of how people lived or migrated. Even why certain battles were fought in one place rather then another. It gives students real life images that makes it seem more real and virtually at the tips of there fingers.
One of the threads talked about Real World Math, with provides activities and lessons from the 5th grade on up. One lesson shows the 2004 Indian Ocean Tsunami. In the lesson students will use Google Earth maps and graphs to measure a distance a Tsunami wave will travel, elapsed time of the wave and the speed of the Tsunami using mathematical properties. http://realworldmath.org/Real_World_Math/2004_Indian_Ocean_Tsunami_Activity.html.
Technology is the use of old ideas and infuse them with new ideas to create new concepts. “Google Earth lets you fly anywhere on Earth to view satellite imagery, maps, terrain, 3D buildings and even explore galaxies in the Sky.”
http://www.classroom20.com/forum/topics/649749:Topic:127632
This is “ideal for an organization, upgrade to Pro to access the ultimate research, presentation, and collaboration tool for location-specific information.”
This site has lessons, collaborations and concepts for teachers to use to bring in technology and other aspects in the classroom to advance what only math books and worksheets can provide. By using real world models and scales theory is replaced with a tangible picture, making math more practical to teach using Google Earth.
I would use this tool in any social studies class because on can easily see map and charts of how people lived or migrated. Even why certain battles were fought in one place rather then another. It gives students real life images that makes it seem more real and virtually at the tips of there fingers.
One of the threads talked about Real World Math, with provides activities and lessons from the 5th grade on up. One lesson shows the 2004 Indian Ocean Tsunami. In the lesson students will use Google Earth maps and graphs to measure a distance a Tsunami wave will travel, elapsed time of the wave and the speed of the Tsunami using mathematical properties. http://realworldmath.org/Real_World_Math/2004_Indian_Ocean_Tsunami_Activity.html.
Journal 6
Journal 6
Inspiration and imovie
Question 1
I came to really like imovie. After I got the hang of most of it I thought it was fun and it brought out a little artistic me. It did take some time to understand what everything was and how it worked but it was fun and I recommend this to any teacher to see if it could help their class. Inspiration was just ok. It was like creating a bubble chart for and English paper. Not really revolutionary, but it serves a good purpose. I believe this program works best at the lower academic levels but not really strong for the high school level.
Question 2
I would incorporate imovie in my social science class by making short movies or clips depicting the events that were are reading. In sense I would make mini documentaries that would focus on what were are studying. This helps so I don’t have to lecture and the students don’t have to read all the time.
Inspiration I would not really use, but if I had to I would use it to make charts and graphs of events and people and places. It would be a giant bubble chart/time line for students to study from.
Question 3
I did not use atomic learning or any other software help. I just winged it and played with it until I got the basic idea. It took awhile but I did learn eventually how to use these programs.
Inspiration and imovie
Question 1
I came to really like imovie. After I got the hang of most of it I thought it was fun and it brought out a little artistic me. It did take some time to understand what everything was and how it worked but it was fun and I recommend this to any teacher to see if it could help their class. Inspiration was just ok. It was like creating a bubble chart for and English paper. Not really revolutionary, but it serves a good purpose. I believe this program works best at the lower academic levels but not really strong for the high school level.
Question 2
I would incorporate imovie in my social science class by making short movies or clips depicting the events that were are reading. In sense I would make mini documentaries that would focus on what were are studying. This helps so I don’t have to lecture and the students don’t have to read all the time.
Inspiration I would not really use, but if I had to I would use it to make charts and graphs of events and people and places. It would be a giant bubble chart/time line for students to study from.
Question 3
I did not use atomic learning or any other software help. I just winged it and played with it until I got the basic idea. It took awhile but I did learn eventually how to use these programs.
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