After reading this chapter on how writing can be supported with technology, I feel that I have learned many new things as well as confirmed many of the ideas I already possessed concerning the use of technology to foster writing. Considering the fact that practically all papers, reports, or articles have to be typed, students experience with technology in the writing realm should not be limited to word processors. I feel that in many classrooms today, in writing, students use computers to type documents, use the dictionary, or check their grammar in programs such as Word. However, I feel that the possibilities to improve and help students in their writing are endless with technology.
The chapter highlights the use of concept maps to help students organize their writing. Many teachers already employ this method using basic supplies such as paper and pencil, but adding the technological aspect of concept mapping will not only give it more relevance to students but, make it easier and more fun, in my opinion. I have just recently discovered the usefulness and simplicity of using online concept maps. The book suggests two sites, Inspiration and Semantica, neither of which I have experience with. I have been using Webspiration, which is just a free branch of concept mapping and outlining through Inspiration. I have thoroughly enjoyed learning and using this site to organize my own ideas as well as create presentations. I actually used this to create the concept map I used in my controversial issue presentation. In the past, I have always found concept mapping mildly helpful but very boring. I think doing it online and using programs such as this has truly opened my eyes to how effective concept mapping can be. In my previous experiences, I never linked the nodes on the concept maps I simply used my central idea and cultivated basic topics and drew them in little circles. However, after using concept maps more and more I have realized the importance of those links and the subsequent impact they have on writing. The program mentioned earlier, Webspiration, allows you to create useful links and link multiple nodes to create a more comprehensive and connected map. The “link” portion of the concept maps allows the map to read like a sentence. I have found that these linked nodes can serve as simple basis sentences to build upon within my papers. I would love to utilize such tools in my future classroom with my future students so that they do not have to wait as long to discover the value of such an easily accessible and useful tool.
The chapter also looks at presentation writing. Again, in my previous experiences, whenever I was told to do a presentation my mind instantly diverted to PowerPoint. I saw this as the easiest and most effective means to displaying information in an interesting format. This book and this class are quickly changing my mind. I think that my lack of knowledge of programs available is what has stopped me from exploring more creative and entertaining programs. The chapter outlines both the pros and cons of such a program. The interesting thing is that many of the things that I looked at as pros of the program, are actually what the chapter considers the cons. For example, I have always thought that having too many slides was not a problem as long as they were not overloaded with information. Instead of loading one slide with tons of information, I would just make five slides to say what I wanted to in one. Although I never thought this was a great thing, I never thought of it as negative before now. Also, many of the positive points that the chapter highlights about PowerPoint, I did not even know existed. I have always thought of myself as proficient in the program and I now realize that I am clueless to what it actually has to offer. For example, I have never used or explored the “Auto Content” wizard. I can think of five different projects off the top of my head that I completed in PowerPoint and could have used such a tool for. Just like what is mentioned in the chapter, many times when PowerPoint is used, it is done to simply display information, returning to the idea of learning from technology rather than with it. I really liked the books idea of using old PowerPoints to have students analyze and evaluate them as a learning tool to further their use with the program. As I continue to learn about the existence of other presentation programs such as Prezi and Slide Rocket, I struggle with the idea of using PowerPoint in my future classroom. I feel that as technology advances daily, using PowerPoint with my future students in 5 years may be like using a typewriter to process a document. I want to continue to explore new options not only for myself but, for use with my future students as well.
The idea of publishing students writing to the Internet is something that has never occurred to me before but is something that I hope to employ in my future classroom. I agree with the chapter in that it says “the simple activity of placing their work on the Internet for public access inspires many students to take their work more seriously and to engage in a level of reflection about their work that is otherwise rare” (Jonassen, Howland, Marra, Crismond, 2008, pp. 71). When I think about work that I have done or anything that I have posted on my Facebook or personal blog I realize that I take much more care of what it says because I know many others will have access to it. I visited the KidScribe page that the text recommends. I think that this is a superb site that could be used with all students, especially ESOL. I love that it is so easy to navigate and for kids to publish. I also really like that it is a bilingual site. I originally thought that it translated, but it actually just supplies the option of submitting in another language. It was really neat to go on the site and see the writing of students from all over the world. I also really liked that it posted different topics to respond to. For example, on the writing page students could submit a blurb about what they believe peace to mean. There are different pages including jokes, poems, and stories where students can submit their different genres of writing. The global perspective of this website allows for students to feel like and become global and respected published authors!
The idea of collaborative writing using technology is also new and exciting to me. When I think of collaborative writing, I think of group papers. However, collaborative writing entails much more than that. I think that the best idea that I extracted from the section on collaborative writing deals with students being involved in global writing communities. Using asynchronous settings students around the world are able to communicate and create together. I think the idea of having students in the US and elsewhere around the world reflect and write on a specific topic to come to a collaborative conclusion will not only give students a more global perspective but also allow them to connect with a student whom they would have never had the opportunity to. Technology fosters these opportunities. Students from around the world can work together to actively seek answers to questions that plague this globe. Using technology to foster learning will not only allow students to become better writers but also more well-rounded citizens. Collaborative writing also reminds me of what we did this week with our blogs. I think that being able to comment on each other’s work allows for positive, quick, and effective feedback. The chapter touches on feedback on writing using technology and I believe that commenting is a great way to get constructive feedback and criticism. I realize that I say it in each learning log, but weekly I am blown away by what technology is available and how it can foster amazing learning within the classroom.
I think that this chapter to date has been my favorite. I really enjoy writing, but in my experiences thus far I feel like it is a hit or miss topic to teach. Students will either excel and love it or struggle and hate it. I believe that with technology advancing as rapidly as it is, being exposed and learning about these new opportunities is imperative as a future educator. I hope to continue to professionally develop in my personal technological realm in an effort to become the most effective and culturally relevant teacher to my future students.
Sunday, September 20, 2009
Tuesday, September 8, 2009
Response to Chapter 3
1.Sodaplay is an interesting website. Upon first entering the site I was not quite sure what it was about. All of the different small icons with different drawings and figures in them confused me as to what kind of microworld it was. After further exploring the site, I realized that it was a physics site. I played a few of the games created by other students. I was able to manipulate varying physics characteristics. For example, I played a game entitled “Fish” where I was able to manipulate the speed, springyness, and gravity. The purpose for this microworld appeared to be to allow students to create games where students can manipulate different physics characteristics, allowing them to make hypothesis and drawing conclusions based on their own manipulations. This could be used with elementary students to teach basic physics principles including gravity and velocity.
2.Net Frog- The Net Frog simulation looks similar to a program that was available for use when I was in high school. It is easy to use and easy to follow but it also seemed just plain easy. Without reading the directions or watching the videos I was able to guess what I was supposed to know without actually having to do much. With that being said, I do not think that this simulation promotes much meaningful learning. Although it promotes an “educational idea” it goes back to the mentality of learning from technology rather than learning with it. Simply using this online simulation to dissect a frog, does not force any sort of inquiry based learning. I do not think that I would use this simulation with students. I understand that many teachers offer it as an alternative to actually dissecting a frog, but I feel as though it greatly decreases the difficulty of the actual process and it also does not allow for much hypothesizing or taking risks. Everything is laid out in a certain manner and needs to be performed correctly without error. I believe that without the possibility and risk of failing no true and meaningful learning can occur.
Funderstanding Roller Coaster- At first, just looking at the title of this I thought that it would not promote much meaningful learning either. However, I am happy to say that I was proved false. After playing the game, I realized that you are able to manipulate that roller coaster in a way that causes the car to fall off the track or fly through the sky. The possibility of failure is available and allows students to hypothesize and manipulate different variables. The ability to manipulate certain variable also differs from the Net Frog site because there was an exact way to perform on that while in this simulation I was able to try many different things and there was no one right answer. I believe that this does promote meaningful learning and I would absolutely use it to introduce different scientific laws and physics principles to my students.
3. Houghton Mifflin Discover Simulations
Grade 2: Science: Matter and Energy
http://www.eduplace.com/kids/hmsc/content/simulation/
The Houghton Mifflin site provides a variety of science simulations for grades K-6. I experimented with a few in each grade level and they each offer great simulations of specific science experiences. They allow students to explore various topics and manipulate a few variables for each. I believe that the simulations provided on this site promote meaningful learning because students are able to manipulate or examine certain factors and see how each is affected. I tried the matter and energy simulation for grade 2. In that simulation I tested to see how certain states of matter affect how one hears noises. I was able to listen to a noise without anything in the way and then listen to the sounds through liquid, solid, and gas. There were also follow-up questions to ask students why certain events occurred. I believe this simulation will bring simple science lessons such as this to life for students.
4.Darfur is Dying- This educational game was very interesting. Upon first entering the game, I was allowed to choose a character and with that character I tried to get water from my community. My first person was captured. This game heavily played on my emotions. After my character was captured I was no longer allowed to use her and had to choose a new one. Navigating around the camp also allowed for learning. I believe that this site should be used with students. The site allows from some meaningful learning, but more than anything I believe that it strikes an interest in students that will cause them to further explore the controversial topic. I feel that this topic specifically allows for meaningful learning because it is still very unknown. I think that allowing students to take on the role of a child of Darfur allows them to get a small glimpse of what these children and their families are going through.
Ayiti: The Cost of Life- This game is very interesting. I believe that we as Americans, myself included, often forget the blessings that we delight in on a daily basis. It is very easy to forget how many people around the world do not have all the luxuries that we do. With that being said, this game allows students to get an inclination as to what, other children like themselves, have to do to help their families survive. The game has that failure factor that I discussed earlier. Students have to make decisions and create hypothesis and manipulate variables within the family to help them survive. As sad as it sounds, it is possible for the entire family to die, the failure factor. I would absolutely use this game with students. I believe that it promotes meaningful learning because students have to emerge themselves in another world in order for their “families” to survive. The students will become involved and actively engaged due to their ability to fail. I believe that they will want to succeed and because of that will need to hypothesize and develop causal reasoning when they do not succeed.
3rd World Farmer- Like the other two games, this simulation game is very good for provoking meaningful thoughts upon first entering the site. We are immediately directed to start the game and have to make decisions that ultimately affect the entire family and their survival. These games all allow for inquiry based science learning. They allow students to pose their own problems and try to solve them in various ways with multiple options. This game would also be great to use with students simply due to its inquiry nature, again using the failure factor. It allows students to take risks and fail and fix it if necessary. There is not just one right answer and so students have great freedom. This promotes meaningful learning due to how engaged students can and will become it. Students will also be able to get a glimpse of another world they are not apart of. All three of these games are not only extremely interesting but great ways to promote meaningful learning with technology, not just from it.
5. Primary Games: Where on Earth?
Grade: 6 Social Studies
http://www.primarygames.com/socstudies/whereonearth/index.htm
In this socials studies game, students are given famous landmarks and are timed and have to locate where the landmark is. The total mileage that the student is off is calculated and then recorded. The student then receives points accordingly and can advance to harder levels according to their score. This game promotes meaningful learning because it is interactive and students get the repetition factor. Although, this game deals with some memorization, memorization is necessary for practical and accurate application and I believe that this game allows for students to develop a better geographic concept of countries, continents, and big cities according to world renowned landmarks.
6. After doing some research, I believe that virtual worlds are quickly becoming an educational tool of the future. I think that there are still many characteristics of virtual worlds that do not yet have a place in the classroom, however there are some that do. I believe that there are many virtual worlds that focus on less “educational” topics. After analyzing my research, I have come to the conclusion that for a virtual world to be effective within the classroom, it should not be an exact reflection of the student’s real life. Instead, it should reflect an aspect of culture, feature of society, or a problem. If students are creating a world that exactly parallels the life they are already living, it could lead to problems that do not belong in the educational realm. Therefore, students should not create virtual worlds to similar to their own lives. However, I do believe that they should be dealing with the “big picture ideas” that affect their world and society, simply not in an individualized context. Considering that the avatars that will be used will not be replicas of the actual students, they should still retain relevance to them so that they become actively involved and meaningful learning can occur.
Resources:
http://knowledge.emory.edu/article.cfm?articleid=1166
http://horizonproject.wikispaces.com/Virtual+Worlds+-+Impact+on+Education
7.I have absolutely no programming background. I have always considered myself, moderately technologically savvy but I am quickly coming to the conclusion that I am not at all. I have never taken any classes or used any software that deals with any aspects of programming. Unfortunately, I do not know how to write an HTML code or use any other programming language. This technology class has become extremely overwhelming to me, causing me to realize how important it will be to become dedicated to professional development, especially in the area of technology, once I become a practicing educator. I am definitely learning and stretching in this class and it is causing me to think outside of the box!
2.Net Frog- The Net Frog simulation looks similar to a program that was available for use when I was in high school. It is easy to use and easy to follow but it also seemed just plain easy. Without reading the directions or watching the videos I was able to guess what I was supposed to know without actually having to do much. With that being said, I do not think that this simulation promotes much meaningful learning. Although it promotes an “educational idea” it goes back to the mentality of learning from technology rather than learning with it. Simply using this online simulation to dissect a frog, does not force any sort of inquiry based learning. I do not think that I would use this simulation with students. I understand that many teachers offer it as an alternative to actually dissecting a frog, but I feel as though it greatly decreases the difficulty of the actual process and it also does not allow for much hypothesizing or taking risks. Everything is laid out in a certain manner and needs to be performed correctly without error. I believe that without the possibility and risk of failing no true and meaningful learning can occur.
Funderstanding Roller Coaster- At first, just looking at the title of this I thought that it would not promote much meaningful learning either. However, I am happy to say that I was proved false. After playing the game, I realized that you are able to manipulate that roller coaster in a way that causes the car to fall off the track or fly through the sky. The possibility of failure is available and allows students to hypothesize and manipulate different variables. The ability to manipulate certain variable also differs from the Net Frog site because there was an exact way to perform on that while in this simulation I was able to try many different things and there was no one right answer. I believe that this does promote meaningful learning and I would absolutely use it to introduce different scientific laws and physics principles to my students.
3. Houghton Mifflin Discover Simulations
Grade 2: Science: Matter and Energy
http://www.eduplace.com/kids/hmsc/content/simulation/
The Houghton Mifflin site provides a variety of science simulations for grades K-6. I experimented with a few in each grade level and they each offer great simulations of specific science experiences. They allow students to explore various topics and manipulate a few variables for each. I believe that the simulations provided on this site promote meaningful learning because students are able to manipulate or examine certain factors and see how each is affected. I tried the matter and energy simulation for grade 2. In that simulation I tested to see how certain states of matter affect how one hears noises. I was able to listen to a noise without anything in the way and then listen to the sounds through liquid, solid, and gas. There were also follow-up questions to ask students why certain events occurred. I believe this simulation will bring simple science lessons such as this to life for students.
4.Darfur is Dying- This educational game was very interesting. Upon first entering the game, I was allowed to choose a character and with that character I tried to get water from my community. My first person was captured. This game heavily played on my emotions. After my character was captured I was no longer allowed to use her and had to choose a new one. Navigating around the camp also allowed for learning. I believe that this site should be used with students. The site allows from some meaningful learning, but more than anything I believe that it strikes an interest in students that will cause them to further explore the controversial topic. I feel that this topic specifically allows for meaningful learning because it is still very unknown. I think that allowing students to take on the role of a child of Darfur allows them to get a small glimpse of what these children and their families are going through.
Ayiti: The Cost of Life- This game is very interesting. I believe that we as Americans, myself included, often forget the blessings that we delight in on a daily basis. It is very easy to forget how many people around the world do not have all the luxuries that we do. With that being said, this game allows students to get an inclination as to what, other children like themselves, have to do to help their families survive. The game has that failure factor that I discussed earlier. Students have to make decisions and create hypothesis and manipulate variables within the family to help them survive. As sad as it sounds, it is possible for the entire family to die, the failure factor. I would absolutely use this game with students. I believe that it promotes meaningful learning because students have to emerge themselves in another world in order for their “families” to survive. The students will become involved and actively engaged due to their ability to fail. I believe that they will want to succeed and because of that will need to hypothesize and develop causal reasoning when they do not succeed.
3rd World Farmer- Like the other two games, this simulation game is very good for provoking meaningful thoughts upon first entering the site. We are immediately directed to start the game and have to make decisions that ultimately affect the entire family and their survival. These games all allow for inquiry based science learning. They allow students to pose their own problems and try to solve them in various ways with multiple options. This game would also be great to use with students simply due to its inquiry nature, again using the failure factor. It allows students to take risks and fail and fix it if necessary. There is not just one right answer and so students have great freedom. This promotes meaningful learning due to how engaged students can and will become it. Students will also be able to get a glimpse of another world they are not apart of. All three of these games are not only extremely interesting but great ways to promote meaningful learning with technology, not just from it.
5. Primary Games: Where on Earth?
Grade: 6 Social Studies
http://www.primarygames.com/socstudies/whereonearth/index.htm
In this socials studies game, students are given famous landmarks and are timed and have to locate where the landmark is. The total mileage that the student is off is calculated and then recorded. The student then receives points accordingly and can advance to harder levels according to their score. This game promotes meaningful learning because it is interactive and students get the repetition factor. Although, this game deals with some memorization, memorization is necessary for practical and accurate application and I believe that this game allows for students to develop a better geographic concept of countries, continents, and big cities according to world renowned landmarks.
6. After doing some research, I believe that virtual worlds are quickly becoming an educational tool of the future. I think that there are still many characteristics of virtual worlds that do not yet have a place in the classroom, however there are some that do. I believe that there are many virtual worlds that focus on less “educational” topics. After analyzing my research, I have come to the conclusion that for a virtual world to be effective within the classroom, it should not be an exact reflection of the student’s real life. Instead, it should reflect an aspect of culture, feature of society, or a problem. If students are creating a world that exactly parallels the life they are already living, it could lead to problems that do not belong in the educational realm. Therefore, students should not create virtual worlds to similar to their own lives. However, I do believe that they should be dealing with the “big picture ideas” that affect their world and society, simply not in an individualized context. Considering that the avatars that will be used will not be replicas of the actual students, they should still retain relevance to them so that they become actively involved and meaningful learning can occur.
Resources:
http://knowledge.emory.edu/article.cfm?articleid=1166
http://horizonproject.wikispaces.com/Virtual+Worlds+-+Impact+on+Education
7.I have absolutely no programming background. I have always considered myself, moderately technologically savvy but I am quickly coming to the conclusion that I am not at all. I have never taken any classes or used any software that deals with any aspects of programming. Unfortunately, I do not know how to write an HTML code or use any other programming language. This technology class has become extremely overwhelming to me, causing me to realize how important it will be to become dedicated to professional development, especially in the area of technology, once I become a practicing educator. I am definitely learning and stretching in this class and it is causing me to think outside of the box!
Wednesday, September 2, 2009
Chapter 2 Response
1.Google reader was the avenue I used to create my RSS feed. The video made it very simple to do and I never realized how may websites I am able to get a continuous feed from. I feel like I am becoming more and more technology savvy. Like the video tells, it really does save so much time to have all of the news from my favorite blogs and sites streaming into one place. I plan to utilize the reader on a daily basis starting now.
2.Save the Pacific Northwest Tree Octopus- This website, although creative is not a legitimate site and does not contain accurate or true content. In evaluating the website, I noticed that much of the content was written with a sarcastic or joking tone. For example, asking to make donations to the fund says to stand in a forest and wait until you the see the alleged tree octopus and hand them a one dollar bill. Although this is very creative and entertaining, it is not true and should not be believed. Upon initially entering the site, the visual appearance of the site seemed legitimate but the exaggerated language led me to believe otherwise. Also, the information is not backed by any college, university, or organization; it is simply set up by Lyle Zapato. In fact when I googled the organization that it is allegedly affiliated with, many websites that are dedicated to the deletion of fake websites came up. All of these factors led me to believe that this site was neither legitimate nor credible.
Martin Luther King Jr.- A True Historical Examination- Along with the first website, this site is not legitimate or credible. The information is provided by Stormfront.org which is a World Wide White Pride organization, which obviously has no authority in the field of civil rights or Black history. The website has an extremely political, bias, and racist agenda. The subject matter is completely opinion and it has no resource list or bibliography. The intention of the website is clear: to create even more hatred in a world that is working against that. This website is not only illegitimate but offensive.
Dog Island Free Forever- This site is also not credible. At first glance, this site appears to be real due to its set-up and support from google. However, after reading some of the content, it is clear that the website is a joke. When evaluating the organization that backed the website, I saw that it had a disclaimer which stated that the website was created in jest. Also, the site was created in 2003 and does not seem to be updated except for the “weather” since then. All of these points led to the conclusion that this website is full of false information.
All About Explorers- This website seemed the most legitimate out of all of the other sites so far. The graphics were good and the content followed the logic that it said it would. The authors even seemed to have the authority to write the content, although it was a group of teachers instead of a university or organization, I initially thought this was enough of a viable source. When exploring the website further and looking at the different explorer pages, just from my own repertoire of knowledge I quickly realized that none of the information provided on each of the explorers were true. In fact the information was absolutely ridiculous. When I went on to the page entitled “About the Site” I discovered that the site was created like this purposefully to help students identify faulty and unhelpful sites. The group of teachers who created this site intended it to be faulty to help teach students how to identify fake sites that seem real, similar to this one. Although the site had false content, its intentions were good.
History of Robots in the Victorian Era- This website was a great deal more challenging for me to identify as legitimate or not. Upon evaluation, I noticed that the site was not backed by a university or organization, rather by a man named Paul Guinan whose email was provided to answer any questions. Also, although some of the dates and facts appeared to be correct according to my prior knowledge, there were no listed resources or bibliography. The websites visual content and construction appeared to be well and professionally done but the content was less appealing. Also, the web address was silly, “bigredhair,” and also a .com site which means anyone can create it. Although this website took more time, I concluded it as false.
Di Hydrogen Monoxide Research Division- The websites seem to become increasingly harder to tell. This website is also false. When evaluating whether or not the website was backed by an organization or university, I was thrown off by the fact that it has a United States Environmental Assessment Center icon. I had never heard of this before, but assumed it was a true organization. Also, the website had an .org address, which usually tend to be more reliable websites. What led me to believe that the website was false however was the fact that it was trying to sell certain things such as t-shirts and books. Also, the author of the website is also the author of a chapter in a “South Park” book which leads me to believe that he does not have the authority to be writing about Di Hydrogen Monoxide. Finally, there is a note at the bottom of the page that states that content veracity is not implied, meaning that the information provided is not necessarily true.
The First Human Male Pregnancy- When evaluating this website, I saw that it is backed by the RYT Hospital and Dwayne Medical Center. However, in all of its research there is no list of resources or a bibliography. Although the content seems to make a good deal of sense and flow well with the visuals and graphics, there is nothing substantial to back up the content. It also seems as though the hospital may have vested interest or a bias due to the fact that they are the origin of discovery. Of course they are going to want to make this look as viable as possible to credit their name. However, due to the lack if evidence and the gaps in logic this website is also full of content that is not reliable.
The wto.org is the correct World Trade Organization website. Several things led me to this conclusion. First, it had the more “normal” web address. For an organization as big as The World Trade Organization, I would imagine that it would have the option of having its initials for its site address. Secondly, it had a great deal of resources available to help navigate around and within the site as well as backing much of its information. The site also follows a logical presentation and sequence. The contact information for the site was actually through the World Trade Organization and had no third party resource. Although the other site looked very similar to the real one, its links directed me all over the place proving that the second site was the true one.
3.Content Area: Social Studies
Grade Level: 3rd
I had a very challenging time finding many web based scavenger hunts that were relative to my grade and content area. I found about 15 through the Scholastic website. However, of the 15 I found none of them seemed to promote much meaningful learning. For example, the ones I chose to try all posed a question and then gave a link of exactly where that specific answer could be found. There was really no hunt because the hunt was already done. How can meaningful learning be expected when the students do not really have to interact with or evaluate the information on their own. The website with the answer is given to them and no student is going to search somewhere else when they already have the answer provided. Also, these also seemed to reinforce the idea of “learning from technology” rather than “learning with technology” perpetuating the idea that we as educators need to overcome.
4.I chose to do a webquest on Women in America. This webquest required students to get in groups of 4 and each student in the group would do research and a presentation on one of 4 famous women in history. Then they will present to their group and as a group will choose one woman who they will propose to put on a stamp. When looking at Johanssen’s criteria for a well designed webquest, it met several of them. It does incorporate cooperative learning considering that the students will be working both individually and in a group. It also incorporates multiple learning perspectives. The students will each have to do their own research and come up with conclusions individually, but then collectively, incorporating multiple perspectives, pick a woman who deserves to be on the stamp based on the qualities researched. Also, it incorporates the analysis and synthesis of information. Students will have to synthesize what they collect individually as a collective whole to analyze what female deserves the honor. It requires the creation of original products to a certain extent. Although students have to create their own proposal on their specific female, it would be very easy to just regurgitate the information they find, taking away from the creativity and originality of the product. Also, although it is student-directed due to the decision-making power, it is not very open-ended. Students have a pretty limited selection of females and have a specific set of ideas that are implied to be abided by. Overall, the webquest is pretty good but could use improvement in some of the most important areas.
5.This particular teacher used a handheld when conducting DIBELS testing. She did not have enough handhelds for the entire class so if they were used in class they were used in partners, which she stated was not ideal. They were used for things such as virtual flashcards, looking up words in the dictionary, and watching short films or videos relating to specific content. When evaluating the use of the handheld for the DIBELS testing, it did not allow her to do something new, rather it allowed her to do something she could do before better. It made DIBELS testing more accurate, easier to track, easier to record, and seemingly less stressful for the students. When it came to using the handhelds with students, the teacher believed that it just made already available resources more accessible. When she used them in the classroom, she was using them more as a means to learn from technology rather than learn with.
6. The Zoomerang survey program used seemed very similar to the survey monkey program I have become familiar with in the past.
2.Save the Pacific Northwest Tree Octopus- This website, although creative is not a legitimate site and does not contain accurate or true content. In evaluating the website, I noticed that much of the content was written with a sarcastic or joking tone. For example, asking to make donations to the fund says to stand in a forest and wait until you the see the alleged tree octopus and hand them a one dollar bill. Although this is very creative and entertaining, it is not true and should not be believed. Upon initially entering the site, the visual appearance of the site seemed legitimate but the exaggerated language led me to believe otherwise. Also, the information is not backed by any college, university, or organization; it is simply set up by Lyle Zapato. In fact when I googled the organization that it is allegedly affiliated with, many websites that are dedicated to the deletion of fake websites came up. All of these factors led me to believe that this site was neither legitimate nor credible.
Martin Luther King Jr.- A True Historical Examination- Along with the first website, this site is not legitimate or credible. The information is provided by Stormfront.org which is a World Wide White Pride organization, which obviously has no authority in the field of civil rights or Black history. The website has an extremely political, bias, and racist agenda. The subject matter is completely opinion and it has no resource list or bibliography. The intention of the website is clear: to create even more hatred in a world that is working against that. This website is not only illegitimate but offensive.
Dog Island Free Forever- This site is also not credible. At first glance, this site appears to be real due to its set-up and support from google. However, after reading some of the content, it is clear that the website is a joke. When evaluating the organization that backed the website, I saw that it had a disclaimer which stated that the website was created in jest. Also, the site was created in 2003 and does not seem to be updated except for the “weather” since then. All of these points led to the conclusion that this website is full of false information.
All About Explorers- This website seemed the most legitimate out of all of the other sites so far. The graphics were good and the content followed the logic that it said it would. The authors even seemed to have the authority to write the content, although it was a group of teachers instead of a university or organization, I initially thought this was enough of a viable source. When exploring the website further and looking at the different explorer pages, just from my own repertoire of knowledge I quickly realized that none of the information provided on each of the explorers were true. In fact the information was absolutely ridiculous. When I went on to the page entitled “About the Site” I discovered that the site was created like this purposefully to help students identify faulty and unhelpful sites. The group of teachers who created this site intended it to be faulty to help teach students how to identify fake sites that seem real, similar to this one. Although the site had false content, its intentions were good.
History of Robots in the Victorian Era- This website was a great deal more challenging for me to identify as legitimate or not. Upon evaluation, I noticed that the site was not backed by a university or organization, rather by a man named Paul Guinan whose email was provided to answer any questions. Also, although some of the dates and facts appeared to be correct according to my prior knowledge, there were no listed resources or bibliography. The websites visual content and construction appeared to be well and professionally done but the content was less appealing. Also, the web address was silly, “bigredhair,” and also a .com site which means anyone can create it. Although this website took more time, I concluded it as false.
Di Hydrogen Monoxide Research Division- The websites seem to become increasingly harder to tell. This website is also false. When evaluating whether or not the website was backed by an organization or university, I was thrown off by the fact that it has a United States Environmental Assessment Center icon. I had never heard of this before, but assumed it was a true organization. Also, the website had an .org address, which usually tend to be more reliable websites. What led me to believe that the website was false however was the fact that it was trying to sell certain things such as t-shirts and books. Also, the author of the website is also the author of a chapter in a “South Park” book which leads me to believe that he does not have the authority to be writing about Di Hydrogen Monoxide. Finally, there is a note at the bottom of the page that states that content veracity is not implied, meaning that the information provided is not necessarily true.
The First Human Male Pregnancy- When evaluating this website, I saw that it is backed by the RYT Hospital and Dwayne Medical Center. However, in all of its research there is no list of resources or a bibliography. Although the content seems to make a good deal of sense and flow well with the visuals and graphics, there is nothing substantial to back up the content. It also seems as though the hospital may have vested interest or a bias due to the fact that they are the origin of discovery. Of course they are going to want to make this look as viable as possible to credit their name. However, due to the lack if evidence and the gaps in logic this website is also full of content that is not reliable.
The wto.org is the correct World Trade Organization website. Several things led me to this conclusion. First, it had the more “normal” web address. For an organization as big as The World Trade Organization, I would imagine that it would have the option of having its initials for its site address. Secondly, it had a great deal of resources available to help navigate around and within the site as well as backing much of its information. The site also follows a logical presentation and sequence. The contact information for the site was actually through the World Trade Organization and had no third party resource. Although the other site looked very similar to the real one, its links directed me all over the place proving that the second site was the true one.
3.Content Area: Social Studies
Grade Level: 3rd
I had a very challenging time finding many web based scavenger hunts that were relative to my grade and content area. I found about 15 through the Scholastic website. However, of the 15 I found none of them seemed to promote much meaningful learning. For example, the ones I chose to try all posed a question and then gave a link of exactly where that specific answer could be found. There was really no hunt because the hunt was already done. How can meaningful learning be expected when the students do not really have to interact with or evaluate the information on their own. The website with the answer is given to them and no student is going to search somewhere else when they already have the answer provided. Also, these also seemed to reinforce the idea of “learning from technology” rather than “learning with technology” perpetuating the idea that we as educators need to overcome.
4.I chose to do a webquest on Women in America. This webquest required students to get in groups of 4 and each student in the group would do research and a presentation on one of 4 famous women in history. Then they will present to their group and as a group will choose one woman who they will propose to put on a stamp. When looking at Johanssen’s criteria for a well designed webquest, it met several of them. It does incorporate cooperative learning considering that the students will be working both individually and in a group. It also incorporates multiple learning perspectives. The students will each have to do their own research and come up with conclusions individually, but then collectively, incorporating multiple perspectives, pick a woman who deserves to be on the stamp based on the qualities researched. Also, it incorporates the analysis and synthesis of information. Students will have to synthesize what they collect individually as a collective whole to analyze what female deserves the honor. It requires the creation of original products to a certain extent. Although students have to create their own proposal on their specific female, it would be very easy to just regurgitate the information they find, taking away from the creativity and originality of the product. Also, although it is student-directed due to the decision-making power, it is not very open-ended. Students have a pretty limited selection of females and have a specific set of ideas that are implied to be abided by. Overall, the webquest is pretty good but could use improvement in some of the most important areas.
5.This particular teacher used a handheld when conducting DIBELS testing. She did not have enough handhelds for the entire class so if they were used in class they were used in partners, which she stated was not ideal. They were used for things such as virtual flashcards, looking up words in the dictionary, and watching short films or videos relating to specific content. When evaluating the use of the handheld for the DIBELS testing, it did not allow her to do something new, rather it allowed her to do something she could do before better. It made DIBELS testing more accurate, easier to track, easier to record, and seemingly less stressful for the students. When it came to using the handhelds with students, the teacher believed that it just made already available resources more accessible. When she used them in the classroom, she was using them more as a means to learn from technology rather than learn with.
6. The Zoomerang survey program used seemed very similar to the survey monkey program I have become familiar with in the past.
Tuesday, September 1, 2009
Thursday, August 27, 2009
Frontline Video Response
This frontline video brought up many interesting points about technology and the affects it has on the children and teenagers of today’s society. I have always liked the idea of incorporating a great deal of technology into my future classroom but never really knew how. After today’s class, I feel more confident and am excited to think of more “out of the box” ways to integrate technology that is meaningful into my future classroom. However, I feel like today in class I was introduced to many new and exciting ways to integrate “fun” technology into the classroom and then this video brought up every possible drawback about students using technology. Although this video was extremely informative, I feel as though it was slightly overdramatic. I think that it is extremely important to be aware of all of the issues and controversies that surround “growing up online,” but I also feel that the internet is not solely to blame. We need to look to the users as well.
The school in the video, Chatham High School, was very intriguing to me. It appeared that many of the teachers were on board with the huge shift in technology as well as the Principals. Rose Propora, the English teacher at that school, seemed to be at a loss however. She said that her time was up and that she simply could not compete with the technology any more. This really disturbed me because I feel that when you have been a teacher for 30 years, you have to have a love for what you do so why wouldn’t she be committed to learning from her students and trying to learn more of the technological advances in order to keep her students engaged? From the video, it appeared that many of the other teachers were very aware of how to utilize the technological resources so I wonder why she was left in the dust? I believe it may have been her choice. I feel that this kind of stagnant attitude is what constitutes disengagement from students. And who can blame them.
All of the chapters of the video were very interesting but the one that hit me the most was cyber bullying. It is an issue that I have heard much about in the past and am very passionate about. I feel as though it is a big issue and all though there have only been 2 large cases, with Ryan Halligan and Megan Myers, it happens everyday. However, I do not think that the solution lies in taking away the internet. I agree with the final chapter that discusses cyber citizenship and how to use technology responsibly. Looking back before the internet, bullying was huge within the school, but students were not pulled out. So just because the environment of bullying has changed why should the way it is handled be changed? Students just need to learn how to be responsible within that realm and that will take time, but it can be done.
This video was extremely interesting and eye opening. I am still very excited about how I will use technology in my future classroom but I am also aware of all of the possible issues that lie within that. This video was a good cautionary tale and resource.
The school in the video, Chatham High School, was very intriguing to me. It appeared that many of the teachers were on board with the huge shift in technology as well as the Principals. Rose Propora, the English teacher at that school, seemed to be at a loss however. She said that her time was up and that she simply could not compete with the technology any more. This really disturbed me because I feel that when you have been a teacher for 30 years, you have to have a love for what you do so why wouldn’t she be committed to learning from her students and trying to learn more of the technological advances in order to keep her students engaged? From the video, it appeared that many of the other teachers were very aware of how to utilize the technological resources so I wonder why she was left in the dust? I believe it may have been her choice. I feel that this kind of stagnant attitude is what constitutes disengagement from students. And who can blame them.
All of the chapters of the video were very interesting but the one that hit me the most was cyber bullying. It is an issue that I have heard much about in the past and am very passionate about. I feel as though it is a big issue and all though there have only been 2 large cases, with Ryan Halligan and Megan Myers, it happens everyday. However, I do not think that the solution lies in taking away the internet. I agree with the final chapter that discusses cyber citizenship and how to use technology responsibly. Looking back before the internet, bullying was huge within the school, but students were not pulled out. So just because the environment of bullying has changed why should the way it is handled be changed? Students just need to learn how to be responsible within that realm and that will take time, but it can be done.
This video was extremely interesting and eye opening. I am still very excited about how I will use technology in my future classroom but I am also aware of all of the possible issues that lie within that. This video was a good cautionary tale and resource.
Chapter 1 Response
What is your first impression of this textbook based on reading the preface and first chapter?
After reading the first 2 sections of the text I think that this book has a very realistic view of the needs of students in today’s technological society. The author understands and empathizes with the way things were but holds hope for the way things should be. In just the first 2 sections alone, I can see that the text is very straight-forward and honest. The author does not seem to sugarcoat things, but simply brings issues that need to be addressed but are often ignored into the light.
Jonassen identifies 5 characteristics of meaningful learning. How do these 5 characteristics compare with your own understanding of what meaningful learning is?
Due to the repetition within my classes, whenever I think about “meaningful learning,” my mind automatically diverts to Garnder’s multiple intelligences. I think about different learning styles rather than what it means to undergo “meaningful learning.” The 5 characteristics that Jonassen discusses include being active, constructive, cooperative, authentic, and intentional, all being very true to me, personally. I believe that in order for me to learn meaningfully I need to interact and manipulate the environment, reflect on the new things that I learn, have a goal in mind, learn within a meaningful and relative context, and most effectively complete tasks when working collaboratively. When I think about meaningful learning I think about all of the same characteristics. I agree with Jonassen and do not think it can occur without all of those facets. They are not independent of each other, rather interdependent and necessary.
As a student you have observed the teaching process for more than 15 years. Some authors refer to this as an apprenticeship of observation. Reflecting back as a K-12 and college student, how have you seen technology used as teaching and learning tool?
To be honest, I feel as though growing up when I did served me a disservice. I feel very left behind in the technological realm of the classroom because it was never a large part of my experience. In all of my years of school thus far, even college, I have seen technology used as a tool to learn with, not from, as stated in the text. I really liked the analogy that Jonassen used on page 6 where he compared the deliverance of knowledge through technology similar to a grocery delivery. It reminded me of my experiences with technology in school. Although technology is a constantly running race, I feel as though I am very far behind. I have never been exposed to smart board or ELMOs and computers have always been used more as encyclopedias and words processors than anything else. I feel as though technology holds a breakthrough for education. I believe that it has incredible power when used correctly and I hope to learn and utilize it more in the future.
In your own words, what is the difference between ‘learning from technology’ and ‘learning with technology’?
I believe that learning from technology is related to simply conveying knowledge through the use of technology. For example, writing papers, learning from PowerPoint slides, and using the internet for researching. Although these are helpful, they are not all technology has to offer. I believe that learning with technology, is not simply about the deliverance of knowledge, but about learning how to use technology in a way that it more efficiently helps us live our lives, especially learning. I believe that learning with technology will help students to be more engaged, keeping up with the trends of society.
Who is David Jonassen? Find out more about his background and professional interests.
David Jonassen is a professor at the University of Missouri at Columbia. He has taught at all levels, elementary, middle, high, and collegiate. He holds a constructivist approach and believes that knowledge is built by the learner and not supplied by the teacher. He believes in using computers as mind tools, meaning that the computer is used to help construct learning, not just supply it. His professional interests include research on mind tools, problem solving and he is also the director for the Center for the Study of Problem Solving.
Occasionally, you may come across unfamiliar terms in the reading. Rather than ignore them (a strategy struggling readers use), be sure to understand what these new words mean. This is great practice for the GRE. Also, when we discuss the readings in class, I will randomly call on students to define unfamiliar terms using their own words. For example, do you know what an ‘epiphenomenon’ is? Can you define the word ‘nascent’? Both of these terms are used in Ch. 1
Epiphenomenon- a secondary mental phenomenon that is caused by and accompanies a physical phenomenon but has no causal influence itself (Webster)
Nascent- recently coming into existence (Webster)
Syllogism- deductive reasoning (Webster)
Choose one question from the ‘Things to Think About’ section on pp. 10-12. Respond to this question. Be sure to identify the question to which you are responding.
4) When learners construct knowledge, what are they building? How is it possible to observe the fruits of their labor, that is, the knowledge they construct?
When learners construct knowledge, I believe that they are connecting knowledge that they already possess with new knowledge that they are learning. I believe that everything that comes into a learners mind is integrated and pieced together with what that learner already knows to construct new knowledge. In order to observe these fruits, it is important to observe learners for extended periods of time. One needs to see the development of thoughts and ideas and how they are extended and enhanced over time. It will be clearly evident simply through conversation that new and improved thoughts have evolved.
After reading the first 2 sections of the text I think that this book has a very realistic view of the needs of students in today’s technological society. The author understands and empathizes with the way things were but holds hope for the way things should be. In just the first 2 sections alone, I can see that the text is very straight-forward and honest. The author does not seem to sugarcoat things, but simply brings issues that need to be addressed but are often ignored into the light.
Jonassen identifies 5 characteristics of meaningful learning. How do these 5 characteristics compare with your own understanding of what meaningful learning is?
Due to the repetition within my classes, whenever I think about “meaningful learning,” my mind automatically diverts to Garnder’s multiple intelligences. I think about different learning styles rather than what it means to undergo “meaningful learning.” The 5 characteristics that Jonassen discusses include being active, constructive, cooperative, authentic, and intentional, all being very true to me, personally. I believe that in order for me to learn meaningfully I need to interact and manipulate the environment, reflect on the new things that I learn, have a goal in mind, learn within a meaningful and relative context, and most effectively complete tasks when working collaboratively. When I think about meaningful learning I think about all of the same characteristics. I agree with Jonassen and do not think it can occur without all of those facets. They are not independent of each other, rather interdependent and necessary.
As a student you have observed the teaching process for more than 15 years. Some authors refer to this as an apprenticeship of observation. Reflecting back as a K-12 and college student, how have you seen technology used as teaching and learning tool?
To be honest, I feel as though growing up when I did served me a disservice. I feel very left behind in the technological realm of the classroom because it was never a large part of my experience. In all of my years of school thus far, even college, I have seen technology used as a tool to learn with, not from, as stated in the text. I really liked the analogy that Jonassen used on page 6 where he compared the deliverance of knowledge through technology similar to a grocery delivery. It reminded me of my experiences with technology in school. Although technology is a constantly running race, I feel as though I am very far behind. I have never been exposed to smart board or ELMOs and computers have always been used more as encyclopedias and words processors than anything else. I feel as though technology holds a breakthrough for education. I believe that it has incredible power when used correctly and I hope to learn and utilize it more in the future.
In your own words, what is the difference between ‘learning from technology’ and ‘learning with technology’?
I believe that learning from technology is related to simply conveying knowledge through the use of technology. For example, writing papers, learning from PowerPoint slides, and using the internet for researching. Although these are helpful, they are not all technology has to offer. I believe that learning with technology, is not simply about the deliverance of knowledge, but about learning how to use technology in a way that it more efficiently helps us live our lives, especially learning. I believe that learning with technology will help students to be more engaged, keeping up with the trends of society.
Who is David Jonassen? Find out more about his background and professional interests.
David Jonassen is a professor at the University of Missouri at Columbia. He has taught at all levels, elementary, middle, high, and collegiate. He holds a constructivist approach and believes that knowledge is built by the learner and not supplied by the teacher. He believes in using computers as mind tools, meaning that the computer is used to help construct learning, not just supply it. His professional interests include research on mind tools, problem solving and he is also the director for the Center for the Study of Problem Solving.
Occasionally, you may come across unfamiliar terms in the reading. Rather than ignore them (a strategy struggling readers use), be sure to understand what these new words mean. This is great practice for the GRE. Also, when we discuss the readings in class, I will randomly call on students to define unfamiliar terms using their own words. For example, do you know what an ‘epiphenomenon’ is? Can you define the word ‘nascent’? Both of these terms are used in Ch. 1
Epiphenomenon- a secondary mental phenomenon that is caused by and accompanies a physical phenomenon but has no causal influence itself (Webster)
Nascent- recently coming into existence (Webster)
Syllogism- deductive reasoning (Webster)
Choose one question from the ‘Things to Think About’ section on pp. 10-12. Respond to this question. Be sure to identify the question to which you are responding.
4) When learners construct knowledge, what are they building? How is it possible to observe the fruits of their labor, that is, the knowledge they construct?
When learners construct knowledge, I believe that they are connecting knowledge that they already possess with new knowledge that they are learning. I believe that everything that comes into a learners mind is integrated and pieced together with what that learner already knows to construct new knowledge. In order to observe these fruits, it is important to observe learners for extended periods of time. One needs to see the development of thoughts and ideas and how they are extended and enhanced over time. It will be clearly evident simply through conversation that new and improved thoughts have evolved.
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