Weller, T.J. (2010). Playing with skype. Learning and Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg30
Skype is a online video telephone service that is easy, cheap and requires little computer knowledge to use it. Traditionally skype has been used by people who wish to talk to each other over long distances without paying long distances fees. In fact skye is actually better than a telephone because it is used in conjunction with a video camera so the individuals who are conversing can actually pick up on subtle facial expressions that would go unnoticed over the phone. Mr. Weller came up with the idea of integrating this technology into the classroom so that music conductors could actually bring their live orchestras into the classroom. This isn't too different from a previous blog post that I wrote about interactive field trips. However, skype is actually better than the technology that I described in the previous post because it is cheap and doesn't require an person to have access to a scarce and expensive machine.
Why was this idea so successful for integration into Mr. Weller's music room?
The music conductor was actually able to see and interact with Mr. Weller's class before the performance so that he could explain what his envision of the music is. Additionally, the low cost, user friendly program was highly accessible for his room as it would be for most classrooms in the states. With emerging technology such as this, the teacher is no longer the absolute educator in the room. The possibilities are practically endless as far as what professionals the students can interact with.
What are some possible complications that one might encounter while trying to utilize Skype video conferencing? Skype does require a broadband internet connection. As we all know, not all internet connections are equal and it would be unfortunate if in the middle of a classroom skype conversation, the internet connection was suddenly lost for whatever reason. However, interent connections are much more stable now then they used to be when we all used dial-up connections and I think that this problem would be rare.
Wednesday, April 7, 2010
Tuesday, April 6, 2010
Inspiration, NETS-T standards 1-5: NETS 1, 2, 3, 4, 5
Inspiration is a great tool that can be used to orgnize your thoughts on paper. It is basically a programt that can be used to create the classic spider diagram. I used it to outline my competency with NETS 1 through 5 by using two examples of work for each NET which demonstrate my competency in the respective NET. I also linked the large Turkey in the middle to the official National Educational Technology Standards for Teachers webpage.
1. Facilitate and Inspire Student Learning and Creativity
It is imperative that educators utilize their subject matter expertise, pedagogy and personal experiences to stimulate their students’ innate inquisitive character with real world as well as technological environments.
By using Microsoft Word, a word processing program, to create a mock newsletter I promoted innovative ideas as I used Word Art, a font distortion application of Microsoft Word, dropcaps, line art, clipart, custom bullets and borders to draw readers' attention to various parts of the newsletter in a visually appealing way. I modeled creativity by inserting a scanned self-portrait and utilizing the text wrapping feature. I further promoted innovative thinking and use of technology through posting the newsletter to my blog, an online personal journal that is open to the public.
By using Google docs, a web-based word processor, to write a collaborative narrative with colleagues, I am able to model collaborative knowledge construction in a virtual environment. In Google docs, two peers and I worked remotely on a single document. Each of us was able to contribute thoughts and edit the ideas of the others from various locations at different times as well as invite feedback from others. Students could use Google docs to create and edit work with peers from across the room or even around the world. As I am digitally invited to view and edit my peer’s document through the share application in Google docs, I promoted reflection and assessments of my peers' understanding, thinking, planning, and creative processes.
2. Design and Develop Digital-Age Learning Experiences and Assessments
After designing a PowerPoint presentation, a computer presentation program, I was able to incorporate this digital tool to promote student learning by teaching my fellow students about ways to creatively demonstrate classroom lesson ideas.
3. Model Digital-Age Work and Learning
By creating a Delicious account, a social bookmarking website, I modeled effective use of this new digital tool as I can now locate, analyze, evaluate, and use information resources that I’ve saved in my Delicious bookmarks on any computer thereby supporting research and learning.
4. Promote and Model Digital Citizenship and Responsibility
By utilizing the JCCS Internet Safety Project’s website at www.jccsinternetsafety.wetpaint.com, I was able to advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources by creating a collaborative resource on Google Docs that addressed internet safety, cyberbullying, cyber predators, piracy and plagiarism, inappropriate content and social networks.
By creating an online web log of my classroom projects at www.ed422exjkrefft.blogspot.com, I both promoted and modeled digital etiquette and responsible social interactions as I consistently demonstrated a high level of integrity when I would comment on my peer’s blog posts which relate to the use of technology and information.
5. Engage in Professional Growth and Leadership
After I became a member of Classroom 2.0 at www.classroom20.com, a online social network for those interested in Social Media in Education, I participated in the local and global learning community by commenting on other educator’s blogs. The wealth of information that I, as a member, have access to on this website allows me to explore creative applications of technology to improve student learning.
Through becoming a member of the International Society for Technology in Education at www.iste.com, an organization that advances excellence in learning and teaching through innovative and effective uses of technology, I have access to an online journal publication titled Learning and Leading with Technology. I regularly evaluate and reflect on current research in this publication to make effective use of existing and emerging digital tools and resources in support of student learning. After reading recent articles, I summarize them on my blog.
Tuesday, March 23, 2010
Journal #8: Navigate the Digital Rapids
Lindsay , J, & Davis, V. (2010). Navigate the digital rapids. Learning and Leading With Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
This article is about digital citizenship. It encourages teachers to not be timid or fearful of technology in the classroom, but rather to utilize it professionally. Teachers should not recycle their strategies and exercises from year to year, but rather they should constantly be improving and innovating new ways to reach their students. Similarly, technology is also dynamic just as a teachers lessons should be from year to year. Teachers should use this constant change to their benefit and act as a guide on the side for their students so that the learning is in the hands of the students. After teaching proper technology use in the classroom, the teacher should empower the students to be respectable digital citizens and only step in when necessary.
How can technology in the classroom lower the classroom walls?
The internet is a gateway to the world outside of the classroom. Rather than acting as a spectator and suring websites, students can communicate with other students and professionals in various fields. When students learn proper web etiquette, the internet is a wonderful tool that should be promoted. By commenting on threads, creating blogs and emailing quetions online, students can become members of a global community.
What are the threats behind empowering students with internet access?
Inevitably, some students will abuse their privilege to internet access. It is up to teachers to train and monitor their use so as to verify that they are appropriately staying on task. This article outlined that of the 3,000 students that were trained on proper internet utilization, less than 10 participated in questionable online activities. Most students are more mature and responsible than the educational system gives them credit for. As long as a teacher acts as a guide on the side while students are navigating the digital world, problems will be few and far between.
This article is about digital citizenship. It encourages teachers to not be timid or fearful of technology in the classroom, but rather to utilize it professionally. Teachers should not recycle their strategies and exercises from year to year, but rather they should constantly be improving and innovating new ways to reach their students. Similarly, technology is also dynamic just as a teachers lessons should be from year to year. Teachers should use this constant change to their benefit and act as a guide on the side for their students so that the learning is in the hands of the students. After teaching proper technology use in the classroom, the teacher should empower the students to be respectable digital citizens and only step in when necessary.
How can technology in the classroom lower the classroom walls?
The internet is a gateway to the world outside of the classroom. Rather than acting as a spectator and suring websites, students can communicate with other students and professionals in various fields. When students learn proper web etiquette, the internet is a wonderful tool that should be promoted. By commenting on threads, creating blogs and emailing quetions online, students can become members of a global community.
What are the threats behind empowering students with internet access?
Inevitably, some students will abuse their privilege to internet access. It is up to teachers to train and monitor their use so as to verify that they are appropriately staying on task. This article outlined that of the 3,000 students that were trained on proper internet utilization, less than 10 participated in questionable online activities. Most students are more mature and responsible than the educational system gives them credit for. As long as a teacher acts as a guide on the side while students are navigating the digital world, problems will be few and far between.
Journal # 7: The Beginner's Guide To Interactive Virtual Field Trips
Zanetis, J. (2010). The Beginner's guide to interactive virtual field trips. Learning and Leading With Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
Let me start by just saying "Wow!" Interactive virtual field trips (VFTs) are a fairly new technology that gives teachers access to primary resources which are beyond the school ground boundaries. It is an excellent resource in that it allows teachers to take their students on field trips, which often solidify what is learned in the classroom, without the logistical and financial issues that arise from true physical field trips. There are two types of VFTs. Asynchronous are usually prerecorded podcasts or experiments or narrations of a historical sites. Synchronous are real time interactive field trips in which the students and the instructor on the other side of the video recorder can communicate in real time. The students can actually talk to the instructor. The one catch is that the school district must first have an expensive video conferencing unit which is h.323 compatible and capable of Ip-based connections. I don't know what that means, but I'm sure that technological gurus do.
How could teachers integrate VFTs into their classrooms?
After teaching a particular lesson, the teacher could go on any number of websites in search of a reputable interactive VFT. Just like all lessons, students should have an understanding of what the presenter is going to speak about before the VFT is conducted. After the VFT, their should be a follow up lesson in which the teacher can check the knowledge of the student's to make sure that they all understand what was learned from the VFT. As a prospective Biology teacher, I'm finding myself so excited that I could just pee my pants over the possibilities for integrating this technology into my future classroom.
What reaction to VFTs can be expected from students who have never encountered this technology before?
I believe that students will be hesitant to talk to a screen at first, but after a short while, I imagine that the students will become comfortable with the idea to an extent that they will fully engage the presenter on the other side. Field trips are one of the highlight experiences for all students in schools because it is a chance to see how dry classroom content applies to the real world. This is a connection that is important for students to make if they are to fully engage in the material. Walking through a dinosaur museum or watching a shuttle take off in real time will surely stimulate student interest. The best learning takes place when students are excited about the content.
Let me start by just saying "Wow!" Interactive virtual field trips (VFTs) are a fairly new technology that gives teachers access to primary resources which are beyond the school ground boundaries. It is an excellent resource in that it allows teachers to take their students on field trips, which often solidify what is learned in the classroom, without the logistical and financial issues that arise from true physical field trips. There are two types of VFTs. Asynchronous are usually prerecorded podcasts or experiments or narrations of a historical sites. Synchronous are real time interactive field trips in which the students and the instructor on the other side of the video recorder can communicate in real time. The students can actually talk to the instructor. The one catch is that the school district must first have an expensive video conferencing unit which is h.323 compatible and capable of Ip-based connections. I don't know what that means, but I'm sure that technological gurus do.
How could teachers integrate VFTs into their classrooms?
After teaching a particular lesson, the teacher could go on any number of websites in search of a reputable interactive VFT. Just like all lessons, students should have an understanding of what the presenter is going to speak about before the VFT is conducted. After the VFT, their should be a follow up lesson in which the teacher can check the knowledge of the student's to make sure that they all understand what was learned from the VFT. As a prospective Biology teacher, I'm finding myself so excited that I could just pee my pants over the possibilities for integrating this technology into my future classroom.
What reaction to VFTs can be expected from students who have never encountered this technology before?
I believe that students will be hesitant to talk to a screen at first, but after a short while, I imagine that the students will become comfortable with the idea to an extent that they will fully engage the presenter on the other side. Field trips are one of the highlight experiences for all students in schools because it is a chance to see how dry classroom content applies to the real world. This is a connection that is important for students to make if they are to fully engage in the material. Walking through a dinosaur museum or watching a shuttle take off in real time will surely stimulate student interest. The best learning takes place when students are excited about the content.
Monday, March 22, 2010
Journal # 6: Classroom 2.0 / Web 2.0 Exploration, NET 5
I decided to look into online "gaming" as a learning tool in the classroom. Digital game based learning (DGBL) can be described as the utilization of an interactive game for students which promotes learning. To date games in the classroom have been used in the three following ways:
1. Educators have students build games from scratch.
2. Educators and/or developers build educational games from scratch to teach students.
3. Educators integrate commercial off-the-shelf (COTS) games into the classroom.
Much research has been conducted on the topic of DGBL and the most important aspect on utilizing DGBL in the classroom is deciding whether or not the game in question is a suitable game aligned with the relative subject content and curriculum.
One teacher designed a successful math game called MathLand in which every student had a character that would move up in levels from D to C to B to A and then to A+. This seemed to be a motivational approach for the kids as they all wanted to reach the final level of the game. The students' characters in the game would also gain accessories as they became more developed. Plain characters looked like storm troopers, snowmen and TV's by the time that they reached the A+ level. Since students are competing against the levels in the game and not each other it makes them competitive against their prior scores and not each other. Many teachers seem to find this game effective. One teacher even commented that her emotionally impaired students learn more with MathLand then they would from a more traditional classroom approach as the game stimulates their interests in an otherwise dry subject area.
1. Educators have students build games from scratch.
2. Educators and/or developers build educational games from scratch to teach students.
3. Educators integrate commercial off-the-shelf (COTS) games into the classroom.
Much research has been conducted on the topic of DGBL and the most important aspect on utilizing DGBL in the classroom is deciding whether or not the game in question is a suitable game aligned with the relative subject content and curriculum.
One teacher designed a successful math game called MathLand in which every student had a character that would move up in levels from D to C to B to A and then to A+. This seemed to be a motivational approach for the kids as they all wanted to reach the final level of the game. The students' characters in the game would also gain accessories as they became more developed. Plain characters looked like storm troopers, snowmen and TV's by the time that they reached the A+ level. Since students are competing against the levels in the game and not each other it makes them competitive against their prior scores and not each other. Many teachers seem to find this game effective. One teacher even commented that her emotionally impaired students learn more with MathLand then they would from a more traditional classroom approach as the game stimulates their interests in an otherwise dry subject area.
Thursday, March 18, 2010
Thursday, March 4, 2010
Journal #5 Do students need to memorize facts in the digital age?
Mahoney, R, & Knowles, C. (2010). Do students need to memorize facts in the digital age?. Learning and Leading with Technology, 37(5), Retrieved from http://www.learningandleading-digital.com/learning_leading/201002#pg8
This article featured to teachers with opposing answers as to whether or not students need to memorize facts in the digital age. Mr. Mahoney argues that yes it is important to understand facts as preliminary knowledge for conceptual interpretation. He believes that facts are vital for students to learn as they provide students with the required concrete detail that critical and higher level thinking builds upon. Comparatively, Ms. Knowles argues no that memorization isn’t important. Analyzing information is truly what matters. She believes that learning in the digital age is about finding the information, organizing it and then most importantly analyzing it. She bases much of her opinions on research of human neuron pathways that are reinforced when students critically think about the information they gather, rather than just storing data.
Do you believe that students need to memorize facts in the digital age? I definitely do. However, I can see both sides of the issue and I believe that both Mr. Mahoney as well as Ms. Knowles contrasting viewpoints are correct. It is important to memorize facts. For instance, without the knowledge of basic algebra, a student will have a difficult time analyzing a well worded algebraic situational word problem. It is also true that unfortunately a large amount of education is spent cramming a vast amount of information into the short term memory, regurgitating it all over the test, and forgetting it. Digital resources make it possible to dedicate more time to thinking critically about issues rather than just storing useless unrelated facts. However, that is not to say that all facts are useless.
Is it important to memorize facts, interpret, and analyze them in all school classrooms? No. I would argue that most math classes, with the exception of logic, favor the memorization of concrete facts while courses such as psychology, science and history are much more based on analyzing. However, if one doesn’t have a fact base from their math class on reading graphs, then it will be difficult to interpret and analyze them in a science course. Therefore, the mastery of factual memorization and conceptual analysis is imperative to intellectual thought processes.
This article featured to teachers with opposing answers as to whether or not students need to memorize facts in the digital age. Mr. Mahoney argues that yes it is important to understand facts as preliminary knowledge for conceptual interpretation. He believes that facts are vital for students to learn as they provide students with the required concrete detail that critical and higher level thinking builds upon. Comparatively, Ms. Knowles argues no that memorization isn’t important. Analyzing information is truly what matters. She believes that learning in the digital age is about finding the information, organizing it and then most importantly analyzing it. She bases much of her opinions on research of human neuron pathways that are reinforced when students critically think about the information they gather, rather than just storing data.
Do you believe that students need to memorize facts in the digital age? I definitely do. However, I can see both sides of the issue and I believe that both Mr. Mahoney as well as Ms. Knowles contrasting viewpoints are correct. It is important to memorize facts. For instance, without the knowledge of basic algebra, a student will have a difficult time analyzing a well worded algebraic situational word problem. It is also true that unfortunately a large amount of education is spent cramming a vast amount of information into the short term memory, regurgitating it all over the test, and forgetting it. Digital resources make it possible to dedicate more time to thinking critically about issues rather than just storing useless unrelated facts. However, that is not to say that all facts are useless.
Is it important to memorize facts, interpret, and analyze them in all school classrooms? No. I would argue that most math classes, with the exception of logic, favor the memorization of concrete facts while courses such as psychology, science and history are much more based on analyzing. However, if one doesn’t have a fact base from their math class on reading graphs, then it will be difficult to interpret and analyze them in a science course. Therefore, the mastery of factual memorization and conceptual analysis is imperative to intellectual thought processes.
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