"Making History Come Alive"
Levin, H. (2003). Making history come alive. Learning and Leading with technology, 31(3), 22-27.
The problem with a large video project like this one is that it takes up so much time and effort. Personally I don’t think that there is any one particular part of most math or science classes that is important enough to merit such a large portion of a course, but I will suggest an idea anyway.
An example of using video interviews as part of a course that I think would be really cool would be in a high school biology class. Students would interview qualified people and capture different points of view on the history of life on the earth. Some would interview scientists and talk about some of the theories on how the earth was created like the big bang. Others would talk to several scientists about the theory of evolution (there are many different variations and scientists don’t often agree). And other groups of students would interview people about the theory of creation (Once again many different versions depending on which religion the speaker believes in). Personally I think that a project like this would be a great way to present the students with a lot of good information and multiple viewpoints and let them make their own decisions. Unfortunately I am almost certain that a project like this will never occur in a public school for political reasons.
Saturday, September 26, 2009
Digital Video
"Digital Video"
Hoffenberg, H., & Handler, M. (2001). Digital video goes to school. Learning and Leading with technology, 29(2), 10-15.
There are many skills that students develop by making a video. First at least one of the students in the group will need to learn how to use technology to capture video and later edit and put it all together. Another thing that the students learn is how to work as a group especially as these kinds of projects often require them to meet outside of school to work on the project.
The kinds of video formats that work best as a culminating activity are either a documentary or possibly a newscast that demonstrates just what the students have learned. The types of curriculum that make the most sense for a video are when the students want to show a process, to tell a story, or to bring to light an issue that the students feel strongly about.
There may be specific guidelines for video use in the classroom that vary by district or school but here are general ones. First the teacher needs to make sure that all of the students will have access to the technology required by the project and enough time to complete the project (either in class or outside of it). Also a teacher should be an expert on using the technology themselves in order to help students who are new to it and with overcoming technical difficulties. The biggest general guideline is that a teacher needs to be well prepared long before the technology is ever introduced to the classroom. Once the project starts the teacher should be ready to help guide the students through the planning process so that they get started going in the right direction.
Hoffenberg, H., & Handler, M. (2001). Digital video goes to school. Learning and Leading with technology, 29(2), 10-15.
There are many skills that students develop by making a video. First at least one of the students in the group will need to learn how to use technology to capture video and later edit and put it all together. Another thing that the students learn is how to work as a group especially as these kinds of projects often require them to meet outside of school to work on the project.
The kinds of video formats that work best as a culminating activity are either a documentary or possibly a newscast that demonstrates just what the students have learned. The types of curriculum that make the most sense for a video are when the students want to show a process, to tell a story, or to bring to light an issue that the students feel strongly about.
There may be specific guidelines for video use in the classroom that vary by district or school but here are general ones. First the teacher needs to make sure that all of the students will have access to the technology required by the project and enough time to complete the project (either in class or outside of it). Also a teacher should be an expert on using the technology themselves in order to help students who are new to it and with overcoming technical difficulties. The biggest general guideline is that a teacher needs to be well prepared long before the technology is ever introduced to the classroom. Once the project starts the teacher should be ready to help guide the students through the planning process so that they get started going in the right direction.
Finding the Best Software
"Finding the Best Software"
McKenzie, W. (2003). Find the best software: Using bloom's taxonomy and multiple intelligences to select and use software. Learning and Leading with technology, 30(8), 54-58.
The kinds of considerations that need to be made when choosing software are how you are going to use that particular piece of technology. Will it be able to reach different kinds of learners such as those who are auditory learners, visual learners, and those who learn best through hands on experience? The most important thing to consider is to remember that not all students learn in the same way and software doesn’t normally address all types of learners on its own. For example software that has its instructions mainly in written or auditory forms but few visuals may be difficult for students whose primary language is not English. It is up to us as the teacher to modify/incorporate the software into the classroom in such a way that it is beneficial to all of the students.
In order for software to reach multiple intelligences requires a teacher who is consciously making an effort to address them. Software should probably not be the core of a lesson but rather should be brought in as an aide to learning and supplemental instruction. And when it is used the teacher should still be involved in making sure that the students think about what they are doing and apply it to other parts of their learning as well.
Here is an additional website that talks about multiple intelligences. The main theme of the website is that teachers need to be aware of the multiple intelligences and be flexible enough to use several if a particular method does not seem to be effective for either the whole class or even a single individual.
http://www.thomasarmstrong.com/multiple_intelligences.htm
McKenzie, W. (2003). Find the best software: Using bloom's taxonomy and multiple intelligences to select and use software. Learning and Leading with technology, 30(8), 54-58.
The kinds of considerations that need to be made when choosing software are how you are going to use that particular piece of technology. Will it be able to reach different kinds of learners such as those who are auditory learners, visual learners, and those who learn best through hands on experience? The most important thing to consider is to remember that not all students learn in the same way and software doesn’t normally address all types of learners on its own. For example software that has its instructions mainly in written or auditory forms but few visuals may be difficult for students whose primary language is not English. It is up to us as the teacher to modify/incorporate the software into the classroom in such a way that it is beneficial to all of the students.
In order for software to reach multiple intelligences requires a teacher who is consciously making an effort to address them. Software should probably not be the core of a lesson but rather should be brought in as an aide to learning and supplemental instruction. And when it is used the teacher should still be involved in making sure that the students think about what they are doing and apply it to other parts of their learning as well.
Here is an additional website that talks about multiple intelligences. The main theme of the website is that teachers need to be aware of the multiple intelligences and be flexible enough to use several if a particular method does not seem to be effective for either the whole class or even a single individual.
http://www.thomasarmstrong.com/multiple_intelligences.htm
Presidents Database
"Presidents Database"
Beth, H. (1998). The database: America's presidents. Learning and Leading with technology, 25(7), 6-11.
A database project like this seems like it would fit the best with a science class. For example a chemistry class could make a database with the most common elements of the periodic table the students researching a few elements each. The categories that I would use would be things like name (abbreviation and common), atomic number, atomic mass, most common form (gas, liquid, or solid), date discovered, are some isotopes radioactive, and some common uses of the element. I think that this would be a good way for the students to get familiar with the elements that they will be using all through the course to solve problems.
Some of the drawbacks to this kind of database project is that I would need to make some assignments for the students so that they have to become familiar with all of the elements and not just the ones that they themselves researched, because in the end they need to know them all. Another tough thing about a project like this is making sure that all of the students have access to computers in order to do their research because I wouldn’t want to dedicate an entire class to it in a computer lab.
Beth, H. (1998). The database: America's presidents. Learning and Leading with technology, 25(7), 6-11.
A database project like this seems like it would fit the best with a science class. For example a chemistry class could make a database with the most common elements of the periodic table the students researching a few elements each. The categories that I would use would be things like name (abbreviation and common), atomic number, atomic mass, most common form (gas, liquid, or solid), date discovered, are some isotopes radioactive, and some common uses of the element. I think that this would be a good way for the students to get familiar with the elements that they will be using all through the course to solve problems.
Some of the drawbacks to this kind of database project is that I would need to make some assignments for the students so that they have to become familiar with all of the elements and not just the ones that they themselves researched, because in the end they need to know them all. Another tough thing about a project like this is making sure that all of the students have access to computers in order to do their research because I wouldn’t want to dedicate an entire class to it in a computer lab.
Digital Citizenship
"Digital Citizenship"
Ribble, M. S., Bailey, G. D., & Ross, T. W. (2004). Digital citizenship: Addressing appropriate technology behavior. Learning and Leading with technology, 32(1), 6-11.
Etiquette- The way that people (students) are expected to act in regards to technology and online interactions.
An example of appropriate etiquette is that students (and teachers) are not allowed to use their cell phones during class.
Communication- The way that people communicate using technology such as cell phones, email, texting, blogs etc.
An example of communication is that students realize that some forms of communication such as texting and blogs are acceptable in social interactions but not in the professional world.
Education- The process of understanding and learning to use technology.
An example of education is teaching students how to send emails and attachments in a format that others will be able to open them.
Access- Understanding that not all students have the same access to technology.
An example of a teacher using access is to give students time in class to work on projects that require technology because not all of them will be able to at home.
Commerce- Using technology and particularly the internet to buy and sell.
An example of commerce is that students understand how to buy things online as well as the dangers of doing so (especially the dangers of credit cards).
Responsibility- Students (and everyone) are responsible for their actions online and with technology.
An example of this is holding students accountable for the things they say online when related to school projects or online discussions; as if they did or said these things in the classroom
Rights- The various rights and laws dealing with online interactions
An example of this is making sure that students understand plagiarism and copyright laws. They can’t use other’s information without citing where it came from.
Safety- The physical dangers involved with using technology
An example of this is teaching students about the dangers of spending so much time with technology that they do not stay physically active.
Security- The ability to protect information that is stored (or sent) online.
An example of this is to instruct students on the usage of firewalls and antivirus programs as well as how to protect their identity online.
There are not any additional categories that I feel would be important to add although I think that the safety category needs to be changed to talk a lot more about the lack of physical activity associated with high levels of technology use and not about carpal tunnel and poor posture.
Ribble, M. S., Bailey, G. D., & Ross, T. W. (2004). Digital citizenship: Addressing appropriate technology behavior. Learning and Leading with technology, 32(1), 6-11.
Etiquette- The way that people (students) are expected to act in regards to technology and online interactions.
An example of appropriate etiquette is that students (and teachers) are not allowed to use their cell phones during class.
Communication- The way that people communicate using technology such as cell phones, email, texting, blogs etc.
An example of communication is that students realize that some forms of communication such as texting and blogs are acceptable in social interactions but not in the professional world.
Education- The process of understanding and learning to use technology.
An example of education is teaching students how to send emails and attachments in a format that others will be able to open them.
Access- Understanding that not all students have the same access to technology.
An example of a teacher using access is to give students time in class to work on projects that require technology because not all of them will be able to at home.
Commerce- Using technology and particularly the internet to buy and sell.
An example of commerce is that students understand how to buy things online as well as the dangers of doing so (especially the dangers of credit cards).
Responsibility- Students (and everyone) are responsible for their actions online and with technology.
An example of this is holding students accountable for the things they say online when related to school projects or online discussions; as if they did or said these things in the classroom
Rights- The various rights and laws dealing with online interactions
An example of this is making sure that students understand plagiarism and copyright laws. They can’t use other’s information without citing where it came from.
Safety- The physical dangers involved with using technology
An example of this is teaching students about the dangers of spending so much time with technology that they do not stay physically active.
Security- The ability to protect information that is stored (or sent) online.
An example of this is to instruct students on the usage of firewalls and antivirus programs as well as how to protect their identity online.
There are not any additional categories that I feel would be important to add although I think that the safety category needs to be changed to talk a lot more about the lack of physical activity associated with high levels of technology use and not about carpal tunnel and poor posture.
Scaffolding Math with Spreadsheets
"Scaffolding Math with Spreadsheets"
Niess, M. (2005). Scaffolding math learning with spreadsheets. Leading and Learning with Technology, 32(5), 24-25 and 48.
Questions
1. What are some of the Pros and Cons of scaffolding a math class with computer learning like this? Do you support the idea or not? and what are your the reasons why.
2. What is an example of another way to scaffold a math class using technology?
Answers
1. The pros of using technology to scaffold a math class are that the students can learn about how to use technology as well as learning the math, it makes the class more focused on the NETS-S, and technology can often be used to compute and model math problems that would be either tedious or impossible to do by hand. The cons of using this method of scaffolding are that students have to split their attention between learning the math and learning to use the computers, some students may have trouble because they understand the math but not the computers or vice versa, and you have to make sure that all of the students have access to the computers, and you have to be ready to handle the inevitable technical difficulties of using technology.
Personally I think that scaffolding math with a program like spreadsheets is not worth it in a math classroom. The students then have to worry about learning to use the technology and learning the math and I think that will have some negative effects on overall learning. It is also difficult to get access to computers and to keep students focused on the task at hand and not using the computers for other purposes.
2. Another way that I have seen technology used to scaffold math is with programs that can graph functions. I would consider using this kind of technology as a visual aide for students to see what particular functions look like and some of the relationships between them. However this would be just me (the teacher) using the technology and then projecting the screen rather than having the students each make their own Individual graphs.
Niess, M. (2005). Scaffolding math learning with spreadsheets. Leading and Learning with Technology, 32(5), 24-25 and 48.
Questions
1. What are some of the Pros and Cons of scaffolding a math class with computer learning like this? Do you support the idea or not? and what are your the reasons why.
2. What is an example of another way to scaffold a math class using technology?
Answers
1. The pros of using technology to scaffold a math class are that the students can learn about how to use technology as well as learning the math, it makes the class more focused on the NETS-S, and technology can often be used to compute and model math problems that would be either tedious or impossible to do by hand. The cons of using this method of scaffolding are that students have to split their attention between learning the math and learning to use the computers, some students may have trouble because they understand the math but not the computers or vice versa, and you have to make sure that all of the students have access to the computers, and you have to be ready to handle the inevitable technical difficulties of using technology.
Personally I think that scaffolding math with a program like spreadsheets is not worth it in a math classroom. The students then have to worry about learning to use the technology and learning the math and I think that will have some negative effects on overall learning. It is also difficult to get access to computers and to keep students focused on the task at hand and not using the computers for other purposes.
2. Another way that I have seen technology used to scaffold math is with programs that can graph functions. I would consider using this kind of technology as a visual aide for students to see what particular functions look like and some of the relationships between them. However this would be just me (the teacher) using the technology and then projecting the screen rather than having the students each make their own Individual graphs.
Visualize
"Visualize"
Chen, P., & McGrath, D. (2004). Visualize, Visualize, Visualize: Designing projects for higher order thinking. Learning & Leading with Technology, 32(4), 54-57.
I agree with the article that the first step in students really being able to understand material is to get them past the point of just spitting out the knowledge to where they can begin to see the connections and reasons why the knowledge is important. Since I plan on teaching math and science at the high school level one of the things that I already do and that the article mentioned is to give the students the ability to see my (the teacher’s) thought process while approaching and solving a problem. Hopefully this will give them some idea to the way they should be thinking about and visualizing a problem. The way that I most often do this is to have my students watch me solve a problem while telling them my thinking process (why I am doing each step).
Project based learning is when students have to think about what they are doing and why. The teacher is not looking for a specific answer so much as they are looking to see that the students are thinking about what they are doing and what it means.
An example of higher order thinking would be giving students a problem they have not seen before and asking them to think about their previous knowledge of similar problems and predict the outcome of this new unknown problem. And even better would be having the students not just give a prediction but making them write out or give evidence to support why they made it.
Here are two additional articles that talk about project based learning (PBL)
The first article gives two different points of view; one supporting and one against using PBL in the classroom. The author arguing against PBL claims that it takes too much time and energy to use in the classroom for so little results. Basically that PBL is not an efficient method for teachers to use on a regular basis. The author arguing in favor of PBL claims that it gives students more opportunities to collaborate with each other as well as thinking about and solving complicated problems. The second article is more practical and gives a list of places where interested teachers can find out more about just how to implement PBL in their own classrooms. It lists several different resources as well as giving a short summary of each.
Article 1
Scott, K., & Thompson, S. (2007). Point-Counterpoint: Is PBL practical? . Learning and Leading with Technology, 35(1), 8-9.
Article 2
McGrath, D. (2007). Pump yourself up with PBL learning . Learning and Leading with Technology, 31(4), 32-34.
If the links don’t work you might have to log into the ISTE website and find them there they are L&L volume 35 issue 1 and L&L volume 31 issue 4 respectively.
Chen, P., & McGrath, D. (2004). Visualize, Visualize, Visualize: Designing projects for higher order thinking. Learning & Leading with Technology, 32(4), 54-57.
I agree with the article that the first step in students really being able to understand material is to get them past the point of just spitting out the knowledge to where they can begin to see the connections and reasons why the knowledge is important. Since I plan on teaching math and science at the high school level one of the things that I already do and that the article mentioned is to give the students the ability to see my (the teacher’s) thought process while approaching and solving a problem. Hopefully this will give them some idea to the way they should be thinking about and visualizing a problem. The way that I most often do this is to have my students watch me solve a problem while telling them my thinking process (why I am doing each step).
Project based learning is when students have to think about what they are doing and why. The teacher is not looking for a specific answer so much as they are looking to see that the students are thinking about what they are doing and what it means.
An example of higher order thinking would be giving students a problem they have not seen before and asking them to think about their previous knowledge of similar problems and predict the outcome of this new unknown problem. And even better would be having the students not just give a prediction but making them write out or give evidence to support why they made it.
Here are two additional articles that talk about project based learning (PBL)
The first article gives two different points of view; one supporting and one against using PBL in the classroom. The author arguing against PBL claims that it takes too much time and energy to use in the classroom for so little results. Basically that PBL is not an efficient method for teachers to use on a regular basis. The author arguing in favor of PBL claims that it gives students more opportunities to collaborate with each other as well as thinking about and solving complicated problems. The second article is more practical and gives a list of places where interested teachers can find out more about just how to implement PBL in their own classrooms. It lists several different resources as well as giving a short summary of each.
Article 1
Scott, K., & Thompson, S. (2007). Point-Counterpoint: Is PBL practical? . Learning and Leading with Technology, 35(1), 8-9.
Article 2
McGrath, D. (2007). Pump yourself up with PBL learning . Learning and Leading with Technology, 31(4), 32-34.
If the links don’t work you might have to log into the ISTE website and find them there they are L&L volume 35 issue 1 and L&L volume 31 issue 4 respectively.
Tuesday, September 15, 2009
Don't feed the Trolls
“Don’t Feed the Trolls”
Richardson, K. (2008). Don’t feed the trolls: Using blogs to teach civil discourse. Learning & Leading with Technology, 35(7), 12-15.
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