The article I chose for my contemporary issues podcast was "When Bullying Turns Deadly: Can it be Stopped?" It was a really moving articles that talked about the various suicides that have taken young lives this past fall as a result of cyberbullying. At the end of my podcast I talked about the different ways we can prevent cyberbullying in schools as future teachers. I felt I learned a lot while making this podcast because I took a lot of time searching the web on cyberbullying prevention. There were many tips and ideas, so it was hard to narrow it all down. My original script was much too long, so I had to edit it many times. I did learn though that when making a podcast it is SO much easier to have a script to read from.
I put a lot of effort into my podcast. I spent a lot of time creating my script because I wanted to touch on all the important details from my article. I spent most of my time though working on garageband. I thought it was very confusing. First I did not understand how to stop my podcast from recording (you would think they would make a stop button instead of just clicking on the play button again). I played around with the site for a good half hour when I got frustrated however I turned to the internet. I searched the web for screencasts on how to make a podcast on garageband. I watched several, which helped me figure out some of the steps I could not understand on my own. I was also very confused on how to fade out my intro music and sound effects. I thought it was kind of confusing. It took me much longer to create my podcast than I thought it would (a good 2 hours longer), but I think the time was well spent because I really learned the steps and how to use garageband. I know feel mostly confident making a screencast. The more I make the more I will learn though!
I think by making my podcast I now have the knowledge to make more and incorporate them into my future school classroom. I think this is something every kid should know and if they should know it than I should too! And now I do! It's a really great feeling :)
Sunday, November 7, 2010
Thursday, November 4, 2010
Exit Slip 11.4.10
The chapter discussion this week was on Chapter 8: How Schools can Cope with the New Technologies. I liked how they set up the discussion groups because we had to take our topic and incorporate a way it could be connected with another big idea in this chapter. I thought this was very creative and a new way to approach the discussion sessions. They also selected who was going to speak in each group (in a random way) which was a great idea because usually the same people always speak in this class.
After the discussion Professor Boyer had us look at an online article about a school that is taking these changes and a different approach to the curriculum just like stated in this chapter. At this school in Minnesota there is no office, it's a one year schoolhouse, no bells, and students spend most of their day in front of their computers, working on interdisciplinary projects. This is an independentt learning school at its best! I found it very interesting and a little confusing also, that there are no teachers at this school. Adults are viewed as guides to learning. It even said that most students find this new school "a breath of fresh air." This article proves that what our book is saying is true! And that a new way of schooling is fast approaching all of us. All of this is possible because of technology. It's what is supporting this new school! It was a pretty cool article to share in class.
Next Professor Boyer gave us some tips and tricks for our Scratch projects. First make it reusable. So for mine I need to randomize my multiplication questions, so that everytime a students plays my game they have different multiplication questions. Second, I need to work on my directions. Another area I need to work on is the interactive element. I should have a score in my game. Then my players will know how they are doing throughout the game and challenge themselves to do better. Did you address standards based content? Is this game age appropriate? Is this game interactive? (How much contol does the child have? Do they recieve feedback, positive and negative?).
Next, we talked about our Technology Inquiry Wiki. We have to do a "yes test" on our own wiki. Boyer gave us a list of things to look at on our wiki and make sure we can say yes to each requirement. It looks like I won't have to edit mine too much. I think I'm going to look at my paragraphs again and make sure they up to standards. Also, I need to check my APA and make sure that it is correct.
After the discussion Professor Boyer had us look at an online article about a school that is taking these changes and a different approach to the curriculum just like stated in this chapter. At this school in Minnesota there is no office, it's a one year schoolhouse, no bells, and students spend most of their day in front of their computers, working on interdisciplinary projects. This is an independentt learning school at its best! I found it very interesting and a little confusing also, that there are no teachers at this school. Adults are viewed as guides to learning. It even said that most students find this new school "a breath of fresh air." This article proves that what our book is saying is true! And that a new way of schooling is fast approaching all of us. All of this is possible because of technology. It's what is supporting this new school! It was a pretty cool article to share in class.
Next Professor Boyer gave us some tips and tricks for our Scratch projects. First make it reusable. So for mine I need to randomize my multiplication questions, so that everytime a students plays my game they have different multiplication questions. Second, I need to work on my directions. Another area I need to work on is the interactive element. I should have a score in my game. Then my players will know how they are doing throughout the game and challenge themselves to do better. Did you address standards based content? Is this game age appropriate? Is this game interactive? (How much contol does the child have? Do they recieve feedback, positive and negative?).
Next, we talked about our Technology Inquiry Wiki. We have to do a "yes test" on our own wiki. Boyer gave us a list of things to look at on our wiki and make sure we can say yes to each requirement. It looks like I won't have to edit mine too much. I think I'm going to look at my paragraphs again and make sure they up to standards. Also, I need to check my APA and make sure that it is correct.
Rethinking Education in the Age of Technology: Chapter 9
WHAT DOES IT ALL MEAN
This chapter starts out by using a really powerful quote (at least I thought so). "If we adjust our lenses accordingly, then we will begin to see something remarkable: The edges will reshape and eventually transform the core." In order for these "edges" to reform the core of schooling we have to become experienced and intelligent of the new learning technologies. I thought this quote was powerful because it's so true that for in order for the core of schools to change we first have to change how we feel about technology. Even if we aren't all about technology and enthusiastic about it we at least need to understand the possibilities of the new technologies if we want to teach our future generations. It's just a fact. They make a good point in this chapter how for the first time in history, children are more comfortable, knowledgable, adn literate than their parents about an innovation central to society: technology. I feel that this is very true, because everyone I know is much more advanced on computers, thier cell phones and pretty much anything technologic than their parents. My mom doesn't even know how to open the internet no joke. My dad at least is trying to stay up to date with the changes. He just got a facebook, kind of weird, but I'm happy he's trying to stay in touch with me by communicating the way I like and know best. Him and I have decided that my mom is just afraid of change. She's done at home daycare her whole life and just got her license to be a CNA. We are afraid her not knowing how to use a computer is going to hold her back from getting a job. Knowing how to use technology is pretty much a requirement in the work field today. Anyways back to the chapter :) This chapter offers suggestions for parents and teachers on how to bridge the considerable generation gap and integrate new learning technologies into existing practices.
So the first section of this chapter focuses on what kids are learning from technology, which I found very interesting. It also focuses on how parents can connect more with their children by understanding technology and being interested in their children's passion about technology devices. It went on to say that the technology gap starts at home. We as teachers (and someday parents) need to appreciate the range of new skills our students (children) learn from these new technologies. We'll start with the video games. I always thought video games were not a good source of time, probable because you always hear parents and girlfriends bashing about the things. But in reality children who play video games develop sophisticated problem-solving and communication skills. I never knew there were benefits of video gaming, but I think I have a new attitude towards it now. We really need to pursue our children/students to join online communities that share a similar interest of our child. This can develop their research skills and also because of the internet kids can be exposed to many more kids their own age who share similar passions, which they might not be able to find locally.
The second section focused on how technology can change kids social lives and learning. It started out with talking about pop culture and how that wouldn't be possible if not for universal schooling. In the 1960's many kids went to school only to socialize rather than to get an education (this probable still holds true for many kids today) and that is what created the pop culture explosion! Even today peer culture has become a powerful economic engine. Interesting section, not too clear what the point was (to me at least), but I enjoyed it.
The last section ties it all together: Where does this leave us? We suspect that schools will be dragged reluctantly into a new technologically rich education system. How could they not? After reading the entirety of this book it seems that at some point technology will be at the core of the school. However, I still believe we need the universal school system. I just don't buy children will learn on their own, some maybe, but not all. Many kids need guidance and I don't think a computer is going to provide that. We will see though. Should be an interesting next 50 years in the education world! ;)
This chapter starts out by using a really powerful quote (at least I thought so). "If we adjust our lenses accordingly, then we will begin to see something remarkable: The edges will reshape and eventually transform the core." In order for these "edges" to reform the core of schooling we have to become experienced and intelligent of the new learning technologies. I thought this quote was powerful because it's so true that for in order for the core of schools to change we first have to change how we feel about technology. Even if we aren't all about technology and enthusiastic about it we at least need to understand the possibilities of the new technologies if we want to teach our future generations. It's just a fact. They make a good point in this chapter how for the first time in history, children are more comfortable, knowledgable, adn literate than their parents about an innovation central to society: technology. I feel that this is very true, because everyone I know is much more advanced on computers, thier cell phones and pretty much anything technologic than their parents. My mom doesn't even know how to open the internet no joke. My dad at least is trying to stay up to date with the changes. He just got a facebook, kind of weird, but I'm happy he's trying to stay in touch with me by communicating the way I like and know best. Him and I have decided that my mom is just afraid of change. She's done at home daycare her whole life and just got her license to be a CNA. We are afraid her not knowing how to use a computer is going to hold her back from getting a job. Knowing how to use technology is pretty much a requirement in the work field today. Anyways back to the chapter :) This chapter offers suggestions for parents and teachers on how to bridge the considerable generation gap and integrate new learning technologies into existing practices.
So the first section of this chapter focuses on what kids are learning from technology, which I found very interesting. It also focuses on how parents can connect more with their children by understanding technology and being interested in their children's passion about technology devices. It went on to say that the technology gap starts at home. We as teachers (and someday parents) need to appreciate the range of new skills our students (children) learn from these new technologies. We'll start with the video games. I always thought video games were not a good source of time, probable because you always hear parents and girlfriends bashing about the things. But in reality children who play video games develop sophisticated problem-solving and communication skills. I never knew there were benefits of video gaming, but I think I have a new attitude towards it now. We really need to pursue our children/students to join online communities that share a similar interest of our child. This can develop their research skills and also because of the internet kids can be exposed to many more kids their own age who share similar passions, which they might not be able to find locally.
The second section focused on how technology can change kids social lives and learning. It started out with talking about pop culture and how that wouldn't be possible if not for universal schooling. In the 1960's many kids went to school only to socialize rather than to get an education (this probable still holds true for many kids today) and that is what created the pop culture explosion! Even today peer culture has become a powerful economic engine. Interesting section, not too clear what the point was (to me at least), but I enjoyed it.
The last section ties it all together: Where does this leave us? We suspect that schools will be dragged reluctantly into a new technologically rich education system. How could they not? After reading the entirety of this book it seems that at some point technology will be at the core of the school. However, I still believe we need the universal school system. I just don't buy children will learn on their own, some maybe, but not all. Many kids need guidance and I don't think a computer is going to provide that. We will see though. Should be an interesting next 50 years in the education world! ;)
Wednesday, November 3, 2010
Cool Tool Technology Screencast: Poll Everywhere
REFLECTION
I put a lot of time into my screen cast. I took a few hours to search and experiment with my site (Poll Everywhere) before creating my SWOT analysis. The SWOT analysis took most of the time in this project. It was hard to find weaknesses on my tool, but I finally found some. There were so many strengths that it seemed like that was all I could focus on. Once I had the analysis done I didn't think it would be that hard to actually create my screen cast, but I was wrong. It took me a while to get used to talking aloud to my screen. It was also hard to keep a smooth pace. In the beginning I would lose my train of thought and have to start over. Again, again, and again. I also had to cut out a lot of parts I wanted to talk about because I was going over five minutes. I liked this project more than the others so far and thought I really learned something.
By creating and sharing my screen cast with my peers I felt I got a lot out of this project. I was able to view all of their screen casts, which allowed for me to view over 30 different tools that I can use in my future classroom! And not only that but by watching their screen casts I can learn how to use those tools! It's gonna save me a lot of time and work by just looking at their thoughts on the tool and how to use the tool! I think this was a great projects because we can all use these tools in the future and we can watch the screen casts for these tools to learn more!
I put a lot of time into my screen cast. I took a few hours to search and experiment with my site (Poll Everywhere) before creating my SWOT analysis. The SWOT analysis took most of the time in this project. It was hard to find weaknesses on my tool, but I finally found some. There were so many strengths that it seemed like that was all I could focus on. Once I had the analysis done I didn't think it would be that hard to actually create my screen cast, but I was wrong. It took me a while to get used to talking aloud to my screen. It was also hard to keep a smooth pace. In the beginning I would lose my train of thought and have to start over. Again, again, and again. I also had to cut out a lot of parts I wanted to talk about because I was going over five minutes. I liked this project more than the others so far and thought I really learned something.
By creating and sharing my screen cast with my peers I felt I got a lot out of this project. I was able to view all of their screen casts, which allowed for me to view over 30 different tools that I can use in my future classroom! And not only that but by watching their screen casts I can learn how to use those tools! It's gonna save me a lot of time and work by just looking at their thoughts on the tool and how to use the tool! I think this was a great projects because we can all use these tools in the future and we can watch the screen casts for these tools to learn more!
Monday, November 1, 2010
Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms: Chapter 10
WHAT IT ALL MEANS
I really enjoyed this last chapter and thought it did a wonderful job of summing up what we have explored through the journey of this book. I was surprised how I fully agreed with each big idea in this chapter and each section made a lot of sense to me and I could easily follow the "shift" they were talking about. This chapter basically was asking the question of what are we going to do after now being introduced to all the different tools and benefits of the read/write web?
They made a good point in the beginning of this chapter that when today's students enter their post-education professional lives, the odds are pretty good that they will be asked to work with others from around the world collaboratively to create content for diverse and wide-ranging audiences. So how does that compare to the educational system now where we ask students to work independently on a paper for a very narrow audience? It doesn't really make much sense now does it? Never thought about it like that, but it is a very thought-provoking question that should make us think about the education we will be providing by being future educators.
By using the power of the read/white web we are allowing learning to continue long after the class ends. The web is basically a conversation, not a lecture, where knowledge is shaped and acquired through a social process! As we grow and continue the journey through our world we are coming upon a new definition of literacy, which is important for us as educators to understand. We have always defined literate as being able to read and write, but those are no longer enough to define the term literate. Being literate now means to also be able to be an editor, publisher, manager of information, and participate. The end of this section sums it up clearly, "If we fail to graduate students who are not able to create, sustain, and participate in these networks in safe, ethical, and effective ways, we've done them a disservice." This is so true. It is our duty as a teacher to make sure our students are leaving the classroom with a knowledge of what the real world is going to throw at them. We need to supply them with the tools that will forever be a part of their lives. It is our duty.
The chapter went on to discuss the Big Shifts, which I felt were all very clear and easy to agree with on every level. Big Shirt number one was "open content." This shift talks about how it used to be that schools and teachers owned the content that was shared with students. So outside of what schools provided, students had limited access to additional information about the subjects they were studying. Today though all that information is right at their finger tips. Shift number two was "many, many teachers and 24/7 learning." The web allows for us to connect to a variety of different teachers and share ideas and experiences! This allows for us to broaden our understanding of learning. Big shift number three was "the social, collaborative construction of meaningful knowledge." The web allows for students to produce work in truly collaborative ways for large audiences. Big shift number four was "teaching is conversation, not lecture." Explanatory. Big shift number five was "know 'where' learning."' As we move away from textbooks we have to be able to create our own texts from all the different tools and resources we are given on the web! Shift number six was "readers are no longer just readers." Textbook and handouts which were previously (and still) what students were offered with were a given that they were credible sources and there were no grammars found within those texts. However, by using the web students are not safe by just reading the material, but they must be editors and critical consumers of the information they use. I really liked reading about this big shift because it had never occurred to me before and it makes perfect sense! Shift seven was "the web as a notebook (portfolio)." Shift eight was "writing no longer limited to text." We can write by audio, music, digital photographs and much more! Shift nine was "mastery is the product, not the test."They ask a very powerful question that makes you think of how we assess our students, "Would you feel safe in a world where kids were awarded drivers licenses by just passing the written test?" Noooooo. Mastery can now be shown through performance. The big and last shift number 10 was "contribution, not completion, as the ultimate goal." Explanatory.
So what does all this mean? I now know as a future teacher I need to be a connector. I also need to become a content creator. In order to teach these tools, I first need to know how to effectively and correctly use them myself. I also need to become a true collaborator. I need to see myself as more of a learner along side my students. I also need to think of myself as more of a coach who models the skills that students need to be successful and motivate them to strive for excellence. Lastly, I need to be a change agent. I need to fully support these changes and move away from the safe, traditional way of teaching. It might be scary, but I am all for giving my students the education they NEED and DESERVE. It is my job you know.
I really enjoyed this last chapter and thought it did a wonderful job of summing up what we have explored through the journey of this book. I was surprised how I fully agreed with each big idea in this chapter and each section made a lot of sense to me and I could easily follow the "shift" they were talking about. This chapter basically was asking the question of what are we going to do after now being introduced to all the different tools and benefits of the read/write web?
They made a good point in the beginning of this chapter that when today's students enter their post-education professional lives, the odds are pretty good that they will be asked to work with others from around the world collaboratively to create content for diverse and wide-ranging audiences. So how does that compare to the educational system now where we ask students to work independently on a paper for a very narrow audience? It doesn't really make much sense now does it? Never thought about it like that, but it is a very thought-provoking question that should make us think about the education we will be providing by being future educators.
By using the power of the read/white web we are allowing learning to continue long after the class ends. The web is basically a conversation, not a lecture, where knowledge is shaped and acquired through a social process! As we grow and continue the journey through our world we are coming upon a new definition of literacy, which is important for us as educators to understand. We have always defined literate as being able to read and write, but those are no longer enough to define the term literate. Being literate now means to also be able to be an editor, publisher, manager of information, and participate. The end of this section sums it up clearly, "If we fail to graduate students who are not able to create, sustain, and participate in these networks in safe, ethical, and effective ways, we've done them a disservice." This is so true. It is our duty as a teacher to make sure our students are leaving the classroom with a knowledge of what the real world is going to throw at them. We need to supply them with the tools that will forever be a part of their lives. It is our duty.
The chapter went on to discuss the Big Shifts, which I felt were all very clear and easy to agree with on every level. Big Shirt number one was "open content." This shift talks about how it used to be that schools and teachers owned the content that was shared with students. So outside of what schools provided, students had limited access to additional information about the subjects they were studying. Today though all that information is right at their finger tips. Shift number two was "many, many teachers and 24/7 learning." The web allows for us to connect to a variety of different teachers and share ideas and experiences! This allows for us to broaden our understanding of learning. Big shift number three was "the social, collaborative construction of meaningful knowledge." The web allows for students to produce work in truly collaborative ways for large audiences. Big shift number four was "teaching is conversation, not lecture." Explanatory. Big shift number five was "know 'where' learning."' As we move away from textbooks we have to be able to create our own texts from all the different tools and resources we are given on the web! Shift number six was "readers are no longer just readers." Textbook and handouts which were previously (and still) what students were offered with were a given that they were credible sources and there were no grammars found within those texts. However, by using the web students are not safe by just reading the material, but they must be editors and critical consumers of the information they use. I really liked reading about this big shift because it had never occurred to me before and it makes perfect sense! Shift seven was "the web as a notebook (portfolio)." Shift eight was "writing no longer limited to text." We can write by audio, music, digital photographs and much more! Shift nine was "mastery is the product, not the test."They ask a very powerful question that makes you think of how we assess our students, "Would you feel safe in a world where kids were awarded drivers licenses by just passing the written test?" Noooooo. Mastery can now be shown through performance. The big and last shift number 10 was "contribution, not completion, as the ultimate goal." Explanatory.
So what does all this mean? I now know as a future teacher I need to be a connector. I also need to become a content creator. In order to teach these tools, I first need to know how to effectively and correctly use them myself. I also need to become a true collaborator. I need to see myself as more of a learner along side my students. I also need to think of myself as more of a coach who models the skills that students need to be successful and motivate them to strive for excellence. Lastly, I need to be a change agent. I need to fully support these changes and move away from the safe, traditional way of teaching. It might be scary, but I am all for giving my students the education they NEED and DESERVE. It is my job you know.
Thursday, October 28, 2010
Rethinking Education in the Age of Technology: Chapter 8
HOW SCHOOLS CAN COPE WITH THE NEW TECHNOLOGIES
This chapter started out with explaining the three different imperatives of technology that are driving technology into the schools. They are, customization, interaction, and learner control. I wasn't really sure what they meant by customization or learner control, so I'll explain so I can come back to my blog later and know what these terms meant. Customization refers to providing people with the knowledge they want when they want it and supporting and guiding people individually as they learn. Learner control refers to putting learners in charge of their own learning whenever possible, so that they feel ownership and can direct their learning wherever their interests take them. It goes on to talk about the standards educators use in the schools today and how they go against the grain of the technological imperatives. I agree that schools need to provide more individual support and choice in what students want to learn. Of course every teacher can work on being more engaging and creating more interaction in their classroom!
The next section talked about standardized testing in the schools and how some teachers are now looking at different forms or assessment. We have talked about that in block so when reading this section it was like review. The next section focused on New Curriculum Designs, which I had my opinions on. It stated this, "students would be encouraged to stick with a particular curriculum for a long time, perhaps several years, while they develop deep skills and understanding." I really agree with this thinking. At such a young age how do children know what areas they want to narrow in on? I don't think we should limit them. Yes, it says they choose, but at this age they need to be exposed to all areas and I don't think they should have to be narrowed down to a specific area. Why limit them when they are full of potential? I really did not agree with this section. Then it went onto to talk about once they become teenagers all the different paths they can take. Do you really feel 16 year olds are wise enough to make that decision. Some yes, but not all. And then talking about them entering college at a age of 15 or 16. I just don't think children at the age need to be exposed to the college scene. They are too young and need more life experiences at this age.
I'm for technology in the classroom, but the last few chapters in this text have really frustrated me. I don't feel we are going to see this large shift and kids will be totally learning on their own (some sections of this book have suggested this!). We'll see how the last two chapters go I guess.
This chapter started out with explaining the three different imperatives of technology that are driving technology into the schools. They are, customization, interaction, and learner control. I wasn't really sure what they meant by customization or learner control, so I'll explain so I can come back to my blog later and know what these terms meant. Customization refers to providing people with the knowledge they want when they want it and supporting and guiding people individually as they learn. Learner control refers to putting learners in charge of their own learning whenever possible, so that they feel ownership and can direct their learning wherever their interests take them. It goes on to talk about the standards educators use in the schools today and how they go against the grain of the technological imperatives. I agree that schools need to provide more individual support and choice in what students want to learn. Of course every teacher can work on being more engaging and creating more interaction in their classroom!
The next section talked about standardized testing in the schools and how some teachers are now looking at different forms or assessment. We have talked about that in block so when reading this section it was like review. The next section focused on New Curriculum Designs, which I had my opinions on. It stated this, "students would be encouraged to stick with a particular curriculum for a long time, perhaps several years, while they develop deep skills and understanding." I really agree with this thinking. At such a young age how do children know what areas they want to narrow in on? I don't think we should limit them. Yes, it says they choose, but at this age they need to be exposed to all areas and I don't think they should have to be narrowed down to a specific area. Why limit them when they are full of potential? I really did not agree with this section. Then it went onto to talk about once they become teenagers all the different paths they can take. Do you really feel 16 year olds are wise enough to make that decision. Some yes, but not all. And then talking about them entering college at a age of 15 or 16. I just don't think children at the age need to be exposed to the college scene. They are too young and need more life experiences at this age.
I'm for technology in the classroom, but the last few chapters in this text have really frustrated me. I don't feel we are going to see this large shift and kids will be totally learning on their own (some sections of this book have suggested this!). We'll see how the last two chapters go I guess.
Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms: Chapter 9
SOCIAL NETWORKS
I'll start by saying I found this chapter the most boring out of any in this book so far. It might be because the other chapters were so much more interesting and full of new material and this chapter was more mediocre. I think I found it not as appealing because I already know about Facebook and I feel I will stay away from facebook in my classroom. Yes, it gave great examples of how Facebook can be a great tool in the classroom, but I felt all those tools could also be found on a class wiki/blog or a site comparable to D2L.
One thing I have never thought about is the two different ways that kids (like me) are using social networking. First, is the "friendship-based way" and the second is to "further explore interests." The second one is what is important regarding education. Students can connect with people from around the world and share interest and passions with people that could only be possible through the world of technology. This type social networking is "self-directed, peer-based learning."
One subject they touched on was Ning which was new to me. It's a site that allows you to create your own personal Facebook-like network around whatever your specific interest is. The best part of Ning for educators is that it is totally self-contained- meaning all of that sharing and posting happens under one roof and it can be private to whoever you want it to be private to. The site is either all private OR all public. Another downfall of Ning (if you a younger grade educator) is that its services restricts the use of the site to children younger than 13. Therefore, because I want to be an Elementary teacher Ning probable won't work in my classroom. This site allows for students to test our their writing skills for an audience and to interact and collaborate with your peers.
Two benefits I found after reading this chapter were how sites like Ning and Facebook can be used in the classroom to allow quiet students to speak up and also to keep in touch with peers when maybe sick or after they have moved. The idea I found most intriguing was how you could use these sites to connect from experts around the world! There was even an example in the text of a teacher who did just that in his classroom. What a great experience for your students! Definitely something to look into :)
I'll start by saying I found this chapter the most boring out of any in this book so far. It might be because the other chapters were so much more interesting and full of new material and this chapter was more mediocre. I think I found it not as appealing because I already know about Facebook and I feel I will stay away from facebook in my classroom. Yes, it gave great examples of how Facebook can be a great tool in the classroom, but I felt all those tools could also be found on a class wiki/blog or a site comparable to D2L.
One thing I have never thought about is the two different ways that kids (like me) are using social networking. First, is the "friendship-based way" and the second is to "further explore interests." The second one is what is important regarding education. Students can connect with people from around the world and share interest and passions with people that could only be possible through the world of technology. This type social networking is "self-directed, peer-based learning."
One subject they touched on was Ning which was new to me. It's a site that allows you to create your own personal Facebook-like network around whatever your specific interest is. The best part of Ning for educators is that it is totally self-contained- meaning all of that sharing and posting happens under one roof and it can be private to whoever you want it to be private to. The site is either all private OR all public. Another downfall of Ning (if you a younger grade educator) is that its services restricts the use of the site to children younger than 13. Therefore, because I want to be an Elementary teacher Ning probable won't work in my classroom. This site allows for students to test our their writing skills for an audience and to interact and collaborate with your peers.
Two benefits I found after reading this chapter were how sites like Ning and Facebook can be used in the classroom to allow quiet students to speak up and also to keep in touch with peers when maybe sick or after they have moved. The idea I found most intriguing was how you could use these sites to connect from experts around the world! There was even an example in the text of a teacher who did just that in his classroom. What a great experience for your students! Definitely something to look into :)
Exit Slip 10.28.10
Today we started out class by talking about our Delicious accounts. Professor Boyer figured out that my section average is 51.5, which I am easily exceeding because I have 101 bookmarks at the moment. The discussion this week was on Chapter 7: What May Be Lost and What May Be Gained. I felt the discussion was kind of confusing at times. One thing that was pointed out in this discussion was that funding IS available for those with initiative. One of the questions in discussion related to a funding issue and I thought it was interesting to hear other people's ideas and input on the matter.
Boyer also shared with us the site Elluminate, which I thought was very cool and interesting to learn about. It's a place where you can web conference, post virtual office hours, and also host webinars.
Next we talked about our podcasting project. We were informed that we will be podcasting on a contemporary issue related to technology and PK-12 learners. After finding an article then we need to start working on a script (complete before we record!). There are 3 areas we need to include in our podcast: 1) overview of the issue 2) what's the article say/summarize the article 3) what does this mean to me as a future teacher, my reaction/reflection (most interesting part!) RECORD PODCAST! 2-3 MINUTES. Next, add lead-in and lead-out music (use garageband on mac and each 15 sec. >already 30 sec of podcast) && at least one sound effect. Next, export podcast as an .mp3 file. Create a blog post that includes your podcast and a link to the original contemporary issue resource. Don't forget to write a reflection on this assignment on Blogger.
For some reason I felt less stressed at the end of this class period than I did entering.
.
Boyer also shared with us the site Elluminate, which I thought was very cool and interesting to learn about. It's a place where you can web conference, post virtual office hours, and also host webinars.
Next we talked about our podcasting project. We were informed that we will be podcasting on a contemporary issue related to technology and PK-12 learners. After finding an article then we need to start working on a script (complete before we record!). There are 3 areas we need to include in our podcast: 1) overview of the issue 2) what's the article say/summarize the article 3) what does this mean to me as a future teacher, my reaction/reflection (most interesting part!) RECORD PODCAST! 2-3 MINUTES. Next, add lead-in and lead-out music (use garageband on mac and each 15 sec. >already 30 sec of podcast) && at least one sound effect. Next, export podcast as an .mp3 file. Create a blog post that includes your podcast and a link to the original contemporary issue resource. Don't forget to write a reflection on this assignment on Blogger.
For some reason I felt less stressed at the end of this class period than I did entering.
.
Tuesday, October 26, 2010
Rethinking Education in the Age of Technology: Chapter 7
WHAT MAY BE LOST & WHAT MAY BE GAINED
I felt that there were many more examples and facts of what would be lost than what would be gained. The question is though if what will be gained will outweigh all the losses? I'm not entirely sure of my answer to that question. This chapter talks about if a technology revolution does occur what the losses will be, but also the gains of the revolution. Let's start with what would be lost (I think a lot). Social cohesion will be lost. When we group ourselves in the home we are limiting our cultural experience and interactions from those who have a different culture from our own. Public schools allow for diversity to abundant and the lessons that come with it irreplaceable. The second problem is of equity of access to learning. Universal schooling allows for more equal opportunities and mainstreaming for all! If people leave the schools than there is a great possibility that minorities and those in poverty will suffer. They will not have the money and resources at home like they are offered with at school. Equity is very important because everyone deserves an education no matter what their background. There is also the potential of decline in the liberal arts. When people/children are allowed to decide what they learn will they really be broadening their education. Yes, they can focus on what they love, but what about being balanced and knowledgeable in the a broader light? I think we will see more narrow minds and students won't be extending their horizons like they would be in a universal school setting. Also, another loss would people being more likely to become isolated. If they are at home getting an education they will be missing out on the social and interaction lessons they need to survive! There could be a loss of social skills (that is a HUGE risk). I thought it was very interesting to find that research has found spending time on the Internet has shown decreases in talking among family members, reduction in the number of friends once had, and increases in depression and loneliness.
Now let's look at what will be gained. The huge aspect that people will be able to choose material that interest them which we believe will have the affect that learning will be more engaging. They will be more excited to learn about areas that interest them and what they hope to be in the future (careers). Computers can customize education to the particular needs and abilities of individual learners. The support will be superb because they will get just enough help and will be challenged. Another obvious gain is that knowledge/information will be accessible anytime, anywhere, and through the web. Also there will be less competition in schools. Students won't be able to compare themselves to others and feel failure when their work is not as outstanding.
I agree that technology should be more involved in schools, but I don't think our world should ever leave the universal school system. School is important and crucial. Just my opinion I guess though. I really found this chapter interesting.
I felt that there were many more examples and facts of what would be lost than what would be gained. The question is though if what will be gained will outweigh all the losses? I'm not entirely sure of my answer to that question. This chapter talks about if a technology revolution does occur what the losses will be, but also the gains of the revolution. Let's start with what would be lost (I think a lot). Social cohesion will be lost. When we group ourselves in the home we are limiting our cultural experience and interactions from those who have a different culture from our own. Public schools allow for diversity to abundant and the lessons that come with it irreplaceable. The second problem is of equity of access to learning. Universal schooling allows for more equal opportunities and mainstreaming for all! If people leave the schools than there is a great possibility that minorities and those in poverty will suffer. They will not have the money and resources at home like they are offered with at school. Equity is very important because everyone deserves an education no matter what their background. There is also the potential of decline in the liberal arts. When people/children are allowed to decide what they learn will they really be broadening their education. Yes, they can focus on what they love, but what about being balanced and knowledgeable in the a broader light? I think we will see more narrow minds and students won't be extending their horizons like they would be in a universal school setting. Also, another loss would people being more likely to become isolated. If they are at home getting an education they will be missing out on the social and interaction lessons they need to survive! There could be a loss of social skills (that is a HUGE risk). I thought it was very interesting to find that research has found spending time on the Internet has shown decreases in talking among family members, reduction in the number of friends once had, and increases in depression and loneliness.
Now let's look at what will be gained. The huge aspect that people will be able to choose material that interest them which we believe will have the affect that learning will be more engaging. They will be more excited to learn about areas that interest them and what they hope to be in the future (careers). Computers can customize education to the particular needs and abilities of individual learners. The support will be superb because they will get just enough help and will be challenged. Another obvious gain is that knowledge/information will be accessible anytime, anywhere, and through the web. Also there will be less competition in schools. Students won't be able to compare themselves to others and feel failure when their work is not as outstanding.
I agree that technology should be more involved in schools, but I don't think our world should ever leave the universal school system. School is important and crucial. Just my opinion I guess though. I really found this chapter interesting.
Sunday, October 24, 2010
Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms: Chapter 8
Podcasting, Video and Screencasting, and Live Streaming
More and more of what we consume is going to be self-produced entertainment! One of the main reasons that multimedia on the web is so explosive right now is because of the cheap memory found on computers. This chapter talks about how Podcasting, Videocasting, Screencasting, and live-steaming TV are all great ways to get student content online. I've never really understood what Podcasting really was and what is was all about, but after reading the first section in this chapter I got a better idea. "Podcasting is the creation and distribution of amateur radio, plain and simple." After further reading I figured out that I have all the materials to create a podcast if I wanted! I just need something to talk about :) What I found really interested about podcasting was how it can be incorporated into the schools. It's important to incorporate because it is another tool that allows for students to contribute ideas and be creative! Some of the different examples for social studies teachers to incorporate this tool are to do oral histories, interviews, or reenactments of historical events. I really like the idea of reenactments! I think that would be something I would like to remember for my future classroom. Science teachers could have students narrate labs or dissections or experiments to record their processes. Narrating experiments would definitely allow for the teacher to know if the student really understands what they are doing and what they are getting out of an experiment. I liked that idea as well. One suggestion was to record what we've done in class that day and post in on a wiki so students who missed class get an idea of the information they have missed. Love that one! Another suggestion was to create a video tour of your classroom! That would be so much fun I think!
One step up from podcasting is screencasting. Screencasting involves capturing what you or your students do on the computer with an audio narration to go with it. I know Professor Boyer does this in class and I think it is a great help! I even used it once when I didn't understand one of the class assignments. I think that this would be a great tool to incorporate into my classroom someday! Students could also use the tool by annotating their work in voice as they show it on screen. They could create their own internet tours even! This chapter gave a great screencasting tool to work from, Jing. I need to check that out once I'm done with this reflection :)
Lastly, I found the live streaming section in this chapter very informational and insightful. Some examples on how to incorporate this tool into schools are schools plays and musicals being broadcasted to relative far away, student science presentations for friends and family to watch, live student-run daily news broadcasts (fun!), conference workshops, and much more! You can really do a lot with this tool and I see why it would be beneficial in my classroom someday!
Very informational and interesting chapter this week!
More and more of what we consume is going to be self-produced entertainment! One of the main reasons that multimedia on the web is so explosive right now is because of the cheap memory found on computers. This chapter talks about how Podcasting, Videocasting, Screencasting, and live-steaming TV are all great ways to get student content online. I've never really understood what Podcasting really was and what is was all about, but after reading the first section in this chapter I got a better idea. "Podcasting is the creation and distribution of amateur radio, plain and simple." After further reading I figured out that I have all the materials to create a podcast if I wanted! I just need something to talk about :) What I found really interested about podcasting was how it can be incorporated into the schools. It's important to incorporate because it is another tool that allows for students to contribute ideas and be creative! Some of the different examples for social studies teachers to incorporate this tool are to do oral histories, interviews, or reenactments of historical events. I really like the idea of reenactments! I think that would be something I would like to remember for my future classroom. Science teachers could have students narrate labs or dissections or experiments to record their processes. Narrating experiments would definitely allow for the teacher to know if the student really understands what they are doing and what they are getting out of an experiment. I liked that idea as well. One suggestion was to record what we've done in class that day and post in on a wiki so students who missed class get an idea of the information they have missed. Love that one! Another suggestion was to create a video tour of your classroom! That would be so much fun I think!
One step up from podcasting is screencasting. Screencasting involves capturing what you or your students do on the computer with an audio narration to go with it. I know Professor Boyer does this in class and I think it is a great help! I even used it once when I didn't understand one of the class assignments. I think that this would be a great tool to incorporate into my classroom someday! Students could also use the tool by annotating their work in voice as they show it on screen. They could create their own internet tours even! This chapter gave a great screencasting tool to work from, Jing. I need to check that out once I'm done with this reflection :)
Lastly, I found the live streaming section in this chapter very informational and insightful. Some examples on how to incorporate this tool into schools are schools plays and musicals being broadcasted to relative far away, student science presentations for friends and family to watch, live student-run daily news broadcasts (fun!), conference workshops, and much more! You can really do a lot with this tool and I see why it would be beneficial in my classroom someday!
Very informational and interesting chapter this week!
Subscribe to:
Posts (Atom)