Many educators are afraid of technological change. As a teacher working on a degree in technology, I feel it is my responsibility to help those worrying about using a new tool or program. My school has a faculty meeting and a department meeting each month. I think the time spent in these meetings could be more effective. As new technologies are introduced to schools, I think teachers should model how to use them. Often there are various teachers who have found a resource or program that enhances the classroom. Teachers can share these findings and demonstrate how easy it is to use it.
For example, my colleague introduced me to Destination Math that is provided by the Georgia Department of Education. It is a great tool for math. The site is broken down by concept; each concept has tutorials, interactive practice, and teacher and student worksheet copies. Destination math is based on an outer space theme that teaches each concept. A teacher explained and demonstrated using this program during a department meeting. She provided an informational handout while we went through a concept together; she served as the teacher and we were the students.
I felt comfortable with this program when we were finished. I also felt if I had any questions on it, she would assist me. I think sharing and modeling is a great way to help others transition into using technology on a daily basis. The expert has to display an open mind and patience. I did not feel like a burden when asking my colleague questions. People need to feel comfortable coming to the expert with questions. The key is letting your peers know you are available to assist and make the transition as easy as possible.
Thursday, November 25, 2010
Tuesday, October 12, 2010
Red Queens and Increasing Returns
This summer I invested in a Netflix account. We have Dish Network because nothing else is available at our house in the country. I streamed Minority Report to my TV via the Wii and the internet.
I think the competition between video rental places is an example of Red Queens. Thornburg explains that Red Queens occurs when two competitors move ahead of the others because of the competition between them. Netflix and Blockbuster are prime examples of this. Netflix has not late fees and depending on which package you decide to purchase determines how many movies you have at one time. Also, movies can be transmitted through the computer or a Wii. It is a great source in the classroom when trying to find movies that relate to content you are teaching or a current book you read. To compete with Netflix, Blockbuster had to revamp their rental system. Now similar to Netflix, blockbuster has a movie in the mail program that is also free of late fees. Netflix and Blockbuster are the leading movie rental stores in my area.
I think DVD’s and videos on demand fall in the emerging category of the Tetrad. They are by no means obsolete. I don’t really think they have rekindled much that I can think of. I feel that there will be more changes with the availability as they progress. I cannot tell what changes will occur, but I am certain that the DVD’s and on demand will continue to evolve.
I think the competition between video rental places is an example of Red Queens. Thornburg explains that Red Queens occurs when two competitors move ahead of the others because of the competition between them. Netflix and Blockbuster are prime examples of this. Netflix has not late fees and depending on which package you decide to purchase determines how many movies you have at one time. Also, movies can be transmitted through the computer or a Wii. It is a great source in the classroom when trying to find movies that relate to content you are teaching or a current book you read. To compete with Netflix, Blockbuster had to revamp their rental system. Now similar to Netflix, blockbuster has a movie in the mail program that is also free of late fees. Netflix and Blockbuster are the leading movie rental stores in my area.
I think DVD’s and videos on demand fall in the emerging category of the Tetrad. They are by no means obsolete. I don’t really think they have rekindled much that I can think of. I feel that there will be more changes with the availability as they progress. I cannot tell what changes will occur, but I am certain that the DVD’s and on demand will continue to evolve.
Disruptive Power of Second Life
Virtual worlds something I do not quite understand. I have a facebook account and loved it while I was in college when it first gained popularity. Then all these new additions were added. It seems each day a new tool was added; things like FARM, and create your family, and have a pet all on facebook were not for me.
Virtual worlds have been a craze for many internet goers. People create an Avatar in a virtual world that might have a complex the developer wishes he/she could have. Often the Avatar reflects traits in a person that the developer did not experience in their childhood or young adult life, or a trait they are afraid to experience in real life. From researching virtual worlds, the Avatar and the human behind it, are often nothing alike.
Many people become addicted to this virtual world and forget the reality that awaits them when they sign off the internet. Second Life is a disruptive tool because many loose touch with reality and become consumed in the alter ego of the Avatar.
I think Second Life will continue for awhile. I see it becoming more advanced but not being replaced.
Many that participate in a place similar to Second Life lack true social skills. All the socializing they see is through the Avatar and Second Life. In some cases it becomes so extreme that the human behind the Avatar becomes confused and does not know the difference between the virtual world and “real life”. This is not true in all cases, but unfortunately it consumes some and destroys lives.
Virtual worlds have been a craze for many internet goers. People create an Avatar in a virtual world that might have a complex the developer wishes he/she could have. Often the Avatar reflects traits in a person that the developer did not experience in their childhood or young adult life, or a trait they are afraid to experience in real life. From researching virtual worlds, the Avatar and the human behind it, are often nothing alike.
Many people become addicted to this virtual world and forget the reality that awaits them when they sign off the internet. Second Life is a disruptive tool because many loose touch with reality and become consumed in the alter ego of the Avatar.
I think Second Life will continue for awhile. I see it becoming more advanced but not being replaced.
Many that participate in a place similar to Second Life lack true social skills. All the socializing they see is through the Avatar and Second Life. In some cases it becomes so extreme that the human behind the Avatar becomes confused and does not know the difference between the virtual world and “real life”. This is not true in all cases, but unfortunately it consumes some and destroys lives.
Rhymes of History Technology
Dr. Thornburg discusses how technology can assist in rekindling a past time from history. The technology is not the focus; the technology changes the way the event occurs.
A past time of young girls that seems to have almost dwindled away is playing with paper dolls or the old fashion mansion of a doll house. Barbie becomes the replacement with all of the accessories available. Barbie has friends, a dream house, various cars, and of course Ken. Barbie too started to sit in the closet more or more.
The internet and handheld gaming systems have replaced this with virtual worlds. The internet has an abundance of virtual playgrounds where children can essentially do the same thing that was done with Barbie and other dolls. There are fashion worlds where the dolls can accessorize and shop. The virtual worlds also meet the needs of various age groups. SimCity allows teens to create virtual world where they choose hobbies, clothes, activities, and other aspects of life. Finally there are Avatars for adults to essentially play with dolls. The pastime of dressing up the doll and using the imagination is still there, but the user goes about doing a different way due to technology advances.
Link to SimCity: http://simcitysocieties.ea.com/index.php
Thursday, September 30, 2010
Emerging Technology Tetrad
A tetrad is a great organization tool to help one determine if an emerging technology will be quickly replaced and what is takes the place of. Essentially it sums up the buyer’s thoughts on key aspects
Enhancement:
The internet has greatly improved communication and availability of resources. The possibilities are starting to be endless with the growth of the internet. The internet allows people to shop, pay bills, communicated, stay connected with social networks, and research or view information on a given topic at anytime.
Replaces
Currently, the internet replaces or is on the verge of replacing mailed forms of communication and bill pay. Also, many do all clothing or electronic shopping via the internet. One can even watch movies online. I think eventually the internet will replace TV’s in general. One can watch a movie via Netflix on the computer on demand.
Replacing the Internet
I think the internet will continue to evolve. More features are added frequently and more users take advantage of it each day. I think almost all devises will be connected to the internet. Right now, one can purchase an electronic book that connects to the internet. Eventually, I feel most everything will be electronic and connected to the internet and rapid speed.
Sunday, September 19, 2010
Module 1: Touch Screen Classroom Computers
With the advances in technology, there has been an overflow of available resources to education. One tool that I think will emerge into the classroom are student touch screen IMac computers; these are student computers that are linked to a teacher computer. The computers are in the desks and each student in the classroom has one. The students can communicate with the teacher throughout class relaying questions and concerns to the instructor. The instructor can also determine which students are struggling and which are excelling with the given concept. This will enable teachers to flexibly group students according to ability without as much trouble. When students complete an assignment, they will submit it electronically. The teacher can utilize differentiated instruction on a daily basis.
Cost is a major factor in implementing this type of technology into the classrooms. Unfortunately, a class set of IMac computers in each classroom is extremely costly; therefore the higher income school systems will have access to computers, but the lower income and poverty stricken communities will not. Potentially the gap between socio-economic classes will only become wider. Also, students must be familiar with using technology on a daily basis. Some students may not have access to computers. Many of the home assignments might be technology based; this might cause problems for some students. Students should not suffer because they do not have internet or computer access at home.
Finally teachers would need to be trained on how to successfully implement the new program into the classroom. Often when a new technology comes to a school; veteran teachers are reluctant to use new technology. In implementing a new program, all teachers may not want to participate.
By implementing the student computers into the classrooms, students become more proficient with technology. As society continues to progress at an exponential rate, students need to develop the appropriate skills to keep up with the changes. As teachers, we are preparing students for jobs in society. Some students do not have access to computers or the internet at home. By allowing students to use the computers in schools, they will gain the confidence and experience they need for the future.
In order to successfully introduce the student computers into the classroom, teachers, students, and the community must work together. Teachers with a stronger technology understanding need to assist those who struggle to implement new tools. Also, proper training needs to be provided, at a convenient time, for all teachers. The training needs to address the available tools and how the computers can help the instructor.
http://edudemic.com/2010/06/the-future-of-classroom-computers-touchscreen-imacs/
Cost is a major factor in implementing this type of technology into the classrooms. Unfortunately, a class set of IMac computers in each classroom is extremely costly; therefore the higher income school systems will have access to computers, but the lower income and poverty stricken communities will not. Potentially the gap between socio-economic classes will only become wider. Also, students must be familiar with using technology on a daily basis. Some students may not have access to computers. Many of the home assignments might be technology based; this might cause problems for some students. Students should not suffer because they do not have internet or computer access at home.
Finally teachers would need to be trained on how to successfully implement the new program into the classroom. Often when a new technology comes to a school; veteran teachers are reluctant to use new technology. In implementing a new program, all teachers may not want to participate.
By implementing the student computers into the classrooms, students become more proficient with technology. As society continues to progress at an exponential rate, students need to develop the appropriate skills to keep up with the changes. As teachers, we are preparing students for jobs in society. Some students do not have access to computers or the internet at home. By allowing students to use the computers in schools, they will gain the confidence and experience they need for the future.
In order to successfully introduce the student computers into the classroom, teachers, students, and the community must work together. Teachers with a stronger technology understanding need to assist those who struggle to implement new tools. Also, proper training needs to be provided, at a convenient time, for all teachers. The training needs to address the available tools and how the computers can help the instructor.
http://edudemic.com/2010/06/the-future-of-classroom-computers-touchscreen-imacs/
Sunday, August 8, 2010
Module 5
As I have mentioned before, I teach at a Title 1 school; therefore we have an abundance of technology. 3 years ago we had a Smart Board purchasing frenzy. Any teacher who wanted a Smart Board received one. The team leader for my 7th grade team has been teaching for 27 years. He has been at our school for 15 teaching Science. He is a very strict but effective teacher. His CRCT scores, (our state test) are never below 95% pass rate. He decided to get a Smart Board along with the other 7th grade teachers. The Smart boards arrived in January for the second semester. He used the Smart board the remainder fo the year. The following school year, he had it removed from his classroom and return to the over head projector and markers. He complained the students were too dependent on technology and did not pay attention to his lecture any more. He would not give in to the abundance of resources that the smart board offers including simple things like watching brain pop videos or using the textbook resources of power points and lesson checks on each section. He is a prime example of refusing to move forward with technology. He still calculates his grades by hand instead of entering grades to the online grading program.
This teacher seems to be uncomfortable with new things. The previous teaching methods have proven to be effective so why change them? If he would take the time to play with and understand the computer grading program, he would see the reports and convenience of using it. The grading program can drop the lowest grade, show average scores on an assignment, print missing work reports, and so on. Obtaining this information by hand is a challenge. He displays characteristics that many veteran teachers do. He has taught one way for so long, that it is now troublesome to change. I think a support team to help the less technologically inclined would be a great help. Also, he needs to give into change and accept that there might be a better and more efficient way to teach.
I responded to Evonie http://evonie-rash.blogspot.com/2010/08/module-5.html and
Amanda http://educ7105.blogspot.com/2010/08/module-five.html#comments
This teacher seems to be uncomfortable with new things. The previous teaching methods have proven to be effective so why change them? If he would take the time to play with and understand the computer grading program, he would see the reports and convenience of using it. The grading program can drop the lowest grade, show average scores on an assignment, print missing work reports, and so on. Obtaining this information by hand is a challenge. He displays characteristics that many veteran teachers do. He has taught one way for so long, that it is now troublesome to change. I think a support team to help the less technologically inclined would be a great help. Also, he needs to give into change and accept that there might be a better and more efficient way to teach.
I responded to Evonie http://evonie-rash.blogspot.com/2010/08/module-5.html and
Amanda http://educ7105.blogspot.com/2010/08/module-five.html#comments
Friday, July 23, 2010
Module 4 Connectivism
Here is my mind map. I couldn't figure out how to make it larger with out it becoming blury. Here is the link to see it better!
Networking has influenced the way in which students learn by adding resources to the classroom. Students can take virtual field trips to famous land marks such as the Great Wall of China or the Egyptian Pyramids. Without the internet and abundance of classroom computers, students could not do this in the past. Students can learn and review material in new ways. A student can create a wiki to demonstrate their understanding of a concept. The wiki can be a group project where students collaborate with another class in a different state.
I often find that students become board faster with standard notes and lecture. With technology growing, students seem to be more focused on the high pace life. As teachers, I feel that we have to keep up with that. I am constantly trying to find new ways to teach a concept that goes beyond paper and pencil.
I often find that students become board faster with standard notes and lecture. With technology growing, students seem to be more focused on the high pace life. As teachers, I feel that we have to keep up with that. I am constantly trying to find new ways to teach a concept that goes beyond paper and pencil.
I have a smart board in my classroom; and I absolutely love it. I think it is the most valuable technology tool I have. I use it for notes, power points, videos, student work, and more. The students love to work problems out on it; I often use that as a reward for great work. The smart board encompasses so much into one item. Smart Technologies also has an abundance of tools, lessons, and resources available to enhance the smart board. I have become very reliant on mine!
In working on this degree in technology, I have been introduced to many new technology resources. I was not familiar with wiki’s or skype. I had heard of a Blog, but I had never used on before. When I had to complete assignments using these tools, I went to Google and researched how to use them. I found tutorials on what to do and how to do it. When the Smartboard was installed in my classroom, I had no idea how to use it. My students were the ones who showed me the basics until we had a training session.
I responded to Evonie http://evonie-rash.blogspot.com/ and Kiana http://kobysmomsblog.blogspot.com/
Saturday, July 10, 2010
Module 3
I think some people are meant to work in a group and others are not. My gifted students are a prime example of introverted students who lack social skills. Many of them are content working by themselves and become anxious when they have to interact with others. For the most part, I feel that people are drawn to work together; I think it is mostly due to the socialization aspect with middle school students. Most of the time, they feed off of interaction and acceptance from their peers. I tend to see that when students are unsure of how to work out a math problem they turn to a peer. Also, when students are completing a project they want positive reinforcement and help from other students. I my experience, students prefer to work together.
I agree that Wikipedia is essentially an online wealth of information; however, some of the information is not accurate. Anyone can post a response on a topic or definition. Regardless of the validity, the post says until someone disputes it. The uneducated person can simply put an opinion on what they think the definition or explanation of a topic is. I am not sold on Wikipedia. I use it occasionally, but I try to back it with credible sources.
I think technology can help people across the globe work together and interact. Students who are studying Egypt can go on a virtual field trip and explore the pyramids. From this exploration, they can formulate their own understanding of the pyramids. Also, students can have video chats with other classrooms that are on the other side of the country or the globe. The internet and technology that now comes with it broadens the horizons of our children.
http://nlvm.usu.edu/en/nav/vlibrary.html
The virtual world of manipulatives is a great online tool for students to play with popular math manipulatives. As classrooms grow, teachers may not have the resources for students to each have pattern blocks, algebra tiles, or tan grams, but with the internet, students can have access to them at any time.
I responded to Kiana http://kobysmomsblog.blogspot.com/
and Ashley Bridges http://bridgesa.blogspot.com/2010/07/module-3-collaboration.html
I agree that Wikipedia is essentially an online wealth of information; however, some of the information is not accurate. Anyone can post a response on a topic or definition. Regardless of the validity, the post says until someone disputes it. The uneducated person can simply put an opinion on what they think the definition or explanation of a topic is. I am not sold on Wikipedia. I use it occasionally, but I try to back it with credible sources.
I think technology can help people across the globe work together and interact. Students who are studying Egypt can go on a virtual field trip and explore the pyramids. From this exploration, they can formulate their own understanding of the pyramids. Also, students can have video chats with other classrooms that are on the other side of the country or the globe. The internet and technology that now comes with it broadens the horizons of our children.
http://nlvm.usu.edu/en/nav/vlibrary.html
The virtual world of manipulatives is a great online tool for students to play with popular math manipulatives. As classrooms grow, teachers may not have the resources for students to each have pattern blocks, algebra tiles, or tan grams, but with the internet, students can have access to them at any time.
I responded to Kiana http://kobysmomsblog.blogspot.com/
and Ashley Bridges http://bridgesa.blogspot.com/2010/07/module-3-collaboration.html
Thursday, June 24, 2010
Module 2 Discussion
After reading the two blogs, a couple of comments stood out to me.
Bill Kerr: Philosopher Daniel Dennett has extended the core correct concept of behaviourism (generate and test) into the inner environment. It's not correct to say that the "theory was abandoned everywhere else". Actions which are followed by rewards are often repeated. Doesn't that make us all behaviourists, despite many excellent critiques of Skinner?
As a nation we fit the generate and test aspect. In GA we have the CRCT which students have to pass in grades 3, 5, and 8 to be promoted. This is essentially reward and punishment. You pass you go to the next grade level; if you fail, you are retained. The state test is said to be a standards test, but when it comes down to it, its not. My students can create graphs all day; the constructivist aspect and standard, then to prepare for the test they have to be able to answer multiple choice questions on it. With all the testing our students do, they are rewarded or punished for their test results; this is behaviourism.
Bill Kerr: It seems to me that each _ism is offering something useful without any of them being complete or stand alone in their own right
I completely agree with this statement. As teachers we find what works best for our content, age, and school. We pick and pull from various resources to help our students understand the content. I teach students to add, subtract, multiply, and divide positive and negative numbers. We go over different ways to look at it and different ways to solve the problem, but before we move on they have drill and practice and memorization. It is imperative for them to know how to do it. A couple of years ago my students weren't getting it. I resorted to old school days of writing out the facts 10 times each and testing until they passed. We do what it takes to get it through their heads.
http://www.youtube.com/watch?v=CPYxfj6eanU
I found the above link to be an informative narrated PowerPoint on the basics of behaviorism and the cognitive learning theory. It is a little boring, but has great information!
http://www.youtube.com/watch?v=Vq9XIrNGgoQ
This is a great video on the learning theories in action!
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html
Bill Kerr: Philosopher Daniel Dennett has extended the core correct concept of behaviourism (generate and test) into the inner environment. It's not correct to say that the "theory was abandoned everywhere else". Actions which are followed by rewards are often repeated. Doesn't that make us all behaviourists, despite many excellent critiques of Skinner?
As a nation we fit the generate and test aspect. In GA we have the CRCT which students have to pass in grades 3, 5, and 8 to be promoted. This is essentially reward and punishment. You pass you go to the next grade level; if you fail, you are retained. The state test is said to be a standards test, but when it comes down to it, its not. My students can create graphs all day; the constructivist aspect and standard, then to prepare for the test they have to be able to answer multiple choice questions on it. With all the testing our students do, they are rewarded or punished for their test results; this is behaviourism.
Bill Kerr: It seems to me that each _ism is offering something useful without any of them being complete or stand alone in their own right
I completely agree with this statement. As teachers we find what works best for our content, age, and school. We pick and pull from various resources to help our students understand the content. I teach students to add, subtract, multiply, and divide positive and negative numbers. We go over different ways to look at it and different ways to solve the problem, but before we move on they have drill and practice and memorization. It is imperative for them to know how to do it. A couple of years ago my students weren't getting it. I resorted to old school days of writing out the facts 10 times each and testing until they passed. We do what it takes to get it through their heads.
http://www.youtube.com/watch?v=CPYxfj6eanU
I found the above link to be an informative narrated PowerPoint on the basics of behaviorism and the cognitive learning theory. It is a little boring, but has great information!
http://www.youtube.com/watch?v=Vq9XIrNGgoQ
This is a great video on the learning theories in action!
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html
Wednesday, June 9, 2010
EDUC 7105 Module 1
What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?
As an educator, I have learned that students learn in various ways. I teach 7th grade math and our main focus for the year is positive and negative numbers, also called integers. Students learn to add, subtract, multiply, and divide integers. When the concept is first introduced, students struggle with it. To show them how to add integers, I use a number line, colored tiles, and, a set of rules. Some students need to count on the number line and others need to use the colored tiles to show how a negative and a positive become zero. Then, I have the advanced students who just need a set of rules to tell them what to do.
I like to give my students a test to see what strengths they have and which of the multiply intelligences fits them the best. This gives me an idea of where my students are. I also like to see which kind of learner they are, auditory, visual, or a hands on learner. As teachers, we have to meet the needs of all students. I like to give my students choice and variety when I give notes.
I think students learn best if they are taught in a way that reaches their specific learning styles and incorporates their multiple intelligences. For the most part, in my experience I think students learn best when they use manipulatives and construct their own understanding. If you simply tell a student how to do it and don't give an explanation many will get lost. The students need to practice and understand to be successful.
Here is the link for the multiple intelligence test that I give my students.
http://literacyworks.org/mi/assessment/findyourstrengths.html
The three main learning theories include behaviourism, Cognitivism, and Constructivism. Educational technology encompasses each of these. Educational technology is quite similar to traditional education; the delivery method is different. Educational technology can start out simple and then grow; starting with behaviourism and continuing to cognitivism, finally reaching constructivism where the learner has become independent. When a students first begins using technology they are not completely sure what to do and how to do it. Once they have come out of their box and explore, they can continue in their learning until they create their own ideas and beliefs.
The following link is a great visual representation of learning theory.
http://www.youtube.com/watch?v=Vq9XIrNGgoQ
As an educator, I have learned that students learn in various ways. I teach 7th grade math and our main focus for the year is positive and negative numbers, also called integers. Students learn to add, subtract, multiply, and divide integers. When the concept is first introduced, students struggle with it. To show them how to add integers, I use a number line, colored tiles, and, a set of rules. Some students need to count on the number line and others need to use the colored tiles to show how a negative and a positive become zero. Then, I have the advanced students who just need a set of rules to tell them what to do.
I like to give my students a test to see what strengths they have and which of the multiply intelligences fits them the best. This gives me an idea of where my students are. I also like to see which kind of learner they are, auditory, visual, or a hands on learner. As teachers, we have to meet the needs of all students. I like to give my students choice and variety when I give notes.
I think students learn best if they are taught in a way that reaches their specific learning styles and incorporates their multiple intelligences. For the most part, in my experience I think students learn best when they use manipulatives and construct their own understanding. If you simply tell a student how to do it and don't give an explanation many will get lost. The students need to practice and understand to be successful.
Here is the link for the multiple intelligence test that I give my students.
http://literacyworks.org/mi/assessment/findyourstrengths.html
The three main learning theories include behaviourism, Cognitivism, and Constructivism. Educational technology encompasses each of these. Educational technology is quite similar to traditional education; the delivery method is different. Educational technology can start out simple and then grow; starting with behaviourism and continuing to cognitivism, finally reaching constructivism where the learner has become independent. When a students first begins using technology they are not completely sure what to do and how to do it. Once they have come out of their box and explore, they can continue in their learning until they create their own ideas and beliefs.
The following link is a great visual representation of learning theory.
http://www.youtube.com/watch?v=Vq9XIrNGgoQ
Sunday, February 14, 2010
Sunday, February 7, 2010
Module 5 Discussion
I find myself between static and dynamic. I have the resources to be dynamic. I have a Smart board, clickers, Elmo document presenter, and every manipulative and math game imaginable. I teach at a Title 1 school, and our principal does a wonderful job of making sure we get all the funds in the classroom. Even though I use the technology I have on a daily basic, I don't consider myself a dynamic teacher to its full potential. Just because technology is in the room does not mean you are dynamic. The technology has to be used correctly and used to enhance learning. The students should get something extra from the technology. I can give my same notes on the white board. They don't learn anything extra from my technology use.
I find with my gifted class, I use my dynamic teaching methods. For example the students had to make a scale drawing of the class last week while we were studying scale factors. I gave them a list of objects in the class that needed to be included. I gave them an assortment of materials; all of which they did not need. I told them to come up with a scale factor, and create the classroom. They had a computer to assist if needed. I find with gifted kids, they are better problem solvers and critical thinkers. I can let them do more than the standard teaching and worksheets.
Here is the link to my concept map. After looking at others and graphics it puts mine to shame. I have the content, but it is not a pretty! http://www.slideshare.net/mhtilson/concept-map-mc-cullough-m
Here is a concept map that stood out to me
Kianna's blog:http://kobysmomsblog.blogspot.com/2010/02/static-vs-dynamic-technologies.html
I find with my gifted class, I use my dynamic teaching methods. For example the students had to make a scale drawing of the class last week while we were studying scale factors. I gave them a list of objects in the class that needed to be included. I gave them an assortment of materials; all of which they did not need. I told them to come up with a scale factor, and create the classroom. They had a computer to assist if needed. I find with gifted kids, they are better problem solvers and critical thinkers. I can let them do more than the standard teaching and worksheets.
Here is the link to my concept map. After looking at others and graphics it puts mine to shame. I have the content, but it is not a pretty! http://www.slideshare.net/mhtilson/concept-map-mc-cullough-m
Here is a concept map that stood out to me
Kianna's blog:http://kobysmomsblog.blogspot.com/2010/02/static-vs-dynamic-technologies.html
Sunday, January 24, 2010
Module 4 Discussion
I think it is important to incorporate technology into the classroom; however, it must be done with planning. Having technology present in the classroom does not suddenly change things; the technology must be implemented correctly. My school is a Title one school and we have an abundance of technology. I like to incorporate technology as much as possible. I teach math, and I have a hard time getting them to understand the importance of studying and completing math homework. I use a comparison to texting, video games, and facebook. They seem to get the connection then. We also use laptops and computers on a weekly basis in each class.
For online learning I focused on the various aspects that I felt were important according to the resources we have explored. Here is a link to my graphic organizer
http://www.slideshare.net/mhtilson/graphic-organizer-module-4-2982805
Collaboration:
1. Wiki: Wikis are a great tool to set up a learning group and a small group. Wikis can be used to organize assignments in class, monitor participation, and small groups.
2. Blogs: Blogs are similar to wikis in their purpose for online learning. One might set up a blog as a journal entry on a topic throughout the course.
3. Learning Groups: Learning groups can be a great resource for students. They can provide help, feedback, and encouragement. Also, learning groups can be used to help break down a large class into smaller groups for learning.
4. Peer Evaluations: Peer Evaluation is a great tool. When working with a group or collaborating on an assignment, students can critic and provide feedback before the instructor grades the final product.
5. Group Projects: Group projects have the potential to be great if everyone participates. With group projects you can collaborate and work with each others strengths to put together the final product.
Content
1. Vodcast: Vodcast are a great tool to present information in another form besides reading out of a textbook. Vodcast also reach the auditory learner.
2. Online Journals and Articles: From the convenience of home, students can look up journals and articles that are relevant to class. This can relive stress of not having to leave home and worry about having a magazine or reference book on your topic.
3. Modules: Modules help break down the course work. It makes it easier and organizes the work for the students.
4. Constructivist Learning: This is key in having students create an understanding instead of leaning by memorization. The student is actually applying it.
5. Relevant to Real Life: In completing this degree, most students are teachers, so the content can be related to the classroom and applied to our personal lives.
Compatibility
1. Choice:Choice is key to accommodating all learners. Each student is different and should be able to choose which method of assessment would best suite them.
2. Rubrics: Rubrics are a great tool to help the learner know if they are completing the requirements of the assignment.
3. Flexibility: Online learning allows flexibility for the student to complete assignments at his/her convenience.
4. Instructor Feedback: Instructor feedback is important to learning. This helps the students know what aspects of the assignment were satisfactory and which parts need improvement.
5. Computer Based: With advances in technology many tasks have become computer based. Online learning utilizes the computer.
For online learning I focused on the various aspects that I felt were important according to the resources we have explored. Here is a link to my graphic organizer
http://www.slideshare.net/mhtilson/graphic-organizer-module-4-2982805
Collaboration:
1. Wiki: Wikis are a great tool to set up a learning group and a small group. Wikis can be used to organize assignments in class, monitor participation, and small groups.
2. Blogs: Blogs are similar to wikis in their purpose for online learning. One might set up a blog as a journal entry on a topic throughout the course.
3. Learning Groups: Learning groups can be a great resource for students. They can provide help, feedback, and encouragement. Also, learning groups can be used to help break down a large class into smaller groups for learning.
4. Peer Evaluations: Peer Evaluation is a great tool. When working with a group or collaborating on an assignment, students can critic and provide feedback before the instructor grades the final product.
5. Group Projects: Group projects have the potential to be great if everyone participates. With group projects you can collaborate and work with each others strengths to put together the final product.
Content
1. Vodcast: Vodcast are a great tool to present information in another form besides reading out of a textbook. Vodcast also reach the auditory learner.
2. Online Journals and Articles: From the convenience of home, students can look up journals and articles that are relevant to class. This can relive stress of not having to leave home and worry about having a magazine or reference book on your topic.
3. Modules: Modules help break down the course work. It makes it easier and organizes the work for the students.
4. Constructivist Learning: This is key in having students create an understanding instead of leaning by memorization. The student is actually applying it.
5. Relevant to Real Life: In completing this degree, most students are teachers, so the content can be related to the classroom and applied to our personal lives.
Compatibility
1. Choice:Choice is key to accommodating all learners. Each student is different and should be able to choose which method of assessment would best suite them.
2. Rubrics: Rubrics are a great tool to help the learner know if they are completing the requirements of the assignment.
3. Flexibility: Online learning allows flexibility for the student to complete assignments at his/her convenience.
4. Instructor Feedback: Instructor feedback is important to learning. This helps the students know what aspects of the assignment were satisfactory and which parts need improvement.
5. Computer Based: With advances in technology many tasks have become computer based. Online learning utilizes the computer.
Sunday, January 10, 2010
Module 3 Discussion
My classroom is set up in groups. I have six groups of 4. Each of my students are expected to work in groups throughout the week. At the beginning of the year we have a conversation of creating a classroom community. I discuss how each person is expected to contribute to the group as a whole. I connect it to out of school and the workforce. I explain to my students how we are expected to work with our co-workers regardless of if we like them or not. We must be respectful and cannot "shut down" because we don't like who we are sitting next to. ( I teach 7th grade)
I an effort to help encourage students to work well with one another I do a positive reward system. I keep a point system for each group. Groups get points for all having homework, being on task when others are not, working exceptionally well together, and so on. They loose points for being too loud, not working together, leaving their group a mess, and being off task. At the end of the week the group with the most points gets a small prize; candy, homework pass, extra credit pass, ice cream pass, sit where you want pass. At the end of the nine weeks, the group with the most points gets to eat in my room and I bring an assortment of desserts. I change groups each nine weeks.
I group my students in flexible groups. I have one high, one low and two medium. It is amazing how the high person can motivate the lower student to stay on task. Also, candy goes a long way for a student who does not stay on task. The students will tell on each other when they don't all participate. I don't give the same grade for all members unless they all contributed equally. I am a big fan of rubrics, that have the jobs for each member.
Siemens discusses the struggling student making great improvements compared to the more advanced student making minimal improvement. I feel that groups have the potential to help the struggling student even more. Sometimes that struggling student needs a little more motivation and push to help him get over the edge. As for their grades, I often grade on ability. If they give their best effort then their grade reflects it. I do a lot of effort grades in math. I don't know what the experts have to say on it, but so far I have had great results on our end of the year state test!
I have attached a template that I modify for group work. I often use it when I do a game so they have a role. The turn it clockwise each round so each person gets a different job. I change it with jobs as well.
http://www.slideshare.net/mhtilson/group-game-2909805
Here is a short clip that summarizes collaborative learning. It is funny and cheesy, but it explains exactly what it is. It made me laugh! I hope you enjoy it as much as I did.
http://www.youtube.com/watch?v=brcjODFBEuE
I an effort to help encourage students to work well with one another I do a positive reward system. I keep a point system for each group. Groups get points for all having homework, being on task when others are not, working exceptionally well together, and so on. They loose points for being too loud, not working together, leaving their group a mess, and being off task. At the end of the week the group with the most points gets a small prize; candy, homework pass, extra credit pass, ice cream pass, sit where you want pass. At the end of the nine weeks, the group with the most points gets to eat in my room and I bring an assortment of desserts. I change groups each nine weeks.
I group my students in flexible groups. I have one high, one low and two medium. It is amazing how the high person can motivate the lower student to stay on task. Also, candy goes a long way for a student who does not stay on task. The students will tell on each other when they don't all participate. I don't give the same grade for all members unless they all contributed equally. I am a big fan of rubrics, that have the jobs for each member.
Siemens discusses the struggling student making great improvements compared to the more advanced student making minimal improvement. I feel that groups have the potential to help the struggling student even more. Sometimes that struggling student needs a little more motivation and push to help him get over the edge. As for their grades, I often grade on ability. If they give their best effort then their grade reflects it. I do a lot of effort grades in math. I don't know what the experts have to say on it, but so far I have had great results on our end of the year state test!
I have attached a template that I modify for group work. I often use it when I do a game so they have a role. The turn it clockwise each round so each person gets a different job. I change it with jobs as well.
http://www.slideshare.net/mhtilson/group-game-2909805
Here is a short clip that summarizes collaborative learning. It is funny and cheesy, but it explains exactly what it is. It made me laugh! I hope you enjoy it as much as I did.
http://www.youtube.com/watch?v=brcjODFBEuE
Story Board: Virtual Classrooms Online Learning K-12 Sector
http://www.slideshare.net/mhtilson/virtual-classrooms
Here is the story board for my video presentation.
Here is the story board for my video presentation.
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