My Digital Portfolio contains an introduction to me and my ideas about education. It is a compilation of all of the projects we have done in this class. There is a listing of those projects on the left sidebar including this blog, photoshop, inspiration, web 2.o, digital essay, non-linear powerpoint, and podcast. It also includes a list of some of the websites that I recommend for teachers and for students.
Let me know what you think...
Thursday, July 1, 2010
Wednesday, June 30, 2010
IConn - Digital Equity
IConn provides all Connecticut students access to many databases and countless numbers of articles, journals, books, and information that most students otherwise would not have. Aside from the cost issue, most students wouldn't have access to, or know how to find this hidden web. Access to information like this ensures digital equity in CT. Regardless of income level, academic level, or gender, all students have the same access.
As a teacher, some of the resources I might use are the Discovery Collection, Student Resource Center-Gold, Biography Resource Center and the Kids Infobits. As a student, I wish that I had know about IConn before because it would have been a great resource for academic journal articles that are very difficult to find for free. This is a very valuable resource.
As a teacher, some of the resources I might use are the Discovery Collection, Student Resource Center-Gold, Biography Resource Center and the Kids Infobits. As a student, I wish that I had know about IConn before because it would have been a great resource for academic journal articles that are very difficult to find for free. This is a very valuable resource.
Information Problem Solving Skills
We are not born learning how to solve problems. We actually start out our lives with other people solving problems for us. Problem solving is a skill that develops over time and teaching students effective problem solving skills is very important. Learning how to handle a problem properly would alleviate a lot of the problems that adolescents, and adults for that matter, face. Poor problem solving skills are the reason many kids get into trouble. They don't know what to do!
The big 6 strategy is extremely useful and it provides students with a clear plan that they can follow step by step. With students, you can't just tell them to figure things out without imparting how to figure it out. We don't do it with academics but we do it with behavior and that doesn't make sense. We don't tell students to just figure out a math problem without giving them step by step instructions to do so but we expect them to solve problems in life without instruction.
It is extremely important to provide our students with problem solving skills. It is a lesson that they can use for all of their lives.
The big 6 strategy is extremely useful and it provides students with a clear plan that they can follow step by step. With students, you can't just tell them to figure things out without imparting how to figure it out. We don't do it with academics but we do it with behavior and that doesn't make sense. We don't tell students to just figure out a math problem without giving them step by step instructions to do so but we expect them to solve problems in life without instruction.
It is extremely important to provide our students with problem solving skills. It is a lesson that they can use for all of their lives.
Tuesday, June 29, 2010
The Computer Delusion
The Computer Delusion suggests that computers are much like the other technological advances of the past. There is always lots of buzz about new advances in technology and how they will "change the world". Computers got great buzz. The difference with this technology is that people bought the buzz and the public, including teachers and schools, saw computers as necessary. Many school districts believed that computers were so important, in fact, that in order to afford them, they took the drastic measure of cutting other programs, like music and art.
The computer delusion is that people jumped on the computer bandwagon with no evidence that computers would do what they were told. The delusion is that people were putting all of their faith in students' success on the new technology. They dismissed other options for students that were perhaps not inclined to go to college and pursue careers in academic areas. The delusion was that computer's would make their children smarter when there was no clear evidence that computers would increase student achievement.
Computers and technology are extremely valuable, and it is necessary to expose our children to it and educate them using these technologies, but computers and technology alone will not increase student achievement and success. We need to keep art, music and other programs in our schools. We need to keep programs available for all types of students and keep their options open. Computers alone will not encourage success nor will they encourage students to work harder and strive greater. On the contrary, computers alone can create lazy, underachievers because not everything about computers is great.
There needs to be a balance within all academic areas. Technology should be integrated with academics and should add value to the curriculum. To think otherwise is delusional.
The computer delusion is that people jumped on the computer bandwagon with no evidence that computers would do what they were told. The delusion is that people were putting all of their faith in students' success on the new technology. They dismissed other options for students that were perhaps not inclined to go to college and pursue careers in academic areas. The delusion was that computer's would make their children smarter when there was no clear evidence that computers would increase student achievement.
Computers and technology are extremely valuable, and it is necessary to expose our children to it and educate them using these technologies, but computers and technology alone will not increase student achievement and success. We need to keep art, music and other programs in our schools. We need to keep programs available for all types of students and keep their options open. Computers alone will not encourage success nor will they encourage students to work harder and strive greater. On the contrary, computers alone can create lazy, underachievers because not everything about computers is great.
There needs to be a balance within all academic areas. Technology should be integrated with academics and should add value to the curriculum. To think otherwise is delusional.
Digital Divide
I believe that there is a digital divide, especially between the social and economic classes. I also believe that there is a digital divide between genders, but I believe that it is derived from social divides between male and female and the different ways that boys and girls learn, since they are such different social creatures.
Socio-economics play a tremendous role in who gets access to technology, how much access they get, and in the quantity and quality of the instruction. Technology tends to be expensive, so for those who don't have much disposable income, acquiring it may not be possible. Their children have less exposure to using and exploring it. Sometimes the access they have is to older, out of date equipment so they will be behind the technology curve. For educators, this means that when they use technology in their classroom, students who have not had much access to technology will need more instruction than others. The teacher will have to take extra time to instruct the student before starting the actual lesson.
The solution: access to updated, quality technology and nstruction for all students...easier said than done. Schools and communities are already economically stretched so more expensive equipment and programs will not happen. One thing that works is the new free or inexpensive technology that can be downloaded from the web. Support for companies that create them is important. The other solution for teachers is to do your best to ensure that your students aare given access to technology in your class, that would be a start.
Socio-economics play a tremendous role in who gets access to technology, how much access they get, and in the quantity and quality of the instruction. Technology tends to be expensive, so for those who don't have much disposable income, acquiring it may not be possible. Their children have less exposure to using and exploring it. Sometimes the access they have is to older, out of date equipment so they will be behind the technology curve. For educators, this means that when they use technology in their classroom, students who have not had much access to technology will need more instruction than others. The teacher will have to take extra time to instruct the student before starting the actual lesson.
The solution: access to updated, quality technology and nstruction for all students...easier said than done. Schools and communities are already economically stretched so more expensive equipment and programs will not happen. One thing that works is the new free or inexpensive technology that can be downloaded from the web. Support for companies that create them is important. The other solution for teachers is to do your best to ensure that your students aare given access to technology in your class, that would be a start.
Sunday, June 27, 2010
Non-Linear Power Point
I learned a lot from this program. The power point from our past is so dull and lifeless. Non-linear makes the presentation more interactive and the presenter can change the flow depending on the audience and how much they interact with the presentation. For example, in a class where a lot of discussion takes place, the teacher can easily move around the power point without going through all the slides. There can even be a quiz incorporated into it.I enjoyed it because you can incorporate websites and activities into the lesson, the power point doesn't just have to be informational.This is definately a program that I could see myself using in my classroom. You can prepare a lesson ahead of time, yet be prepared for the lesson to change along the way depending on questions the students have and the discussions that come up. It is perfect for all grade levels.
Reflections on the Class
I haven't taken a "computer class" in a long,long time. In fact, it's been so long that I don't even remember the class, although I know I had to take one. This class has been a completely new experience for me. I can generally figure my way out on a computer, although it may take me a long while sometimes. The frustration with this class is that there isn't enough time to play around with programs in order to figure them out. I would recommend taking this class over a regular semester. There is a lot of new information to learn in a very limited amount of time. Because of this, I am especially grateful for Jerome's help.
Aside from the time crunch, I think that this class has been very valuable. I was introduced to, and learned how to use programs that I can use in my classroom. I have come away with many ideas about how to usefully use technology in the classroom. I have also learned that to use technology, it should bring an added value to my lesson. I have learned about the value of technology, especially as it applies to my special education students - as another tool to apply to their learning.
I found photoshop the most frustrating and the least valuable, and the ability to create the digital story and website as the most rewarding. Blogging was my least favorite part of this class...the pressure of writing for others to see was difficult for me.
I think that all the programs can be valuable depending on the lesson and the type of student. For example, Inspiration wasn't my favorite program because I am not a fan of mapping and they do not aid my learning, but there are students of other learning styles who would greatly benefit from this program.
My hope for the rest of the semester is to complete all my work and not lose it or crash a computer! Beyond the semester, my hope is to create a family website to share with other family members and to later incorporate the things that I have learned into lessons for my students.
Aside from the time crunch, I think that this class has been very valuable. I was introduced to, and learned how to use programs that I can use in my classroom. I have come away with many ideas about how to usefully use technology in the classroom. I have also learned that to use technology, it should bring an added value to my lesson. I have learned about the value of technology, especially as it applies to my special education students - as another tool to apply to their learning.
I found photoshop the most frustrating and the least valuable, and the ability to create the digital story and website as the most rewarding. Blogging was my least favorite part of this class...the pressure of writing for others to see was difficult for me.
I think that all the programs can be valuable depending on the lesson and the type of student. For example, Inspiration wasn't my favorite program because I am not a fan of mapping and they do not aid my learning, but there are students of other learning styles who would greatly benefit from this program.
My hope for the rest of the semester is to complete all my work and not lose it or crash a computer! Beyond the semester, my hope is to create a family website to share with other family members and to later incorporate the things that I have learned into lessons for my students.
Friday, June 25, 2010
Wednesday, June 23, 2010
Monday, June 21, 2010
"Value Added": eTIPS article & UDL
Using technology in the classroom should add value to the lesson. The "value added" that the Etips and UDL articles discussed mean that in order for technology to be used with a lesson, it should add value to what the students are learning. If the technology does not add value, then it should not be used. If a lesson is best taught/learned without the use of technology, then technology should not be used. In other words, don't use technology just because you can or because it's available.
Technology, when used properly, can add a lot of value to education. Technology is the future and it is important for students to be comfortable on the computer and comfortable learning new software programs. It is also important for students to feel comfortable exploring on the computer and "figuring things" out on their own. There is a lot of value in this because they challenge themselves to find solutions to problems instead of always looking for the answer or looking to the manual.
Some programs that we have learned about in class add great value to education, such as Inspiration and mapping. What a great way for students to see connections and to extract important information out of a complex text. Technology is so important to use in education when it adds value because technology is here to stay and is always advancing. It would be a disadvantage to our students not to use it because they will need it in their future lives. Better for them to learn it now!
Technology, when used properly, can add a lot of value to education. Technology is the future and it is important for students to be comfortable on the computer and comfortable learning new software programs. It is also important for students to feel comfortable exploring on the computer and "figuring things" out on their own. There is a lot of value in this because they challenge themselves to find solutions to problems instead of always looking for the answer or looking to the manual.
Some programs that we have learned about in class add great value to education, such as Inspiration and mapping. What a great way for students to see connections and to extract important information out of a complex text. Technology is so important to use in education when it adds value because technology is here to stay and is always advancing. It would be a disadvantage to our students not to use it because they will need it in their future lives. Better for them to learn it now!
Copyright Issues
Teachers can "get away" with a lot more when it comes to copyright if they are using material for educational purposes. The implications and consequences for them if they violate copyright laws is great, however, because not only do they get into trouble and lose their job, but the school becomes liable as well. The school system runs a high risk if teachers don't adhear to copyright laws and they get caught.
There are violations everyday. How many times do teachers reward students with a fun movie, especially during the holidays and beforer summer break. I think that often the teachers don't even know what's lawful. Luckily, the copyright police aren't employed in the school!
There are violations everyday. How many times do teachers reward students with a fun movie, especially during the holidays and beforer summer break. I think that often the teachers don't even know what's lawful. Luckily, the copyright police aren't employed in the school!
Inquiry-Based Learning
You can learn something by being told and even shown. You can memorize it, take a test for assessment and do well, but later in life, will you remember it? If you learn it and use it, you will retain it even if you don't use it again for a long time. Inquiry -based learning is like "riding a bike". Once you've done it, it will come back to you.
It's one thing to memorize and remember short term, it's another to understand. Inquiry-based involves the student. It invites them to ask questions. The why and how of education. Historical thinking, which is the way I was taught, is about the what. It's learning facts and being able to regurgitate them on a test. It doesn't ask the student to ask questions and inquire about why something is or what the implications of something are. For example, historical thinking would give a student facts about the civil war, inquiry based would have the student think about why the war may have happened, what could have prevented it and what the ramifications of it were.
Inquiry-based learning is long term. A student learns how to learn and question, not just how to remember so that they can pass a test.
It's one thing to memorize and remember short term, it's another to understand. Inquiry-based involves the student. It invites them to ask questions. The why and how of education. Historical thinking, which is the way I was taught, is about the what. It's learning facts and being able to regurgitate them on a test. It doesn't ask the student to ask questions and inquire about why something is or what the implications of something are. For example, historical thinking would give a student facts about the civil war, inquiry based would have the student think about why the war may have happened, what could have prevented it and what the ramifications of it were.
Inquiry-based learning is long term. A student learns how to learn and question, not just how to remember so that they can pass a test.
The Girls
Since I posted a picture of the boys, had to post a picture of the girls (minus me). This is Halloween 2009 - Ellie's 1st!Standard
The content standard I have chosen as the foundation for some of my work in this class is Standard 3.4 - Earth materials provide resources for all living things, but these resources are limited and should be conserved.I care very much about the environment and would love to teach a class of third graders (and any grade, for that matter) that we should be stewards of the Earth. We can use its resources for our well being, but in a sustainable way so that those resources will be here, and in a healthy way, for the generations after us.
This standard would allow me to teach students that the decisions they make impacts the Earth and the supply of many resources. Many students often think that the Earth's resources, like water, are abundant and never ending, like turning on a faucet. They have not seen or lived through the effects of resource depletion and destruction and as young children, they are often not aware of life outside of their bubble and the implications of their actions.
The Boys
I just took this picture in commemoration of father's day approaching. This picture is a "remake" of another picture, exactly the same pose, that was taken 6 years ago. It's amazing how time flies because it seemed like only yesterday! The biggest difference besides how much Alec and Riley have grown, is the hair. Dad and Riley (on the right) are growing out their hair for locks of love and will be cutting it next June. Alec (on the left) donated 10 inches to locks of love last June. He went through a year of long, knotty hair and people thinking he was a girl for this worthy cause. So proud of them!
Thursday, June 17, 2010
Using Picnik.com
The other day was the first time I had ever heard about Picnik.com and it was very exciting. What a great, free way to "fix" pictures. Here is an example of a picture I was able to fix (I removed the soccer goal from the right, top corner. I love this website!!
Inspiration Project
I finally finished the Inspiration Project on the Universal Design for Learning article. The program is not difficult to use, but the article was long and so the project was a bit time consuming. The end product looks very "pretty" when you print out the picture...almost like an ivy or climbing vine. I think that the program is great for helping students see connections. When students are reading text, it is difficult to visualize the information, especially when it is a lot of information like the UDL article. The concept map allows them to look at the information in an organized way that helps them to "see" the information more clearly.
Monday, June 14, 2010
Friday, June 11, 2010
Rainbow Nation, Rainbow World
I don't watch much soccer other than my children's games and the occassional professional game that we take them to, but the excitement of today's first world cup game in South Africa was electric! The games are about more than just soccer...they are about the unity of people from all backgrounds and cultures coming together, partying together and uniting as one human race for the game they love. We let borders divide us and let our differences define us. This event shows us how united we can be. Even those who are not soccer enthusiasts can feel it...we are all South Africans today!
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