What is an i-search?
An i-search is a process for carrying out student-centered inquiry.
How would you use it in your classroom? In your teachable? Why would this work? What would you have to do to prepare your students?
An i-search could easily be used in science; actually science fairs follow a lot of the i-search guidelines and characteristics. The student chooses a topic to research and develop a presentation for, they research the topic, record data and information, they then present their project to a panel of judges/peers. The students have the opportunity to choose their own topic of interest and to expand on it. This helps the students stay involved and allows them to relate to the material being studied.
What is i-search?
http://web.archive.org/web/20030219114914/http://stillwater.k12.mn.us/rf/56isear.htm
The i-search here is directed for students to expand on any questions they might have in and around the classroom material, but not on the material itself. They are asked to write a paper and do a project about their topic. The students have to answer some questions in their paper, the questions include; Why did I choose this topic? What questions did I have? Where did I find my answers? What did I learn? All of these questions require some thought by the student. The project is then supposed to express the findings of the quest and expand on the learning of the students.
In order to prepare students for an i-search they need to have reading comprehension, fact finding, organization, not taking, writing, reflection and searching skills as well as basic computer function skills in order to succussfully compleet the task.
Friday, December 11, 2009
The Webquest Model
http://www.ozline.com/writings/theory.php
Tom is talking about the use of the internet in a wide application of computer based learning. He identifies the need for students to “tap” into the web to use it’s vast knowledge, but also outlines the dangers of using the web. He mentions that there are endless ways to use the internet’s bounty to create a learning environment that fosters growth, he also outlines a need for control over the information you want your students to sift through. The need for hotlinks and structure in order to correctly guide students in the right direction, instead of letting them get lost in cyberspace searching for information that is out there but possibly hard to find amongst all the not so good information. Websites like Filamentality are now popping up that allow for selection of a topic that has a network of associated webpages linked to them that allow teachers to efficiently choose and modify a less to fit their classes needs.
Tom is talking about the use of the internet in a wide application of computer based learning. He identifies the need for students to “tap” into the web to use it’s vast knowledge, but also outlines the dangers of using the web. He mentions that there are endless ways to use the internet’s bounty to create a learning environment that fosters growth, he also outlines a need for control over the information you want your students to sift through. The need for hotlinks and structure in order to correctly guide students in the right direction, instead of letting them get lost in cyberspace searching for information that is out there but possibly hard to find amongst all the not so good information. Websites like Filamentality are now popping up that allow for selection of a topic that has a network of associated webpages linked to them that allow teachers to efficiently choose and modify a less to fit their classes needs.
PBL Vids
The videos reinforce the PBL as being the “new” hot educational tool. They really show the different ways in which PBL can and does reinforce and create learning. By using a program like Project Foundry, it makes it easier for students, teachers and parents to become involved in the education process. The videos show many different facets of PBL and give rise for a new wave of teaching ideas.
Project Based Learning
What are your impressions of PBL? How could you use it in your classroom?
According to Bransford & Stein, (1993) project-based learning is a comprehensive instructional approach to engage students in sustained, cooperative investigation.
Project based learning has a widespread application of uses. In my science classroom I would use PBL to develop the student’s ability to rationalise a method of doing an experiment. They would be able to perform different experiments and decide which one was best suited for the task at hand, and better yet, to decide what the task at hand was. Instead of telling them what the best way to figure out a problem, they could figure out first hand why that is the best, or an appropriate way to do the task. There are huge learning gains to be had by using PBL.
According to Bransford & Stein, (1993) project-based learning is a comprehensive instructional approach to engage students in sustained, cooperative investigation.
Project based learning has a widespread application of uses. In my science classroom I would use PBL to develop the student’s ability to rationalise a method of doing an experiment. They would be able to perform different experiments and decide which one was best suited for the task at hand, and better yet, to decide what the task at hand was. Instead of telling them what the best way to figure out a problem, they could figure out first hand why that is the best, or an appropriate way to do the task. There are huge learning gains to be had by using PBL.
Thursday, December 10, 2009
Howard Gardner
Howard Gardner Video
1. What are specific ethical issues you see kids struggling when they use digital media?
Privacy, ownership, identity, credibility and trustworthiness. When children don’t see the consequences of their actions, they have a tendency to take the easiest way out possible.
2. How is our sense of identity changing in the digital world? How can adults learn from kids and guide them at the same time?
The digital world creates a paper copy of who we are, and this can be the truth, or it might be an exaggeration of the truth, or just plain o false. A digital identification is who we see ourselves are, not necessarily who we are. When in a classroom a child might not feel right critiquing another child’s work, but online there is this disconnect from the ‘real’ world where a comment is just a comment made by a faceless name, it does not bare any connection to the person actually writing the comment. Adults should be actively learning from the children as they are going through this process. As they are learning from the child, they can also monitor and enrich the child’s learning with their own knowledge on appropriate social behaviours that the children might not be exposed to on a regular basis in the ‘real’ world.
3. Digital tools make it extremely easy to communicate with anyone in the world. What are the opportunities and challenges for kids?
It gives them the opportunity to learn from different cultures around the world. This can be difficult because of the differences in language, culture, customs, beliefs, etc. What is said isn’t always what is intended, and what might be acceptable to say in one country might not be in another.
4. Do you think digital media are having a negative impact on kids' attention span? What are the implications for home and school?
I can see some possible attention span linked consequences to the vast knowledge of digital media. More bells and whistles means more distractions, math with paper and pencil now becomes 3D and intense with colours, music, sounds and videos. Everything else can then become boring. For home the children become distracted in trying to complete a simple task, they become so use to doing 5 things at once on the computer that simply reading their English novel doesn’t seem fitting enough for them. In school the children are forced to be in an environment that is structured, when online there is not much, if any structure to what is being done. You are simply free to get lost in cyberspace.
5. How does teaching and learning change in a world where information is at your fingertips?
Instead of teaching the knowledge, teachers now take on a new role as coach making sure that the information the students are getting is appropriate and guiding them in the right directions to find appropriate ‘good’ information.
1. What are specific ethical issues you see kids struggling when they use digital media?
Privacy, ownership, identity, credibility and trustworthiness. When children don’t see the consequences of their actions, they have a tendency to take the easiest way out possible.
2. How is our sense of identity changing in the digital world? How can adults learn from kids and guide them at the same time?
The digital world creates a paper copy of who we are, and this can be the truth, or it might be an exaggeration of the truth, or just plain o false. A digital identification is who we see ourselves are, not necessarily who we are. When in a classroom a child might not feel right critiquing another child’s work, but online there is this disconnect from the ‘real’ world where a comment is just a comment made by a faceless name, it does not bare any connection to the person actually writing the comment. Adults should be actively learning from the children as they are going through this process. As they are learning from the child, they can also monitor and enrich the child’s learning with their own knowledge on appropriate social behaviours that the children might not be exposed to on a regular basis in the ‘real’ world.
3. Digital tools make it extremely easy to communicate with anyone in the world. What are the opportunities and challenges for kids?
It gives them the opportunity to learn from different cultures around the world. This can be difficult because of the differences in language, culture, customs, beliefs, etc. What is said isn’t always what is intended, and what might be acceptable to say in one country might not be in another.
4. Do you think digital media are having a negative impact on kids' attention span? What are the implications for home and school?
I can see some possible attention span linked consequences to the vast knowledge of digital media. More bells and whistles means more distractions, math with paper and pencil now becomes 3D and intense with colours, music, sounds and videos. Everything else can then become boring. For home the children become distracted in trying to complete a simple task, they become so use to doing 5 things at once on the computer that simply reading their English novel doesn’t seem fitting enough for them. In school the children are forced to be in an environment that is structured, when online there is not much, if any structure to what is being done. You are simply free to get lost in cyberspace.
5. How does teaching and learning change in a world where information is at your fingertips?
Instead of teaching the knowledge, teachers now take on a new role as coach making sure that the information the students are getting is appropriate and guiding them in the right directions to find appropriate ‘good’ information.
Social Networking Evaluation Chart
The Social Networking Evaluation Chart is very useful to teachers as long as those sites are accessible on the school network. The chart provides educators with the information required to intelligently select an appropriate social network site for their individual classroom needs. The site should be chosen based on the computer proficiency of the students and teacher, functionality, and safety. The site should not be overly complicated or filled with distractions for the students. Do not choose a site that is full of bells and whistles if your class is not required to use them, it will simply be a distraction.
Social Networking Sites as a Teaching Tool
Kids Create -- and Critique on -- Social Networks
The advent of social networking sites has created an easy to use online text, video and picture sharing community that has been widely accepted by today’s youth as an acceptable method of sharing ideas and other media. By using such an interactive form of sharing files and comments, a climate that fosters growth can be created. One person can learn a lot from another person’s experience and expertise and vice versa. By sharing they learn from one another the characteristics that a piece of work should have, and they can also discuss what they like and dislike. Applications of social networks for students can increase their social, critical thinking, artistic, discretionary, and motivation skills as well as providing them with a place to showcase themselves in a positive manor. Furthermore, by using social networks and the internet, students can utilize an expert’s opinion or knowledge in formulation of their project or work. Students sometimes struggle when trying to create a piece of work (writing, photo, video, etc.), but by using a social networking site they have the opportunity to share with each other their ideas before they start to create their piece of work, or during to make sure they are on the right track.
Like most topics, it not all positive. Social networking sites don’t include grammar and spelling checks, nor do they monitor for socially accepted responses to a students. They simply provide an environment where students can converse, share knowledge and media wheatear it is positive or negative. I believe that social networking sites need to be developed that have guidelines and rules that need to be followed, the upkeep of these rules should be done by a governing body who’s job is simply monitoring the sites for inappropriate material.
The advent of social networking sites has created an easy to use online text, video and picture sharing community that has been widely accepted by today’s youth as an acceptable method of sharing ideas and other media. By using such an interactive form of sharing files and comments, a climate that fosters growth can be created. One person can learn a lot from another person’s experience and expertise and vice versa. By sharing they learn from one another the characteristics that a piece of work should have, and they can also discuss what they like and dislike. Applications of social networks for students can increase their social, critical thinking, artistic, discretionary, and motivation skills as well as providing them with a place to showcase themselves in a positive manor. Furthermore, by using social networks and the internet, students can utilize an expert’s opinion or knowledge in formulation of their project or work. Students sometimes struggle when trying to create a piece of work (writing, photo, video, etc.), but by using a social networking site they have the opportunity to share with each other their ideas before they start to create their piece of work, or during to make sure they are on the right track.
Like most topics, it not all positive. Social networking sites don’t include grammar and spelling checks, nor do they monitor for socially accepted responses to a students. They simply provide an environment where students can converse, share knowledge and media wheatear it is positive or negative. I believe that social networking sites need to be developed that have guidelines and rules that need to be followed, the upkeep of these rules should be done by a governing body who’s job is simply monitoring the sites for inappropriate material.
Tuesday, October 6, 2009
Critiques
'Best of the Education Blog' Awards
The 'Best of the Education Blog' awards are a showcase of the educational triumphs within the blogging community. Different blog sites are nominated by educators and enthusiasts alike and around 160 of these are chosen as the cream of the crop. From these 160, eSchool News narrows the field to a mere 32 which are then submitted to the official judging panel. From the 32, 4 winners are chosen to be the representatives of their respective categories.
To be chosen in this way, as a top blog site, gives a good representation of how blogging is progressing and also the common trends in blogs that are appealing to the masses. This will further help blogs evolve into a finely oiled educational tool that supports knowledge retention and gives students, teachers and parents an opportunity to participate in a child's growth as an individual.
The 'Best of the Education Blog' awards can serve as a template for other bloggers who are new to the game and can quickly catch them up to the top bloggers out there by providing them with the tools to preform the job effectively and easily.
Blogging: Advantages of Blogging as a Teaching Tool
This article talks about the use of blogs as a teaching tool. It shows some examples of integration of links and videos and gives some good solid advice and ideas about the use of blogging in a classroom community.
The article tells the reader about the benefits of using blogs, like being able to reflect on the information, research and comment at a time that is convenient to them outside of the classroom time. By doing so, the answers given by the students have to be concise, summarized, and structured, and the questions have to be more to the point. By having to type in a structured proper manor they students are actually working on their typing, writing, grammar and spelling skills. Also, the teacher will be able to post links and other media to the students to answer questions and expand on classroom topics.
Blogging also makes the students review the knowledge covered in class and helps them retain that knowledge and apply it to other circumstances. A teacher might even find it beneficial to get his or her students to follow a blog that another teacher, possibly in another class, school or country. This promotes peer to peer learning, which can be dangerous if not monitored, but when monitored it can be a useful teaching tool.
The 'Best of the Education Blog' awards are a showcase of the educational triumphs within the blogging community. Different blog sites are nominated by educators and enthusiasts alike and around 160 of these are chosen as the cream of the crop. From these 160, eSchool News narrows the field to a mere 32 which are then submitted to the official judging panel. From the 32, 4 winners are chosen to be the representatives of their respective categories.
To be chosen in this way, as a top blog site, gives a good representation of how blogging is progressing and also the common trends in blogs that are appealing to the masses. This will further help blogs evolve into a finely oiled educational tool that supports knowledge retention and gives students, teachers and parents an opportunity to participate in a child's growth as an individual.
The 'Best of the Education Blog' awards can serve as a template for other bloggers who are new to the game and can quickly catch them up to the top bloggers out there by providing them with the tools to preform the job effectively and easily.
Blogging: Advantages of Blogging as a Teaching Tool
This article talks about the use of blogs as a teaching tool. It shows some examples of integration of links and videos and gives some good solid advice and ideas about the use of blogging in a classroom community.
The article tells the reader about the benefits of using blogs, like being able to reflect on the information, research and comment at a time that is convenient to them outside of the classroom time. By doing so, the answers given by the students have to be concise, summarized, and structured, and the questions have to be more to the point. By having to type in a structured proper manor they students are actually working on their typing, writing, grammar and spelling skills. Also, the teacher will be able to post links and other media to the students to answer questions and expand on classroom topics.
Blogging also makes the students review the knowledge covered in class and helps them retain that knowledge and apply it to other circumstances. A teacher might even find it beneficial to get his or her students to follow a blog that another teacher, possibly in another class, school or country. This promotes peer to peer learning, which can be dangerous if not monitored, but when monitored it can be a useful teaching tool.
Concept Mapping
Concept Mapping
http://facstaff.gpc.edu/~shale/humanities/composition/handouts/concept.html
This article defines concept mapping as "a technique that allows you to understand the relationships between ideas by creating a visual map of the connections." This article also gives examples of what concept maps can be used for; (1) to see the connections between ideas you already have (which can be helpful in studying for a test); (2) to connect new ideas to knowledge that you already have (which can help you organize ideas as you find them in researching a paper; and (3) to organize ideas in a logical but not rigid structure that allows future information or viewpoints to be included (which can help you decide how you want to organize a paper). The integration of these ideas gives rise to practical use of concept maps in daily organization of thoughts and knowledge.
The creation of concept maps is then broken down into a 7 step process beginning with the research and recording of at least 15 different concepts or ideas, and then moving these ideas onto post it notes, next organization of the ideas from broadest to most concise, then place them together by relationship, next draw a line from an upper concept to the lower concepts they are related to (Broadest to most concise) and rearrange the pieces of paper, next you identify the relationship by naming the connecting lines with words or phrases and rearrange the pieces of paper, assign each concept an example, then copy the finished concept onto a single piece of paper. There you have it, a complete concept map in 7 easy steps.
http://facstaff.gpc.edu/~shale/humanities/composition/handouts/concept.html
This article defines concept mapping as "a technique that allows you to understand the relationships between ideas by creating a visual map of the connections." This article also gives examples of what concept maps can be used for; (1) to see the connections between ideas you already have (which can be helpful in studying for a test); (2) to connect new ideas to knowledge that you already have (which can help you organize ideas as you find them in researching a paper; and (3) to organize ideas in a logical but not rigid structure that allows future information or viewpoints to be included (which can help you decide how you want to organize a paper). The integration of these ideas gives rise to practical use of concept maps in daily organization of thoughts and knowledge.
The creation of concept maps is then broken down into a 7 step process beginning with the research and recording of at least 15 different concepts or ideas, and then moving these ideas onto post it notes, next organization of the ideas from broadest to most concise, then place them together by relationship, next draw a line from an upper concept to the lower concepts they are related to (Broadest to most concise) and rearrange the pieces of paper, next you identify the relationship by naming the connecting lines with words or phrases and rearrange the pieces of paper, assign each concept an example, then copy the finished concept onto a single piece of paper. There you have it, a complete concept map in 7 easy steps.
Sunday, August 16, 2009
Chapter 6
This chapter talks about the uses of multimedia and hypermedia and discusses how to use them in a classroom.
The chapter starts with a definition of hypermedia (or linked media) and multimedia (or multiple media) and describes how they can be used interchangeably because of their similarities. It then progresses to talk about the increasing demand for multimedia in schools because of it's ability to link knowledge to other resources.
Five types of multi/hypermedia in education were identified as: presentation software, video production and editing systems, developmental design software, virtual reality and web 2.0 tools.
The need for vast resources of photos, videos, audio, text, and other graphics was identified.The design processing skills that need to be developed were then discussed in detail with references on how one should go in implementing them.
The different authoring methods were then discussed in detail;
Authoring with presentation software: using PowerPoint or Keynote to reinforce content, for practise exercises in spelling, in assessment, and to show tutorials. \
Authoring with video production and editing software: using all kinds of video media to produce an archive that can be used as a visual and audio reference to compliment learning.
Authoring with hypermedia development software: can be used to give brief tutorials, create presentations (student), as interactive storybooks, website design (students) and for the creation of mini games (student).
Authoring with virtual reality and immersion software: used for virtual field trips, dissections, 3-D modelling systems, communication and collaboration.
Authoring with Web 2.0 design tools: online user-generated design websites, tools, like blogs, podcasts, online communities, media sharing communities.
The chapter starts with a definition of hypermedia (or linked media) and multimedia (or multiple media) and describes how they can be used interchangeably because of their similarities. It then progresses to talk about the increasing demand for multimedia in schools because of it's ability to link knowledge to other resources.
Five types of multi/hypermedia in education were identified as: presentation software, video production and editing systems, developmental design software, virtual reality and web 2.0 tools.
The need for vast resources of photos, videos, audio, text, and other graphics was identified.The design processing skills that need to be developed were then discussed in detail with references on how one should go in implementing them.
The different authoring methods were then discussed in detail;
Authoring with presentation software: using PowerPoint or Keynote to reinforce content, for practise exercises in spelling, in assessment, and to show tutorials. \
Authoring with video production and editing software: using all kinds of video media to produce an archive that can be used as a visual and audio reference to compliment learning.
Authoring with hypermedia development software: can be used to give brief tutorials, create presentations (student), as interactive storybooks, website design (students) and for the creation of mini games (student).
Authoring with virtual reality and immersion software: used for virtual field trips, dissections, 3-D modelling systems, communication and collaboration.
Authoring with Web 2.0 design tools: online user-generated design websites, tools, like blogs, podcasts, online communities, media sharing communities.
Lesson Plan Activity 3
http://www.bcps.org/apps/CBTIA/cbtia.aspx?id=4173
This activity appeals to me because it is a creative way of getting the students to learn about different natural weather phenomena. It gives them some insight on how to organize information into a structured format. There is also the opportunity to expand on the forms of disasters covered in the newsletter. Students might produce a rushed version of the newsletter instead of trying to learn about what actually happened.
http://www.bcps.org/apps/CBTIA/cbtia.aspx?id=4229
This activity teaches the students how to do a learning task. I think it is important because it reinforces critical thinking, and using what information is given to you to complete a simple task, they also learn a little about chemicals as building blocks. I would use this activity in my classroom because i think it is important to learn how to think properly. Some children might get flustered and not try at the activity, they would be more inclined to guess than to figure it out themselves. The activity is simple to execute, all that is involved is a computer and a projector.
LOTI
http://www.bcps.org/apps/CBTIA/cbtia.aspx?id=4152
This activity is at Level 3 - Infusion. This activity involves some critical thinking and some basic computer functioning and knowledge. This activity involves modification of a template, to increase the LoTI level the students could be asked to create their own template, or to use some links from the presentation to gather critical thinking knowledge. They could also be asked to blog or wiki their findings. To make it lower on the scale you could simply print off all of the information they need so they don't even need a computer.
This activity appeals to me because it is a creative way of getting the students to learn about different natural weather phenomena. It gives them some insight on how to organize information into a structured format. There is also the opportunity to expand on the forms of disasters covered in the newsletter. Students might produce a rushed version of the newsletter instead of trying to learn about what actually happened.
http://www.bcps.org/apps/CBTIA/cbtia.aspx?id=4229
This activity teaches the students how to do a learning task. I think it is important because it reinforces critical thinking, and using what information is given to you to complete a simple task, they also learn a little about chemicals as building blocks. I would use this activity in my classroom because i think it is important to learn how to think properly. Some children might get flustered and not try at the activity, they would be more inclined to guess than to figure it out themselves. The activity is simple to execute, all that is involved is a computer and a projector.
LOTI
http://www.bcps.org/apps/CBTIA/cbtia.aspx?id=4152
This activity is at Level 3 - Infusion. This activity involves some critical thinking and some basic computer functioning and knowledge. This activity involves modification of a template, to increase the LoTI level the students could be asked to create their own template, or to use some links from the presentation to gather critical thinking knowledge. They could also be asked to blog or wiki their findings. To make it lower on the scale you could simply print off all of the information they need so they don't even need a computer.
Examples of E-portfolios
The two portfolios i chose were:
http://durak.org/kathy/portfolio/
http://portfolios.music.ufl.edu/picclef/
They are both simple in design and show all of the relevant information that an e-portfolio should have. I found Kathleen's portfolio very well designed and I like the way she put pictures of her students and their work together to show her methods in action. She used a more informal approach to design that gets her point across. Kristin used a more formal approach that looks more business like and professional. I suppose they have different teaching styles and personalities that they have reflected in there e-portfolios.
http://durak.org/kathy/portfolio/
http://portfolios.music.ufl.edu/picclef/
They are both simple in design and show all of the relevant information that an e-portfolio should have. I found Kathleen's portfolio very well designed and I like the way she put pictures of her students and their work together to show her methods in action. She used a more informal approach to design that gets her point across. Kristin used a more formal approach that looks more business like and professional. I suppose they have different teaching styles and personalities that they have reflected in there e-portfolios.
Cirtique and Readings
http://cte.jhu.edu/techacademy/fellows/Spencer/webquest/lasindex.html
The background they chose for this page is horrible. It clashes with the words and looks like a 3-D mind puzzle. Other than the use of clashing backdrops, the page does outline some of the principles that an e-portfolio should have including:
* a brief biographical sketch
* include your resume, copies of documents, licenses, tests, etc.
* a description of the classes you've taught (don't include everything, be brief), include grade level
* describe your teaching philosophy, your teaching style, and include why you teach
* demonstrate your continuing education and creativity
* include copies of recent lesson or unit plans you have used with photos of class engaged in the activities; student papers, even a video clip of you in action, and photos of classroom
* letters of commendation, evaluations, recognition or honours you've received
Not unlike all of the other resources given to us already, this webquest also includes some resources and examples that might come in handy when creating an e-portfolio.
http://www.educationworld.com/a_tech/tech/tech111.shtml
This article discusses the value of e-portfolio's in k-12 classrooms. The use of e-portfolios for students gives a good example of what they students have accomplished so far and also gives them some ideas of how they should be structuring their writing. By using an e-portfolio the students can go back and modify their work after they have completed. This gives them the ability to use their work as a resource for work to come in the future, and also allows them to use it as a permanent resource. The students can create a library of their own work, or choose to display their best work, or choose work that is beneficial for them in order to get a job or scholarship. They are also good resource guides for reflection that gives the students the skills to evaluate what they are writing or doing and how that effects them and others.
I think the addition of e-portfolios to the students curriculum is a great idea, it helps link the work they have done with actual results they can see.
http://electronicportfolios.com/balance/index.html
This site reinforced, again, the importance of reflection and learning. It further defined the relationship between e-portfolio's for learning / reflection and showing knowledge. The graphics at the top of the page are rather quite confusing, a simpler less busy graphic might be more suitable.
The background they chose for this page is horrible. It clashes with the words and looks like a 3-D mind puzzle. Other than the use of clashing backdrops, the page does outline some of the principles that an e-portfolio should have including:
* a brief biographical sketch
* include your resume, copies of documents, licenses, tests, etc.
* a description of the classes you've taught (don't include everything, be brief), include grade level
* describe your teaching philosophy, your teaching style, and include why you teach
* demonstrate your continuing education and creativity
* include copies of recent lesson or unit plans you have used with photos of class engaged in the activities; student papers, even a video clip of you in action, and photos of classroom
* letters of commendation, evaluations, recognition or honours you've received
Not unlike all of the other resources given to us already, this webquest also includes some resources and examples that might come in handy when creating an e-portfolio.
http://www.educationworld.com/a_tech/tech/tech111.shtml
This article discusses the value of e-portfolio's in k-12 classrooms. The use of e-portfolios for students gives a good example of what they students have accomplished so far and also gives them some ideas of how they should be structuring their writing. By using an e-portfolio the students can go back and modify their work after they have completed. This gives them the ability to use their work as a resource for work to come in the future, and also allows them to use it as a permanent resource. The students can create a library of their own work, or choose to display their best work, or choose work that is beneficial for them in order to get a job or scholarship. They are also good resource guides for reflection that gives the students the skills to evaluate what they are writing or doing and how that effects them and others.
I think the addition of e-portfolios to the students curriculum is a great idea, it helps link the work they have done with actual results they can see.
http://electronicportfolios.com/balance/index.html
This site reinforced, again, the importance of reflection and learning. It further defined the relationship between e-portfolio's for learning / reflection and showing knowledge. The graphics at the top of the page are rather quite confusing, a simpler less busy graphic might be more suitable.
Lesson Plan - Science 10 - Weather Dynamics
Reasons for choosing the technology:
I chose to use these particular pieces of technology to compliment the students knowledge of weather because they are commonly used technologies that the students will use, or have already used. By using a spreadsheet program with graphing capabilities they get a visual appreciation of what the numbers mean over a period of time. This becomes important because once you add time to the picture they get a sense of reality that they can relate to on a defined graph that they can change with ease. The ability to do a spreadsheet will help the students out in there next few years of schooling, especially if they plan on going onto university. They help form linkages, and show connections between the data. The reason I chose to link use a PowerPoint presentation is because it is a handy visual tool that shows a large quantity of information in a very condensed package. They are clear and can be viewed again and again. I chose to use online video's because of the abundance of videos available and the recognizability of the material shown within them. The content creates something that the students can relate to, whether it is something they have done, or at least have seen on T.V. The writing activities they students have to do help them with there writing/typing skills. I think these activities will help sufficiently when dealing with the study of weather patterns. They make it easy to understand the large amount of information available.
I chose to use these particular pieces of technology to compliment the students knowledge of weather because they are commonly used technologies that the students will use, or have already used. By using a spreadsheet program with graphing capabilities they get a visual appreciation of what the numbers mean over a period of time. This becomes important because once you add time to the picture they get a sense of reality that they can relate to on a defined graph that they can change with ease. The ability to do a spreadsheet will help the students out in there next few years of schooling, especially if they plan on going onto university. They help form linkages, and show connections between the data. The reason I chose to link use a PowerPoint presentation is because it is a handy visual tool that shows a large quantity of information in a very condensed package. They are clear and can be viewed again and again. I chose to use online video's because of the abundance of videos available and the recognizability of the material shown within them. The content creates something that the students can relate to, whether it is something they have done, or at least have seen on T.V. The writing activities they students have to do help them with there writing/typing skills. I think these activities will help sufficiently when dealing with the study of weather patterns. They make it easy to understand the large amount of information available.
Saturday, August 8, 2009
Chapter 2 Thoughts
Chapter 2: Theory and Practice
This chapter starts off by discussing the directed and constructivist models that arose from very simple learning theory. Since we have already visited this topic of study, it was no more than a simple review. The concepts brought forth in the TPACK section of the chapter have practical application to classroom planning. Stating that it isn't enough to know one of the three teaching modules, or even two when it comes to teaching with, or in technology, should make others think about what areas they are teaching when they do teach, and how would it be possible to hit on all three aspects of teaching and learning theory. Essentially it discusses the practical application of knowledge, teaching and learning when applied to a classroom setting, which if not thought about could lead to unpractical application of teaching and knowledge patterns in the wheels of the classroom. The TIP models discuss how the integration of technology can effectively applied to the classroom setting. The addition of the essential conditions for technology integration show a good birth of steps to follow when developing technology in the classroom, not all of the concepts are as individual as they may seem, they are actually all interconnected. That being said you still need to have a balance of each in order to develop a successful teaching atmosphere in the classroom and in the community. I think that with the application of this chapters points, the beginning of a classroom integrated with technology and learning can begin and have a successful outcome in the classroom.
This chapter starts off by discussing the directed and constructivist models that arose from very simple learning theory. Since we have already visited this topic of study, it was no more than a simple review. The concepts brought forth in the TPACK section of the chapter have practical application to classroom planning. Stating that it isn't enough to know one of the three teaching modules, or even two when it comes to teaching with, or in technology, should make others think about what areas they are teaching when they do teach, and how would it be possible to hit on all three aspects of teaching and learning theory. Essentially it discusses the practical application of knowledge, teaching and learning when applied to a classroom setting, which if not thought about could lead to unpractical application of teaching and knowledge patterns in the wheels of the classroom. The TIP models discuss how the integration of technology can effectively applied to the classroom setting. The addition of the essential conditions for technology integration show a good birth of steps to follow when developing technology in the classroom, not all of the concepts are as individual as they may seem, they are actually all interconnected. That being said you still need to have a balance of each in order to develop a successful teaching atmosphere in the classroom and in the community. I think that with the application of this chapters points, the beginning of a classroom integrated with technology and learning can begin and have a successful outcome in the classroom.
Tuesday, August 4, 2009
Book Chapter 1
Chapter 1: Educational Technology In Context
This chapter focuses on the relationship technology has had with education and outlines the relationship that it can, and should have with educational growth. This chapter does not clearly outline a definition of education technology because no one definition will give the term justice. Overall this chapter doesn't really outline any concepts of educational technology as it applies to the classroom, it more so just gives examples of where the technology has come from, and where it is going. With brief stops in between perspectives on shaping technology and the different possible technologies that could be found, and where they should be found in an educational setting.
This chapter focuses on the relationship technology has had with education and outlines the relationship that it can, and should have with educational growth. This chapter does not clearly outline a definition of education technology because no one definition will give the term justice. Overall this chapter doesn't really outline any concepts of educational technology as it applies to the classroom, it more so just gives examples of where the technology has come from, and where it is going. With brief stops in between perspectives on shaping technology and the different possible technologies that could be found, and where they should be found in an educational setting.
Thursday, July 23, 2009
Selection of Media - An MI Approach!
The concept of multiple intelligences (MI) has given educators the opportunity to develop students' intellectual shortcomings by using a combination of different approaches to heighten their learning experience in both dominant and recessive intellectual modules. By using the premise of MI, teachers can use the students stronger intelligences to strengthen their weaker intelligences, and in turn make their educational experience more rich and rewarding.
I think by using familiar intelligences to enrich unfamiliar intelligences it fosters growth in the students learning and their own lives. It will give a student an appreciation of what else there is out there, other than their own interests, and will make them a more involved individual.
I think by using familiar intelligences to enrich unfamiliar intelligences it fosters growth in the students learning and their own lives. It will give a student an appreciation of what else there is out there, other than their own interests, and will make them a more involved individual.
Tuesday, July 21, 2009
Multiple Intelligences
Multiple Intelligence Inventory
Hello Brawks. Your User ID number is 659436.
(Write it down so you can retrieve your results later.)
(MI-Inventory Project Page)
(Read about eight styles of learning)
(Try the Stencil Stacking task and learn about metacognition.)
(Try the Scanning Task to learn about perceptual processes in reading.)
Interpreting Results
Higher scores indicate areas of possible strength. In most cases user profiles will include one or more areas of strength, or peaks in the bar chart. Review your own results for "peaks". Do those results parallel the understanding you have of yourself?
Read about eight styles of learning to learn more about the characteristics associated with each of the multiple intelligences, and take the Multiple Intelligences Workshop to learn about MI theory and instructional strategies for multiple intelligences.
Profile for user 659436:
| Linguistic |  26 |
| Mathematics | 45 |
| Visual/Spatial | 37 |
| Body/Kinesthetic | 44 |
| Naturalistic | 40 |
| Music | 24 |
| Interpersonal | 40 |
| Intrapersonal | 34 |
Class 4 - more about theory.
The Fardanesh article talks about the relationship of the learning theories with the different types of teaching strategies, and the integration of numerous different teaching strategies in order to accomplish the highest acceptability of learning.
Fardanesh first explains the basic principles and desired outcomes of the learning/teaching strategies. Next the concept of meaningful learning was discussed in context of a teaching strategy and learning approach.
The behaviour, development, and apprenticeship models are then discussed in relation to novice and expert learning strategies as well as the method of transformation, or how the information is processed and stored in each instance.
By the end of the article Fardanesh states that educators need to choose instructional models in correlation with the phases of meaningful learning to create a learning environment that fosters growth in all individuals. Fardanesh states that each learner could be at different phases within the subject matter or learning approach, so the teaching approach and style of learning needs to be considered when selecting teaching approaches, and that no single learning theory or teaching method is acceptable for all individuals.
I agree with the principles of the article. I think a dynamic approach is the best approach when it comes to instruction. I also think that within the approach you need to be flexible when conveying this information to individuals and that learning styles need to be considered when teaching, no matter which style of teaching you choose/are.
Fardanesh first explains the basic principles and desired outcomes of the learning/teaching strategies. Next the concept of meaningful learning was discussed in context of a teaching strategy and learning approach.
The behaviour, development, and apprenticeship models are then discussed in relation to novice and expert learning strategies as well as the method of transformation, or how the information is processed and stored in each instance.
By the end of the article Fardanesh states that educators need to choose instructional models in correlation with the phases of meaningful learning to create a learning environment that fosters growth in all individuals. Fardanesh states that each learner could be at different phases within the subject matter or learning approach, so the teaching approach and style of learning needs to be considered when selecting teaching approaches, and that no single learning theory or teaching method is acceptable for all individuals.
I agree with the principles of the article. I think a dynamic approach is the best approach when it comes to instruction. I also think that within the approach you need to be flexible when conveying this information to individuals and that learning styles need to be considered when teaching, no matter which style of teaching you choose/are.
Thursday, July 16, 2009
Teaching Perspectives
Brooks MacDonald here are your TPI scores:
----------------------
16-JUL-09
----------------------
Transmission total: (Tr) 35.00
B=12; I=11; A=12
Apprenticeship total: (Ap) 39.00
B=13; I=14; A=12
Developmental total: (Dv) 38.00
B=11; I=14; A=13
Nurturance total: (Nu) 38.00
B=12; I=15; A=11
Social Reform total: (SR) 29.00
B=8; I=9; A=12
----------------------
Beliefs total: (B) 56.00
Intention total: (I) 63.00
Action total: (A) 60.00
----------------------
Mean: (M) 35.80
Standard Deviation: (SD) 3.66
HiT: (HiT) 39.00
LoT: (LoT) 32.00
----------------------
Overall Total: (T) 179.00
----------------------
16-JUL-09
----------------------
Transmission total: (Tr) 35.00
B=12; I=11; A=12
Apprenticeship total: (Ap) 39.00
B=13; I=14; A=12
Developmental total: (Dv) 38.00
B=11; I=14; A=13
Nurturance total: (Nu) 38.00
B=12; I=15; A=11
Social Reform total: (SR) 29.00
B=8; I=9; A=12
----------------------
Beliefs total: (B) 56.00
Intention total: (I) 63.00
Action total: (A) 60.00
----------------------
Mean: (M) 35.80
Standard Deviation: (SD) 3.66
HiT: (HiT) 39.00
LoT: (LoT) 32.00
----------------------
Overall Total: (T) 179.00
Learning Theory
What is Learning Theory?
Learning theory is the thought that learning is a combination of cognitive, emotional and environmental factors that make up ones style. The "style" of learning can be broken up into a combination of different learning styles and include behaviourism, cognitivism and constructivism.
Learning theory... why have one?
The different learning theories provide a template of the way that individuals learn. It reinforces the fact that everyone learns differently, and provides insights to possible learning strategies that someone might follow. Without a learning theory template, it becomes difficult to recognize the different possible learning styles and implement effective learning strategies to individuals, or to a class. The more effective the teacher can be in making sure the information reaches all the students, the better the learning environment in the classroom.
Activity 1
I have chosen to do, http://lrt.ednet.ns.ca/PD/ict_projects/cell_cycle/index.htm
This activity has concepts from congnitivism and constructivism. The hands on activities build on knowledge that has been previously explored. I like the way the classes are structured to include science and ICT outcomes in an open, hands on learning environment. The hands on aspects will allow for recognition of cell items.
Learning theory is the thought that learning is a combination of cognitive, emotional and environmental factors that make up ones style. The "style" of learning can be broken up into a combination of different learning styles and include behaviourism, cognitivism and constructivism.
Learning theory... why have one?
The different learning theories provide a template of the way that individuals learn. It reinforces the fact that everyone learns differently, and provides insights to possible learning strategies that someone might follow. Without a learning theory template, it becomes difficult to recognize the different possible learning styles and implement effective learning strategies to individuals, or to a class. The more effective the teacher can be in making sure the information reaches all the students, the better the learning environment in the classroom.
Activity 1
I have chosen to do, http://lrt.ednet.ns.ca/PD/ict_projects/cell_cycle/index.htm
This activity has concepts from congnitivism and constructivism. The hands on activities build on knowledge that has been previously explored. I like the way the classes are structured to include science and ICT outcomes in an open, hands on learning environment. The hands on aspects will allow for recognition of cell items.
Tuesday, July 14, 2009
Ann Stephenson : HTITITC
Ann Stephenson's article How-To: Incorporate New Media into Your Classroom: Teaching a Unit Using a Variety of Technology, Teachers Network. shows an example of how to create an interactive learning activity that spans a nine week period.
Her activity involves cross curricular activities that reinforce the use of different pieces of technology. It involves the subjects math, science, and social studies, in combination with researching, desktop publishing, spreadsheets, digital graphic manipulation and scanning activities. The use of the Internet is a necessity for the research they need to do, as well as applying other computer applications to add to the understanding of the material.
The students need to research a countries and then they need to research the climate and geography create a menu for that country. They then need to create a business plan and organize a spreadsheet to submit to a "bank" for approval for funds (math). They also need to write a report on why that particular country chooses, or can, to cook that type of food.
I think the activity is a worth wile one that can contribute to the students knowledge of computers as well as the topic area.
http://www.teachersnetwork.org/ntol/howto/incorptech/variety.htm
Her activity involves cross curricular activities that reinforce the use of different pieces of technology. It involves the subjects math, science, and social studies, in combination with researching, desktop publishing, spreadsheets, digital graphic manipulation and scanning activities. The use of the Internet is a necessity for the research they need to do, as well as applying other computer applications to add to the understanding of the material.
The students need to research a countries and then they need to research the climate and geography create a menu for that country. They then need to create a business plan and organize a spreadsheet to submit to a "bank" for approval for funds (math). They also need to write a report on why that particular country chooses, or can, to cook that type of food.
I think the activity is a worth wile one that can contribute to the students knowledge of computers as well as the topic area.
http://www.teachersnetwork.org/ntol/howto/incorptech/variety.htm
Thursday, July 9, 2009
Here Be Dragons!!
I expect to get a knowledge of how to positively integrate technology into the curriculum of a verity of different classes, and to learn how to create acceptable integrated lesson and year plans.
Week one, Semester 2
Hello sports fans,
I liked the concepts in the article 'Using a problem based, multimedia enhanced approach in learning about teaching', the ideas seem sound and the outcomes appear to be all positive. The virtual field trip is a great idea, especially when constraints hinder the actual movement to a tangible classroom. It appeared to be a fantastic learning tool with some benefits that might actually be better than being physically in a classroom, like the availability of resources even after the initial encounter in the classroom. Being able to revisit the lesson time and time again creates a deeper understanding of the lessons being used, and the implications of that lesson.
I also liked the lenses they used to look at the different issues and topics, it seems to have made the learning experience more positive and fulfilling for the students involved in the exercise. By taking the perception of another person, you can start to see how they are affected, and decide what approach you think is the most effective.
And that is why chocolate tastes so good,
Brooks
I liked the concepts in the article 'Using a problem based, multimedia enhanced approach in learning about teaching', the ideas seem sound and the outcomes appear to be all positive. The virtual field trip is a great idea, especially when constraints hinder the actual movement to a tangible classroom. It appeared to be a fantastic learning tool with some benefits that might actually be better than being physically in a classroom, like the availability of resources even after the initial encounter in the classroom. Being able to revisit the lesson time and time again creates a deeper understanding of the lessons being used, and the implications of that lesson.
I also liked the lenses they used to look at the different issues and topics, it seems to have made the learning experience more positive and fulfilling for the students involved in the exercise. By taking the perception of another person, you can start to see how they are affected, and decide what approach you think is the most effective.
And that is why chocolate tastes so good,
Brooks
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