Kids Galore Helping Kids in Darfur (November 2007, Learning and Leading with Technology, p32).
This article featured service-learning on-line work by third graders. In this project, students undertook the task of not only learning about genocide in the Darfur region of Sudan, they also committed to informing the world about the misfortunes. The website utilized many learning elements, including scavenger hunts to locate pertinent content; it also incorporated social justice through comparative studies, and included persuasive paragraphs for web-site visitors to donate to UNICEF and letters to Congress to address the problems in Sudan. Other skills were enhanced and including interviewing techniques, journalistic writing, keyboard typing, computer literacy, on-line research, effective Internet searching and the effective development of on-line media.
1. Is there merit in service learning? Yes! I firmly believe that all seniors should be required to complete a service component to graduate, and middle school students should be expected to fulfill a necessary role or task on campus or identify a “cause” to research, such as the Darfur issue studied above. Empathy is an important attribute that is further developed in service-learning environments; one that is crucial for a just society.
2. Can projects similar to this be implemented in my classroom? Yes! There are many issues in science and impact society. Unfortunately, exposure to current topics in sciences by the general population is limited, due to fear of sciences or limited understanding. It would be nice if topics could be addressed in layman’s terms and incorporate empathy to the group most affected.
Friday, November 30, 2007
Journal 10
Bloggers Café - An Absence of Leadership – by Scott McLeod (November 2007, Learning and Leading with Technology, p17).
What is the current state of technology in the classroom? Do students have enough knowledge to lead a successful live in a technology-driven world? How are administrators and teachers rising to the challenge? Who is stepping up and successfully leading “technology” infusion into the classroom? Who is insuring that staff and faculty members have better than adequate training opportunities to develop improved technology content?
These questions, and many more, were posed by Dr. Scott McLeod, Director of the UCEA Center for the Advanced Study of Technology Leadership in Education at Iowa State. And unfortunately, we do not have a good answer to any of these questions.
Dr. McLeod brings up several valid concerns. We all know that administrators are in charge of programs, budgets, etc. If we do not develop a voice, as faculty, in ALL aspects of teaching and learning, how do we expect administrators, most of whom are not formally trained nor are everyday practitioners in technology to adopt sound values and educational goals? We fight this battle in science on a daily basis at my school. We are the least funded school in our district, with little to no wiggle room in our operating budget to purchase new equipment, or replace outdated equipment. Technology, you ask? You can forget that! We are not a wireless campus, nor do I foresee implementation at our site, if it is adopted soon. Our district (the administrators and IT Head) is still trying to convince themselves that wireless networks can be safe! Why is it that just about every other campus has wireless networks and has found a way to secure the system? It sounds like a bunch of you know what from upper administrators not willing to pay for necessary upgrades. Even our newest building just finished this summer still has zero incorporation of wireless technology. What a missed opportunity for faculty to demand advances to catch up with our counterparts!
1. What about smart rooms and implementation into more classrooms at City College? We have a handful of smart rooms and they only exist in buildings newly constructed. When asked to convert a “auditory” style science lecture hall to a smart room with a ceiling mounted projector (the current set-up is a serious trip hazard and interferes with student line of sight!), we were told that the district would pay for $0 upgrades to old construction.
2. Why are administrators making poor decisions about curriculum, our area of expertise? Am I even asking this question? Of course, it is money, power and a different set of goals. I am naive in thinking that we are ALL here to offer the best learning environment for our students.
3. What have I learned from my limited experiences? Administration will use and abuse you as long as you let them. I have been successful in obtaining some mobile technology for our department and we are actually one of two programs that have limited wireless technology at City College. A department meeting rarely goes by without a discussion on technology in the department and how we, as a department (now with equal young faculty as old) feel it is our time to stand up and fight for the best learning environment for our students. If this means money and consistent professional development for faculty and staff, so be it!
I am glad that Dr. McLeod has written an article focused on LEADERSHIP; it needs to be discussed more often and in more publications.
What is the current state of technology in the classroom? Do students have enough knowledge to lead a successful live in a technology-driven world? How are administrators and teachers rising to the challenge? Who is stepping up and successfully leading “technology” infusion into the classroom? Who is insuring that staff and faculty members have better than adequate training opportunities to develop improved technology content?
These questions, and many more, were posed by Dr. Scott McLeod, Director of the UCEA Center for the Advanced Study of Technology Leadership in Education at Iowa State. And unfortunately, we do not have a good answer to any of these questions.
Dr. McLeod brings up several valid concerns. We all know that administrators are in charge of programs, budgets, etc. If we do not develop a voice, as faculty, in ALL aspects of teaching and learning, how do we expect administrators, most of whom are not formally trained nor are everyday practitioners in technology to adopt sound values and educational goals? We fight this battle in science on a daily basis at my school. We are the least funded school in our district, with little to no wiggle room in our operating budget to purchase new equipment, or replace outdated equipment. Technology, you ask? You can forget that! We are not a wireless campus, nor do I foresee implementation at our site, if it is adopted soon. Our district (the administrators and IT Head) is still trying to convince themselves that wireless networks can be safe! Why is it that just about every other campus has wireless networks and has found a way to secure the system? It sounds like a bunch of you know what from upper administrators not willing to pay for necessary upgrades. Even our newest building just finished this summer still has zero incorporation of wireless technology. What a missed opportunity for faculty to demand advances to catch up with our counterparts!
1. What about smart rooms and implementation into more classrooms at City College? We have a handful of smart rooms and they only exist in buildings newly constructed. When asked to convert a “auditory” style science lecture hall to a smart room with a ceiling mounted projector (the current set-up is a serious trip hazard and interferes with student line of sight!), we were told that the district would pay for $0 upgrades to old construction.
2. Why are administrators making poor decisions about curriculum, our area of expertise? Am I even asking this question? Of course, it is money, power and a different set of goals. I am naive in thinking that we are ALL here to offer the best learning environment for our students.
3. What have I learned from my limited experiences? Administration will use and abuse you as long as you let them. I have been successful in obtaining some mobile technology for our department and we are actually one of two programs that have limited wireless technology at City College. A department meeting rarely goes by without a discussion on technology in the department and how we, as a department (now with equal young faculty as old) feel it is our time to stand up and fight for the best learning environment for our students. If this means money and consistent professional development for faculty and staff, so be it!
I am glad that Dr. McLeod has written an article focused on LEADERSHIP; it needs to be discussed more often and in more publications.
Journal 9
Web 2.0 and VoiceThreads
After scouring Web 2.0 and learning more about posting Powerpoints as Flash images, and use of map quests in introductory classroom blogs, I ran across voicethreading. VoiceThreads seem to be a graphical production ..”that allows people to make comments, either audio, textt or newly added webcams, and share them with anyone they wish (voicethread.com). A VoiceThread allows an entire group's story to be told and collected in one place.”. Images are classically uploaded to www.voicethread.com, where K-12 Educators enjoy free, unlimited use and storage http://voicethread.com/about/pro/ of produced voicethreads for the classroom.
Several Science educators have used voicethreads successfully in the middle school classroom. One project had students discuss a variety of animals in the animal kingdom. They explained basic information about the animals, their adaptions and limitations and showed excellent footage of the focused species. The students were responsible for researching a specific animal, finding suitable images and for recording the discussion on the computer with a microphone.
The microphone seemed to be a factor to consider, as desktop PCs proved to be less user-friendly in operation with Windows. Comments for microphones and Macs were all favorable, and most laptops actually have a microphone built in for general use.
Although it was initially difficult to register for my free educator account (I guess we should have to work a little for a free acct!), I would highly recommend you check out this technology if you would like an easy and inexpensive way to ease into technology in your K-8 classroom. This technology has uses in high school as well, and can easy be adapted to English poems, and reflective “audio-journaling” on literary works. A few educators have incorporated foreign language into voicethreads, and I can see the incorporation of voicethreads into documenting and discussing science projects before a science fair (great practice!) and service learning/social justice content pieces in the humanities. I hope to be able to use this technique with my six year old, as we focus on creative ways to increase reading comprehensive at home!
After scouring Web 2.0 and learning more about posting Powerpoints as Flash images, and use of map quests in introductory classroom blogs, I ran across voicethreading. VoiceThreads seem to be a graphical production ..”that allows people to make comments, either audio, textt or newly added webcams, and share them with anyone they wish (voicethread.com). A VoiceThread allows an entire group's story to be told and collected in one place.”. Images are classically uploaded to www.voicethread.com, where K-12 Educators enjoy free, unlimited use and storage http://voicethread.com/about/pro/ of produced voicethreads for the classroom.
Several Science educators have used voicethreads successfully in the middle school classroom. One project had students discuss a variety of animals in the animal kingdom. They explained basic information about the animals, their adaptions and limitations and showed excellent footage of the focused species. The students were responsible for researching a specific animal, finding suitable images and for recording the discussion on the computer with a microphone.
The microphone seemed to be a factor to consider, as desktop PCs proved to be less user-friendly in operation with Windows. Comments for microphones and Macs were all favorable, and most laptops actually have a microphone built in for general use.
Although it was initially difficult to register for my free educator account (I guess we should have to work a little for a free acct!), I would highly recommend you check out this technology if you would like an easy and inexpensive way to ease into technology in your K-8 classroom. This technology has uses in high school as well, and can easy be adapted to English poems, and reflective “audio-journaling” on literary works. A few educators have incorporated foreign language into voicethreads, and I can see the incorporation of voicethreads into documenting and discussing science projects before a science fair (great practice!) and service learning/social justice content pieces in the humanities. I hope to be able to use this technique with my six year old, as we focus on creative ways to increase reading comprehensive at home!
Journal 8
Product Review – Kid Works Deluxe 2.05, and Aha! Math (November 2007, Learning and Leading with Technology, p.43-45).
I rarely visit the Product Reviews of any magazine, as my husband seems to be the one researching and buying all the cool, new things, in our lives. While skimming the magazine, I noticed the nice, color illustration of Aha! Math’s Review. Of course, this only highlights the need to offer an attractive presentation in our own classroom to get the attention of our audience!
Kid Work Deluxe seems to be a successful program that is now working on visual aspects of display. I can see why this would be a popular program in schools. Students have the ability to create a story with text and artwork. Changes can be made easily and teachers should have no trouble adapting this program to supplement learning. I think electronic science journals or science story-telling when I see this program!
Aha! Math seems to be a colorful, fun way to tutor students in mathematics. It seems to be geared towards the primary levels, and it designed around the National Council of Teachers of Mathematics and state math standards. It is priced at $12/students*year, and features problem-solving activities for students, instructional modules for teachers, interactive games, teacher-led games, on-line quizzes, and of course educational gaming opportunities.
1. Would I use either of these programs in my classroom? No, not for my own classroom, but I am highly interested in obtaining copies for my 4.5 and almost 6 year old. They love learning in this mode, and I suspect that many other elementary school -aged students do as well.
2. Is there a market for this type of software? Yes! Although I do not teach in the K-12 system, I volunteer in my son’s 1st grade classroom for two hours each Friday. My focus is on site-words and spelling, but I have seen a “station” that students use each time I am at the school that features a colorful, interactive phonetics program. I wish there were more colorful tutorial programs for my students; I better start googling, since they are probably out there!
I rarely visit the Product Reviews of any magazine, as my husband seems to be the one researching and buying all the cool, new things, in our lives. While skimming the magazine, I noticed the nice, color illustration of Aha! Math’s Review. Of course, this only highlights the need to offer an attractive presentation in our own classroom to get the attention of our audience!
Kid Work Deluxe seems to be a successful program that is now working on visual aspects of display. I can see why this would be a popular program in schools. Students have the ability to create a story with text and artwork. Changes can be made easily and teachers should have no trouble adapting this program to supplement learning. I think electronic science journals or science story-telling when I see this program!
Aha! Math seems to be a colorful, fun way to tutor students in mathematics. It seems to be geared towards the primary levels, and it designed around the National Council of Teachers of Mathematics and state math standards. It is priced at $12/students*year, and features problem-solving activities for students, instructional modules for teachers, interactive games, teacher-led games, on-line quizzes, and of course educational gaming opportunities.
1. Would I use either of these programs in my classroom? No, not for my own classroom, but I am highly interested in obtaining copies for my 4.5 and almost 6 year old. They love learning in this mode, and I suspect that many other elementary school -aged students do as well.
2. Is there a market for this type of software? Yes! Although I do not teach in the K-12 system, I volunteer in my son’s 1st grade classroom for two hours each Friday. My focus is on site-words and spelling, but I have seen a “station” that students use each time I am at the school that features a colorful, interactive phonetics program. I wish there were more colorful tutorial programs for my students; I better start googling, since they are probably out there!
Journal 7
Evaluation of InspireData and Atomic Learning’s Tutorial Modules on InspireData.
It is never easy to learn a new program. I recently received a long-overdue computer upgrade at work, and now have Office 2007 installed on my computer. YIKES! If I had known that was going to happen, I would begged for the old Office version.
Since I am a science teacher, I thought it would be best to try out InspireData. In fact, I have only heard of Venn Plots in teaching venues, and have never experimented with graphic representation in this format. So, this assignment was both a treat for me.
Before I downloaded the program, I watched the Quick Tour on InspireData’s website to gain a better idea of the program’s offerings. The tutorial was decent and I mistakenly thought I could use the program with the 45 seconds of gained knowledge. I was able to set-up the attributes in the table of InspireData easily, then decided to import my fields from Excel. This was simple to accomplish and easy to reformat and delete extraneous data and fields. The trouble arose when I tried grouping data in the Venn Plot. I watched the two minute Atomic Learning (AL) Video on Plotting Venn Plots (one time only) and quickly learned the correct technique to plot three field attributes in a Venn Plot. I was disappointed with one aspect of the tutorial, and it is no fault of AL. It seems (and I could be wrong!) that the 30-day Trial Version of Inspire Data allows for only three equalities for the field attributes: equal to, not equal to(I am still unsure of the /= function?), and contains. The AL tutorial demonstrated the ability to set your numerical fields equal to a “greater than” or “less than” mathematical function, a function that works well for numerical data like the Exams grades I was trying to compare. I worked my way around this deficiency by converting grades to alpha text, and was able to gain the Venn relationships between Gender, Exam 2, CHEM 100 Grades, and Attendance to supplemental CHEM Team Learning Sessions. This program is powerful in graphically and dynamically displaying data, and offers an excellent opportunity to teach students about relationships between data sets. I highly recommend you try this program; there are many established data sets you and your students can play around with supplement learning in science and math classes. I will display this Venn Plot to my students next week to illustrate the trends in their learning.
It is never easy to learn a new program. I recently received a long-overdue computer upgrade at work, and now have Office 2007 installed on my computer. YIKES! If I had known that was going to happen, I would begged for the old Office version.
Since I am a science teacher, I thought it would be best to try out InspireData. In fact, I have only heard of Venn Plots in teaching venues, and have never experimented with graphic representation in this format. So, this assignment was both a treat for me.
Before I downloaded the program, I watched the Quick Tour on InspireData’s website to gain a better idea of the program’s offerings. The tutorial was decent and I mistakenly thought I could use the program with the 45 seconds of gained knowledge. I was able to set-up the attributes in the table of InspireData easily, then decided to import my fields from Excel. This was simple to accomplish and easy to reformat and delete extraneous data and fields. The trouble arose when I tried grouping data in the Venn Plot. I watched the two minute Atomic Learning (AL) Video on Plotting Venn Plots (one time only) and quickly learned the correct technique to plot three field attributes in a Venn Plot. I was disappointed with one aspect of the tutorial, and it is no fault of AL. It seems (and I could be wrong!) that the 30-day Trial Version of Inspire Data allows for only three equalities for the field attributes: equal to, not equal to(I am still unsure of the /= function?), and contains. The AL tutorial demonstrated the ability to set your numerical fields equal to a “greater than” or “less than” mathematical function, a function that works well for numerical data like the Exams grades I was trying to compare. I worked my way around this deficiency by converting grades to alpha text, and was able to gain the Venn relationships between Gender, Exam 2, CHEM 100 Grades, and Attendance to supplemental CHEM Team Learning Sessions. This program is powerful in graphically and dynamically displaying data, and offers an excellent opportunity to teach students about relationships between data sets. I highly recommend you try this program; there are many established data sets you and your students can play around with supplement learning in science and math classes. I will display this Venn Plot to my students next week to illustrate the trends in their learning.
Journal 6
The Threat of Security (Sept./Oct. 2007, Learning and Leading with Technology, p.18).
This article highlights many of the difficulties educators face, many n a routine basis, when trying to implement technology into their classroom. Several examples in the article highlighted the stringent control held by the administration and instructional technology support team in implement teachnology into the classroom. Said groups view technology in “security threat” mode and hinder the professional growth and successful enhancement of learning with technology integration in the classroom. Teachers are not given the respect they deserved in policing their own needs and actions. Use of email at school for family or personal use is not allowed in many districts; teachers’ new computers have inoperable CD-RW drives, for fear that they will violate copy-right law. Thankfully, I am not in such a technology-limited environment. Don’t get me wrong, we have serious technology limitations at City College, but I will not be “written” up for writing personal email nor am I policed for the types of material I place on WebCT.
1. What limitations do I face that are most upsetting and hinder technology integration at City College?
First and foremost, we are not a wireless campus. In fact, I had to defend my position for applying for the HP Mobile Technology Grant, which uses a wireless access point. Our classrooms are old, and the administration does not feel it is monetary sound to add Ethernet lines (just one, please!) in each of our classrooms. I have an very old computer on my desk that has trouble with animations. I feel that new hires should earn a new computer, as in my colleges, however, the administration does not seem to share the view. IT is hard asking for a new computer, when a Physics Colleague hard drive died in the summer and his computer has not been replaced. Oh the joys of teaching
2. Does your school encourage faculty to construct their own website?
No! In fact, City has a paid webmaster that lives in Arizona! She maintains the entire website and does not even let us change the Physical Science/Chemistry Portion of the site. The college wants each discipline to look the same, and does not allow any posting that deviate. Unfortunately, the site does very, very little to encourage community between faculty and students, or students and City College. WE also are not allowed any space on the server (it is new and has room!) for a faculty webpage. The rationale is that faculty should use WebCT (the district is paying for it) for all course related material. Unfortunately, the main limitation of this is that only students enrolled in your course have access to the material posted. I constructed and maintained a website while working at Cal Poly, and I know that students learned a lot about the faculty, the department and the “going ons” around the campus. If we want to encourage our students to continue in their education and possible excite them about our discipline, we need to reach them in every possible media. My school is missing out on an excellent opportunity to excite student and built community.
This article highlights many of the difficulties educators face, many n a routine basis, when trying to implement technology into their classroom. Several examples in the article highlighted the stringent control held by the administration and instructional technology support team in implement teachnology into the classroom. Said groups view technology in “security threat” mode and hinder the professional growth and successful enhancement of learning with technology integration in the classroom. Teachers are not given the respect they deserved in policing their own needs and actions. Use of email at school for family or personal use is not allowed in many districts; teachers’ new computers have inoperable CD-RW drives, for fear that they will violate copy-right law. Thankfully, I am not in such a technology-limited environment. Don’t get me wrong, we have serious technology limitations at City College, but I will not be “written” up for writing personal email nor am I policed for the types of material I place on WebCT.
1. What limitations do I face that are most upsetting and hinder technology integration at City College?
First and foremost, we are not a wireless campus. In fact, I had to defend my position for applying for the HP Mobile Technology Grant, which uses a wireless access point. Our classrooms are old, and the administration does not feel it is monetary sound to add Ethernet lines (just one, please!) in each of our classrooms. I have an very old computer on my desk that has trouble with animations. I feel that new hires should earn a new computer, as in my colleges, however, the administration does not seem to share the view. IT is hard asking for a new computer, when a Physics Colleague hard drive died in the summer and his computer has not been replaced. Oh the joys of teaching
2. Does your school encourage faculty to construct their own website?
No! In fact, City has a paid webmaster that lives in Arizona! She maintains the entire website and does not even let us change the Physical Science/Chemistry Portion of the site. The college wants each discipline to look the same, and does not allow any posting that deviate. Unfortunately, the site does very, very little to encourage community between faculty and students, or students and City College. WE also are not allowed any space on the server (it is new and has room!) for a faculty webpage. The rationale is that faculty should use WebCT (the district is paying for it) for all course related material. Unfortunately, the main limitation of this is that only students enrolled in your course have access to the material posted. I constructed and maintained a website while working at Cal Poly, and I know that students learned a lot about the faculty, the department and the “going ons” around the campus. If we want to encourage our students to continue in their education and possible excite them about our discipline, we need to reach them in every possible media. My school is missing out on an excellent opportunity to excite student and built community.
Friday, October 19, 2007
Journal 5
Problem Solvers by Neal Starkman Smith
(Oct. 2007, T. H. E. Journal, Feature Article).
This publication is an exemplary example of teaching done right in the sciences! Project-based learning or “ learn by doing” is an excellent way to make real the abstract topics in science, technology, engineering and mathematics. Project Lead the Way is a combination of curriculum and process of infusing STEM businesses into the education process. CISCO, LEGO are a few companies who have entered the project-based support arena, by designing real-life learning lessons or software packages to assist hands-on learning. Traditional STEM instructors are not usually successful in relating their discipline to other related STEM topics, nor are they routinely successful in linking the content to real-life issues and problems. After reading about the integration in high school and middle school, I am inspired to revisit my own curriculum and find the time to bring more real-world, hands-on applications into the curriculum.
1. Is this is an excellent model for middle school and high school programs in the STEM disciplines?
Yes, the experiences seem on target and successful in reaching and encouraging boys and girls to continue their studies in STEM. Several Colleges, including San Diego City College are using this curriculum, so I need to learn more about the program from my colleagues. I already researched schools in the greater San Diego area who use this program, and will consider that for my boys, as they get older. Vista has a magnet school that just might work for us, if they accept us….
2. Why aren’t all STEM Instructors embracing these methods?
Most educators agree that hands-on learning is vital to encourage and insrpire students and to provide them the opportunity to develop essential problem solving skills. However, these types of best practices require a hige amount of time and development research on the end of the instructor, time we often do not have. If we are to make significant gains in science, educators have to fight for more development time and be open to the methods currently available.
(Oct. 2007, T. H. E. Journal, Feature Article).
This publication is an exemplary example of teaching done right in the sciences! Project-based learning or “ learn by doing” is an excellent way to make real the abstract topics in science, technology, engineering and mathematics. Project Lead the Way is a combination of curriculum and process of infusing STEM businesses into the education process. CISCO, LEGO are a few companies who have entered the project-based support arena, by designing real-life learning lessons or software packages to assist hands-on learning. Traditional STEM instructors are not usually successful in relating their discipline to other related STEM topics, nor are they routinely successful in linking the content to real-life issues and problems. After reading about the integration in high school and middle school, I am inspired to revisit my own curriculum and find the time to bring more real-world, hands-on applications into the curriculum.
1. Is this is an excellent model for middle school and high school programs in the STEM disciplines?
Yes, the experiences seem on target and successful in reaching and encouraging boys and girls to continue their studies in STEM. Several Colleges, including San Diego City College are using this curriculum, so I need to learn more about the program from my colleagues. I already researched schools in the greater San Diego area who use this program, and will consider that for my boys, as they get older. Vista has a magnet school that just might work for us, if they accept us….
2. Why aren’t all STEM Instructors embracing these methods?
Most educators agree that hands-on learning is vital to encourage and insrpire students and to provide them the opportunity to develop essential problem solving skills. However, these types of best practices require a hige amount of time and development research on the end of the instructor, time we often do not have. If we are to make significant gains in science, educators have to fight for more development time and be open to the methods currently available.
Journal 4
Changing the Face of the Traditional Lab Report by Jared Mader and Ben Smith (Sept./Oct. 2007, Learning and Leading with Technology, p.32).
This article is geared to my discipline, as a I am chemistry teacher in the lab daily. The article addressed one of the biggest difficulties in collaborative lab experiments: continuing the collaborative process outside class to complete the lab report in its entirety. The article points to Web 2.0, Zoho and Google Docs as venues that allow students to work synchronously of projects utilizing the internet. The latter two sites provide a “near”-Excel Software program that students would easily be able to use if they are familiar with EXCEL. Besides the three above, students could utilize the discussion board in WebCT and when utilizing Pasco probes in the lab, can actively incorporate screen shots and graphical representations of data to compile and create a powerpoint, iMovie or MovieMaker to discuss their experiment in great and visual detail.
1. Was this article directly applicable to my classroom.
Yes! I use WebCT, but I do not encourage students to utilized the Discussion Board often enough. I will work hard to model this, as many of my students work as partners in the collaborative laboratory environment. I am also developing curricula for various Pasco Probes in Chemistry, so I will highlight and model the visual presentation method as a substitute for one formal lab report. This would be an excellent opportunity for students to carefully synthesize and analyze data, theories and students questions.
2. Of the programs listed, which would be better to use in the classroom? This is an excellent question that I do not necessarily have the answer to at this point. However, I am interesting in promoting active learning through a variety of technology media, so I will be evaluating Web 2.0, etc to see which matches my students’ needs the best. Most of my students are used to formal report writing; it would be nice to take it to a new level and increase student understanding through more effective collaboration and increased communication of results.
This article is geared to my discipline, as a I am chemistry teacher in the lab daily. The article addressed one of the biggest difficulties in collaborative lab experiments: continuing the collaborative process outside class to complete the lab report in its entirety. The article points to Web 2.0, Zoho and Google Docs as venues that allow students to work synchronously of projects utilizing the internet. The latter two sites provide a “near”-Excel Software program that students would easily be able to use if they are familiar with EXCEL. Besides the three above, students could utilize the discussion board in WebCT and when utilizing Pasco probes in the lab, can actively incorporate screen shots and graphical representations of data to compile and create a powerpoint, iMovie or MovieMaker to discuss their experiment in great and visual detail.
1. Was this article directly applicable to my classroom.
Yes! I use WebCT, but I do not encourage students to utilized the Discussion Board often enough. I will work hard to model this, as many of my students work as partners in the collaborative laboratory environment. I am also developing curricula for various Pasco Probes in Chemistry, so I will highlight and model the visual presentation method as a substitute for one formal lab report. This would be an excellent opportunity for students to carefully synthesize and analyze data, theories and students questions.
2. Of the programs listed, which would be better to use in the classroom? This is an excellent question that I do not necessarily have the answer to at this point. However, I am interesting in promoting active learning through a variety of technology media, so I will be evaluating Web 2.0, etc to see which matches my students’ needs the best. Most of my students are used to formal report writing; it would be nice to take it to a new level and increase student understanding through more effective collaboration and increased communication of results.
Journal 3
A War of Words by Jim Paterson (Sept 2007 E. Learning, T. H. E. Journal)
This article discussed the current state of technology, as related to plagerism and K-12 students. Since its exception, the founder of Turnitin, John Barrie contends that his software has effectively reduced plagiarism at many schools by as much as eighty percent. Opponents of such anti-plagiarism software content that these programs do not provide any resources on how to successfully write and cite references, and thus are just a “cat and mouse” game for students to creatively find a way around. Many literary professors are embracing software such as PaperToolsPro and others to assist students in the successful learning of paraphrasing and citing references. I was astonished to read about the Librarian in San Antonio that is teaching elementary students about “stealing” other peoples’ works with great success.
Have I ever considered used Turnitin or similar software?
Although I have known that Turnitin existed, I have to admit I have never considered using this program. The reason is discipline specific, and being in the sciences, research papers are not a major focus. If I did give an extensive essay assignment, I would have to teach students the proper tools to complete assignment, since my community college students may be weak in literary processing skills.
Would you support the adoption of this software at your school?
I would have serious reservations for paying for a service such as this. As the author indicated, we are sending a message that we are trying to “catch” improper acts of writing, rather them teach them properly. It is relatively easy to google phrases or plagiarism, and resourceful students will find ways to circumvent programs such as Turnitin.
This article discussed the current state of technology, as related to plagerism and K-12 students. Since its exception, the founder of Turnitin, John Barrie contends that his software has effectively reduced plagiarism at many schools by as much as eighty percent. Opponents of such anti-plagiarism software content that these programs do not provide any resources on how to successfully write and cite references, and thus are just a “cat and mouse” game for students to creatively find a way around. Many literary professors are embracing software such as PaperToolsPro and others to assist students in the successful learning of paraphrasing and citing references. I was astonished to read about the Librarian in San Antonio that is teaching elementary students about “stealing” other peoples’ works with great success.
Have I ever considered used Turnitin or similar software?
Although I have known that Turnitin existed, I have to admit I have never considered using this program. The reason is discipline specific, and being in the sciences, research papers are not a major focus. If I did give an extensive essay assignment, I would have to teach students the proper tools to complete assignment, since my community college students may be weak in literary processing skills.
Would you support the adoption of this software at your school?
I would have serious reservations for paying for a service such as this. As the author indicated, we are sending a message that we are trying to “catch” improper acts of writing, rather them teach them properly. It is relatively easy to google phrases or plagiarism, and resourceful students will find ways to circumvent programs such as Turnitin.
Journal 2
Infusion or Integration by Kimberley Ketterer (Sept./Oct. 2007, Learning and Leading with Technology, p.17).
This was an interesting article! The main gist of the article was to dispel common misconceptions held by educators about the role and difference of infusion and integration into the classroom. The ultimate question, after the distinction between the two terms was whether you could have one term without the other or if both required. To be clear, infusion was describe as the acquisition and accessibility of hardware and software for teachers and students. Included in this term was the usage of computers for composition and revision, LCD projectors for large lectures, use of document cameras to share 3D objects, MP3 Players, DVD players. Integration, on the other had involves the appropriate selection and usage of technology as a tool for learning and teaching in the classroom. In this realm of teaching, the foci becomes active learning with the technology sample, and includes multimedia presentations, viewing downloaded video clips, using document camera to highlight select activity or demonstration, and listening to a story on MP3 player. It is not possible to have Integration without infusion, as technology access is essential to the integration process.
1. Before this article, what did I view my adoption of technology in the classroom; infusion or integration?
I commonly use integration as the technology “buzz” word, and find that I am misusing it, to a certain extent. Although I use a Tablet PC daily to facilitate a large group lecture, it does incorporate photos and video at times. I am now working on sound and look forward to posting recorded videos of demonstrations performed in class, tutorials in chemistry, on-line simulation sites for studied topics and on-line homework.
2. When three of my colleagues were polled, what did they feel we did at City College, infusion or integration? The response was split for the two chemists, while the physicist thought he used integration. After explaining Mr. Ketterer’s definition, most of my colleagues rated themselves infusers, as some used computers and LCD projectors to present their lesson, which the physicist revised his answer to mainly categorize himself as an infuser who dabbles in integration when using his probe-ware. :(
This was an interesting article! The main gist of the article was to dispel common misconceptions held by educators about the role and difference of infusion and integration into the classroom. The ultimate question, after the distinction between the two terms was whether you could have one term without the other or if both required. To be clear, infusion was describe as the acquisition and accessibility of hardware and software for teachers and students. Included in this term was the usage of computers for composition and revision, LCD projectors for large lectures, use of document cameras to share 3D objects, MP3 Players, DVD players. Integration, on the other had involves the appropriate selection and usage of technology as a tool for learning and teaching in the classroom. In this realm of teaching, the foci becomes active learning with the technology sample, and includes multimedia presentations, viewing downloaded video clips, using document camera to highlight select activity or demonstration, and listening to a story on MP3 player. It is not possible to have Integration without infusion, as technology access is essential to the integration process.
1. Before this article, what did I view my adoption of technology in the classroom; infusion or integration?
I commonly use integration as the technology “buzz” word, and find that I am misusing it, to a certain extent. Although I use a Tablet PC daily to facilitate a large group lecture, it does incorporate photos and video at times. I am now working on sound and look forward to posting recorded videos of demonstrations performed in class, tutorials in chemistry, on-line simulation sites for studied topics and on-line homework.
2. When three of my colleagues were polled, what did they feel we did at City College, infusion or integration? The response was split for the two chemists, while the physicist thought he used integration. After explaining Mr. Ketterer’s definition, most of my colleagues rated themselves infusers, as some used computers and LCD projectors to present their lesson, which the physicist revised his answer to mainly categorize himself as an infuser who dabbles in integration when using his probe-ware. :(
Journal 1
Power of the Mashup by Suzie Boss and Jane Krauss (August 2007, Learning and Leading with Technology, p.p. 12-17).
In this article, the authors highlight two educators who have designed hybrid lessons that incorporate multiple sources of new technology to create or enhance new learning in the classroom. Mr. Burg took these theories to a new level when he used Google Earth to take Google Lit Trips in literary works the class was studying and incorporating video to illustration powerful processes in the story. David Fagg found a way to incorporate ipods in the history class, by engaging students in the researching, analysis, reflection in local history. The students were responsible for the creation of podcasts for local middle school students, so the history project students were excited to have a captive audience.
1. Would the use of ipod cast be beneficial for my community college students?
I would love to learn to have all of my lectures available for pod casts. Unfortunately, the majority of my students are poor, so it might be difficult for all to access key information in pod casts. It would be an advantage in Chemistry, if a student needs extra time to review lecture material, as they can easily control the speed of delivery.
2. How could I incorporate the Mashup idea in my classroom?
One way of incorporating new technology in the classroom is to use what is readily available. We have a department digital camera, and many camera phones, so I would like to offer students the opportunity to explore the many jobs available to the chemical profession. Although easy to complete, it would require that the students collaborate to create a visually-pleasing presentation that can be used in other classrooms. I would also love to incorporate more simulations in my classroom, via the tablet PC’s. I would ask that students utilized the tablets to view a variety of simulations and work a set of related problems collaboratively. If a field excursion is possible when discussing pollution in the lower chemistry courses, I would encourage students to use the microphone on their checked-out tablet PC to document the trip and engage in scientific dialog as the project progressed.
In this article, the authors highlight two educators who have designed hybrid lessons that incorporate multiple sources of new technology to create or enhance new learning in the classroom. Mr. Burg took these theories to a new level when he used Google Earth to take Google Lit Trips in literary works the class was studying and incorporating video to illustration powerful processes in the story. David Fagg found a way to incorporate ipods in the history class, by engaging students in the researching, analysis, reflection in local history. The students were responsible for the creation of podcasts for local middle school students, so the history project students were excited to have a captive audience.
1. Would the use of ipod cast be beneficial for my community college students?
I would love to learn to have all of my lectures available for pod casts. Unfortunately, the majority of my students are poor, so it might be difficult for all to access key information in pod casts. It would be an advantage in Chemistry, if a student needs extra time to review lecture material, as they can easily control the speed of delivery.
2. How could I incorporate the Mashup idea in my classroom?
One way of incorporating new technology in the classroom is to use what is readily available. We have a department digital camera, and many camera phones, so I would like to offer students the opportunity to explore the many jobs available to the chemical profession. Although easy to complete, it would require that the students collaborate to create a visually-pleasing presentation that can be used in other classrooms. I would also love to incorporate more simulations in my classroom, via the tablet PC’s. I would ask that students utilized the tablets to view a variety of simulations and work a set of related problems collaboratively. If a field excursion is possible when discussing pollution in the lower chemistry courses, I would encourage students to use the microphone on their checked-out tablet PC to document the trip and engage in scientific dialog as the project progressed.
Wednesday, September 5, 2007
Intro Letter
Hi, I’m Theresa Bolaños, and I am native Texan. I was born in Corpus Christi, raised in Houston and attended graduate school in Austin. I lived in San Luis Obispo, CA, for about 4 years and now reside in San Marcos. Whew! I attended Catholic School in Houston for all years (K-12) with the exception of 3rd grade. The schools were St. Christopher, and Mt. Carmel High School.
First and foremost, I am a PC user. I am a little uncomfortable with Macs, but will view this as an opportunity to become more experienced on the Mac platform. I use a Tablet PC in my classroom daily, as well as WEBCT, and am currently experimenting with a RF classroom response system for immediate student feedback. My students are beginning to like it, and this week have commented they feel “like they are on a gameshow!”
The CSUSM Mission is multi-dimensional. The aspect that stands out for me is the incorporation of life-long learning into the educational process. As a chemistry teacher, it is important for me to keep up with new scientific theories AND to find new and exciting ways to teach students in the physical sciences. I believe that if we, as educators, model life-long learning, our students will understand that they too can learn outside the classroom, everyday of their lives.
First and foremost, I am a PC user. I am a little uncomfortable with Macs, but will view this as an opportunity to become more experienced on the Mac platform. I use a Tablet PC in my classroom daily, as well as WEBCT, and am currently experimenting with a RF classroom response system for immediate student feedback. My students are beginning to like it, and this week have commented they feel “like they are on a gameshow!”
The CSUSM Mission is multi-dimensional. The aspect that stands out for me is the incorporation of life-long learning into the educational process. As a chemistry teacher, it is important for me to keep up with new scientific theories AND to find new and exciting ways to teach students in the physical sciences. I believe that if we, as educators, model life-long learning, our students will understand that they too can learn outside the classroom, everyday of their lives.
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