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.
Friday, October 19, 2007
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.
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