· What are some things that you have learned about effective teaching strategies when integrating technology?
I have learned from this and other courses that technology has to be used with a purpose, and in conjunction with pedagogy and content, in order to be truly effective. Sometimes technology is used “just because,” often resulting in change without difference. For example, students could use a complicated mind-mapping program to create a food web, when it would really be just as effective to have them sketch it on paper, and would take less time and doesn’t require computer lab time!
· How did integrating web-based technologies help you think about and evaluate uses of technology?
The two most useful things I learned in this class were how to create WebQuests, and the possibilities that exist within Zoho, the cloud-computing program.
I had previously thought about the web as a resource for students to use to research a topic, but now I see that through a WebQuest format, I can direct them to preferred resources. I could even create a page for each student, and base their quest and internet resources on their areas of strengths, while taking into account the areas where they need more support.
I found Zoho Notebook to be very useful, as I often use my computer to take notes in class, then want to share them with group members, colleagues, etc, and Zoho makes this easier than emailing a file to someone. I can “share” the file with a group of people, then they can easily edit it if they want to combine their notes, etc.
· How have you met your own personal goals for learning about technology integration?
I have learned how to make a PowerPoint in Kiosk mode, which I plan to use for weekly spelling practice for my students. I had previously struggled with how to format my spelling PowerPoints so students couldn’t just click through all the slides without reading them!
I have learned how to create a WebQuest, as well as what is required for a successful WebQuest.
I have learned how to use the Zoho suite of programs, which opens up more sharing options than just Google Docs.
It has also continued to be reinforced that technology must be used in conjunction with pedagogy and content in order to prevent change without difference.
· Do you have any new goals? What are your plans for reaching your new goals and your long-term goals after this course is over?
My goal continues to be to actually implement more technology into my classroom. I know how to use many of the programs, but I have yet to find a way to have my students consistently using technology in my classroom.
In order to reach these goals, I plan to discuss with my mentor teacher as well as my colleagues ways in which they are successfully integrating technology into their classrooms. I am also continuing to take technology courses offered through my school district, as well as of course continuing my MAET classes. I will also be attending the Michigan Association of Computer Users Learning (MACUL) state conference for the third year in March, which offers many sessions about technology use and implementation.
Friday, December 4, 2009
Tuesday, December 1, 2009
Learning in Internet-Based Environments
I could easily use an Educational Blog with my students. I could use this to have them give written answers and explanations to math problems. I could have them do reading responses to the novels we are reading in class. This would help them write and edit their thoughts, as typing is easier for them to edit than handwriting. They would also be able to see and respond to each others' comments.
I could post the main question, perhaps one per week, and they would be expected to answer in the comment section by the end of the week. They could do this during library time, after their work is done in my class, or at home if they have computer access.
It would be harder to use Moodle with my students, as many of them do not have online access at home. They also need support in navigating websites if there is more than one page they need to use. They would need support in using and making sense of an online calendar, and all assignments would still need to be visually shown to them, not just written online.
* What content could this help you teach?
* What type of pedagogical strategies might you use with your students?
* What technologies do you think would be harder to use with your students? Why?
I could post the main question, perhaps one per week, and they would be expected to answer in the comment section by the end of the week. They could do this during library time, after their work is done in my class, or at home if they have computer access.
It would be harder to use Moodle with my students, as many of them do not have online access at home. They also need support in navigating websites if there is more than one page they need to use. They would need support in using and making sense of an online calendar, and all assignments would still need to be visually shown to them, not just written online.
* What content could this help you teach?
* What type of pedagogical strategies might you use with your students?
* What technologies do you think would be harder to use with your students? Why?
Tuesday, November 24, 2009
Tuesday, November 17, 2009
Exploring Zoho Notebook
Describe your experience as a user of the application. What functions did you like and what functions did you find frustrating? Why?
Wow, I really like Zoho Notebook at first glance! The Zoho flash page is neat and clear, so it was easy to find the application for which I was looking. I like that you can make different notebooks, but they each stay open in a tab at the top. Students could have a different tab for each class, and then they can make page tabs (along the right hand side) for each topic in that class. You could also have one page for text, and one page for pictures. You can rearrange text and photos very easily, so it would be easy to regroup information after a lecture is over.
I did find it frustrating that you had to click on the "edit" icon before you could edit each box of text, because I kept just clicking on the text when I wanted to edit.
It is also frustrating that you do not get prompted with "are you sure you want to delete this page?" if you accidentally click the "x" button on a page!
What knowledge or skills would students need to use the software?
Students would have to have basic keyboarding and mouse skills to use this application. It would be helpful if they were familiar with word processing applications so they would already know how to save, edit, delete, hyperlink, bold, bullet, etc. Students would also have to understand that what they write/create is going to be shared with others, so they need to be careful of the content.
How can you share the products you create with this application?
You can create "shared" books, meaning that more then one person can view and edit the same notebook. You could then have each person have a different page tab within the same notebook if you wanted.
How could you see the application being used to teach a particular subject matter?
Zoho notebook would be really neat to use right now in my 6th grade science class, who are studying ecology. Each day, they have a short lecture about the life of a honey bee, and they are also creating food webs. Students could type their notes as the teacher lectures, and then also add pictures and move them around to create their food web.
What are some things a teacher could do to help students collaborate using this application?
Teachers could assign everyone to take notes during biology class, and then group one person from each period of the day together, and they could compare notes.
What sort of organization or managerial considerations will a teacher have to take into account?
Teachers would of course have to monitor the content of the notebooks students are creating. Teachers would have to ensure that an acceptable use policy was signed by all students, reminding them not to post anything mean about someone else. Students would need a computer and internet access to use this application, and some students may not have this access at home.
Wow, I really like Zoho Notebook at first glance! The Zoho flash page is neat and clear, so it was easy to find the application for which I was looking. I like that you can make different notebooks, but they each stay open in a tab at the top. Students could have a different tab for each class, and then they can make page tabs (along the right hand side) for each topic in that class. You could also have one page for text, and one page for pictures. You can rearrange text and photos very easily, so it would be easy to regroup information after a lecture is over.
I did find it frustrating that you had to click on the "edit" icon before you could edit each box of text, because I kept just clicking on the text when I wanted to edit.
It is also frustrating that you do not get prompted with "are you sure you want to delete this page?" if you accidentally click the "x" button on a page!
What knowledge or skills would students need to use the software?
Students would have to have basic keyboarding and mouse skills to use this application. It would be helpful if they were familiar with word processing applications so they would already know how to save, edit, delete, hyperlink, bold, bullet, etc. Students would also have to understand that what they write/create is going to be shared with others, so they need to be careful of the content.
How can you share the products you create with this application?
You can create "shared" books, meaning that more then one person can view and edit the same notebook. You could then have each person have a different page tab within the same notebook if you wanted.
How could you see the application being used to teach a particular subject matter?
Zoho notebook would be really neat to use right now in my 6th grade science class, who are studying ecology. Each day, they have a short lecture about the life of a honey bee, and they are also creating food webs. Students could type their notes as the teacher lectures, and then also add pictures and move them around to create their food web.
What are some things a teacher could do to help students collaborate using this application?
Teachers could assign everyone to take notes during biology class, and then group one person from each period of the day together, and they could compare notes.
What sort of organization or managerial considerations will a teacher have to take into account?
Teachers would of course have to monitor the content of the notebooks students are creating. Teachers would have to ensure that an acceptable use policy was signed by all students, reminding them not to post anything mean about someone else. Students would need a computer and internet access to use this application, and some students may not have this access at home.
Monday, November 9, 2009
Integrating Web 2.0 in the Classroom
* What instructional strategies would fit well with using blogs in the classroom? Why?
1. Blogs can work well for some types of scaffolding. For example, a Blog could read "Write a summary of last night's reading," or a scaffolded question could read "Write a summary of last night's reading. Answer these questions: What game did Joe and Tim go play? Why was Tim's mom mad at him? What did they do after they played the game? Why couldn't Alex go with them?"
2. Blogs can allow students to read and respond to the work of other students. This will give struggling or reluctant students a chance to see some examples of what is expected, and more advanced students can synthesize other students' ideas and respond to them.
* What instructional strategies would not fit well with using blogs in the classroom? Why?
1. Blogs would not work very well for introducing a new math concept. There is no way for students to have guided practice with teacher interaction while they practice the skill.
2. Blogs would not work very well for a final evaluation of a skill because students may not be working independently."
* How could you see Blogs being used in your classroom with your subject matter?
1. I can use blogs in my classroom for weekly reading response journals. For example, every Monday I can post a question such as "Why do you think the people of Shine felt 'empty' after the moths left?"
2. I can use blogs for short daily writing activities. For example, each day I can post a writing prompt such as "Tell about a time you felt successful," or "Tell about a fun time you had with a relative," or "Tell about what you do at recess."
3. I can use blogs for math review, such as "write a story problem for 14 + 27."
How could you adapt a Web 2.0 technology to support an instructional strategy that you feel it doesn't easily support?
YouTube could be used to teach strategies to learn and remember math facts. I could have students watch video postings of others showing strategies to learn math facts. I could have students create and post their own videos showing strategies to learn and remember math facts.
1. Blogs can work well for some types of scaffolding. For example, a Blog could read "Write a summary of last night's reading," or a scaffolded question could read "Write a summary of last night's reading. Answer these questions: What game did Joe and Tim go play? Why was Tim's mom mad at him? What did they do after they played the game? Why couldn't Alex go with them?"
2. Blogs can allow students to read and respond to the work of other students. This will give struggling or reluctant students a chance to see some examples of what is expected, and more advanced students can synthesize other students' ideas and respond to them.
* What instructional strategies would not fit well with using blogs in the classroom? Why?
1. Blogs would not work very well for introducing a new math concept. There is no way for students to have guided practice with teacher interaction while they practice the skill.
2. Blogs would not work very well for a final evaluation of a skill because students may not be working independently."
* How could you see Blogs being used in your classroom with your subject matter?
1. I can use blogs in my classroom for weekly reading response journals. For example, every Monday I can post a question such as "Why do you think the people of Shine felt 'empty' after the moths left?"
2. I can use blogs for short daily writing activities. For example, each day I can post a writing prompt such as "Tell about a time you felt successful," or "Tell about a fun time you had with a relative," or "Tell about what you do at recess."
3. I can use blogs for math review, such as "write a story problem for 14 + 27."
How could you adapt a Web 2.0 technology to support an instructional strategy that you feel it doesn't easily support?
YouTube could be used to teach strategies to learn and remember math facts. I could have students watch video postings of others showing strategies to learn math facts. I could have students create and post their own videos showing strategies to learn and remember math facts.
Friday, November 6, 2009
Wiki Creation
On Wikipedia, I created a page for my school, Glencairn Elementary.
Here is a link to my own wiki, Kidzshare, that I created for my classroom to use.
Friday, October 23, 2009
WebQuesting Considerations
A WebQuest is an activity that has the learner use internet resources to find, integrate, and present new knowledge. It should incorporate higher-order thinking skills rather than be merely a regurgitation of information from the web.
There are many aspects to consider when designing or using computer-based instructional objects with students. The text must be at their reading level, or they must have a way to have the text read out loud to them (such as a screen reader). The organization must be clear and straight forward so they are not spending time figuring out what they need to do or what steps to take. The technology available to the learner must be able to handle all components of the instructional object. For example, it would be unnecessarily laborious for a student to complete a WebQuest with dial-up internet, or to have to use an incompatible browser, such as Netscape (do they still make that?). The instructional object must also be interesting and engaging to the specific learners. (I would likely choose a different WebQuest for 10 year old boys than 14 year old girls!)
I have found several worthwhile WebQuests that would be appropriate for my students (5th and 6th grade struggling learners). The first is entitled "Business and Learning Plan for Classroom Pet." I like this WebQuest because it will be interesting and motivating for a wide range of ages and abilities, and it could easily be tailored to struggling or advanced students. It also includes many of Gardner's Multiple Intelligences, as some of the learner roles include Economist (math intelligence), Care Specialist (interpersonal intelligence), and Habitat Specialist (nature or visual intelligence).
Another WebQuest I could use is entitled "Guess Who's Coming to Dinner?" The premise is that the learner is transported back to the 17th century and must invite famous people to dinner, including authentic food, decorations, clothing, and conversation. This WebQuest could easily be changed to focus on any time period, and also includes a wide range of student interests. I like that the students also get a chance to actually present their findings in the form of a role-play of the dinner party they design!
Another worthwhile WebQuest is entitled "The Value of Life: Living Forever." By focusing on the characters from the book "Tuck Everlasting," learners explore the pros and cons of living forever. I like that the students get to take multiple perspectives on an issue, which is a genuine life skill. The design of this WebQuest is also simple and straight-forward, which is an important element to consider when working with very distractible learners!
There are many aspects to consider when designing or using computer-based instructional objects with students. The text must be at their reading level, or they must have a way to have the text read out loud to them (such as a screen reader). The organization must be clear and straight forward so they are not spending time figuring out what they need to do or what steps to take. The technology available to the learner must be able to handle all components of the instructional object. For example, it would be unnecessarily laborious for a student to complete a WebQuest with dial-up internet, or to have to use an incompatible browser, such as Netscape (do they still make that?). The instructional object must also be interesting and engaging to the specific learners. (I would likely choose a different WebQuest for 10 year old boys than 14 year old girls!)
I have found several worthwhile WebQuests that would be appropriate for my students (5th and 6th grade struggling learners). The first is entitled "Business and Learning Plan for Classroom Pet." I like this WebQuest because it will be interesting and motivating for a wide range of ages and abilities, and it could easily be tailored to struggling or advanced students. It also includes many of Gardner's Multiple Intelligences, as some of the learner roles include Economist (math intelligence), Care Specialist (interpersonal intelligence), and Habitat Specialist (nature or visual intelligence).
Another WebQuest I could use is entitled "Guess Who's Coming to Dinner?" The premise is that the learner is transported back to the 17th century and must invite famous people to dinner, including authentic food, decorations, clothing, and conversation. This WebQuest could easily be changed to focus on any time period, and also includes a wide range of student interests. I like that the students also get a chance to actually present their findings in the form of a role-play of the dinner party they design!
Another worthwhile WebQuest is entitled "The Value of Life: Living Forever." By focusing on the characters from the book "Tuck Everlasting," learners explore the pros and cons of living forever. I like that the students get to take multiple perspectives on an issue, which is a genuine life skill. The design of this WebQuest is also simple and straight-forward, which is an important element to consider when working with very distractible learners!
Friday, October 16, 2009
Blog vs. Traditional Website
A traditional website is "read-only," meaning that the author does all the writing, and the audience only does reading. There is minimal interaction between author and audience, unless through another medium such as email. A blog, on the hand, can be a communication tool between author and audience, as well as among audience members. Blogs lead to greater interaction and more complex thinking than a traditional website.
Reflections on Adapting Innovative Technology to Education
Welcome! This blog will be where I record my reflections on what I learn during my CEP 811 class. This class focuses on adapting innovative technology to education. I am taking this class online through Michigan State University.
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