I think that cloud computing already has and will continue to make a huge impact in the field of education. By allowing students and teachers to use open-source, cloud based applications, teachers, schools, and students can have access to unprecedented educational tools. For instance, whereas concept mapping software such as inspiration is wonderful to map out the contents of a narrative, cloud computing sites such as mindmeister allow free access to the same type of material. There are also sites where students and teachers can create movies, alter audio files, and do many other activities that previously would have cost money. With cloud computing, students who do not have the money to own a Mac-Book with i-movies can create the same kind of product for free on the web.
On the other hand, I am inherently wary of the use of smart objects in education. Regular objects can cheaply and easily become computers of a sort. The potential danger here is two-fold. Technology has a place in the classroom and in student’s lives, but technology does not have to be integrated into every object we possess. Technology has glitches, and the more items that use technology, the more likely we are to experience these glitches. Technology is not perfect, which is why we need non-technological backup plans when we teach. I see the relevance of books as smart objects, but I also think this sort of technology could easily be used to track useless data. Just as this technology is now used to track packages, it might just as easily track the movements of each students who has a library book checked out. Personally, I don’t want my teaching to be observed by the computer chip in my desk. This may be a drastic or even paranoid reaction, but the less technology can track my students and me, the better.
Thursday, November 19, 2009
Wednesday, November 18, 2009
Horizon Report Reading
I feel that online communication tools will be a great addition to teaching problem solving skills in the math classroom. Students can work together with students from around the world to discuss how to solve a problem, where to gather data, and when more justification for reasoning is necessary. One example from the report is a Salem, OR school that does this in a math scene investigation format, which sounds like a great way to get kids interested in math.
Using mobiles in schools could be potentially problematic. If students are allowed to have and use their cell phone during class, we have to ensure that use is monitored and regulated to prevent cheating on tests and quizzes or other unapproved collaboration on assignments like searching online for the solution to a problem on your assignment. While this would prove the resourcefulness of the student, they may not actually know how to solve the problem. Similarly, what will schools do for students who do not have their own mobile device -- are they going to provide them to all students so features are the same? I see a lot of issues to manage with this technology, but if worked out, this could also help students learn in a new way.
Using mobiles in schools could be potentially problematic. If students are allowed to have and use their cell phone during class, we have to ensure that use is monitored and regulated to prevent cheating on tests and quizzes or other unapproved collaboration on assignments like searching online for the solution to a problem on your assignment. While this would prove the resourcefulness of the student, they may not actually know how to solve the problem. Similarly, what will schools do for students who do not have their own mobile device -- are they going to provide them to all students so features are the same? I see a lot of issues to manage with this technology, but if worked out, this could also help students learn in a new way.
Thursday, October 22, 2009
Activity Types Reading
The Activity Types Reading provides a meaningful context for technology in education. I suggest that this be the first reading for the course. I am someone who is hesitant to use technology in the classroom because of the unpredictable nature of the media. However, the Grounded Technology Integration model provided the reassuring message that teachers can integrate technology into planning without restructuring what is already in place.
Matthew represents our English methods course well in mentioning the Constructivist model. The emphasis for English instruction is connecting lesson with life. Recursive planning is arguably the most important feature of our methods course, and I appreciate the note that recursivity is present in the five steps of planning.
The English taxonomy reading is very refreshing. Again, I encourage this to be the first reading for the course. The comprehensive table of Activity Type/Brief Description/Example technologies should be as important to planning as the SOL map for student teachers. This table should be an integral part of teacher planning to streamline instruction because technology could stray from objectives. What I appreciate is the simplicity of design of the chart to correspond with lessons to put students before the means.
A suggestion for this table is to clarify the example of “web searching.” This vague topic could take too much time and have students wandering through cyber space. Are there any recommended search engines or educational sites? Specificity in technological tools is crucial for beginning teachers so we are more inclined to use technology without fearing the unknown consequences of this new territory.
Wednesday, October 21, 2009
Activity type in Language Arts
The activity type approach makes sense on many levels. For instance, by choosing student goals and objectives first, one insures that activities we use have some sort of measurable outcome. We need to plan effective lessons that could be used without technology, and then think about how technology might enhance the lesson. The continuums are also helpful to determine how teacher or student centric one wishes a lesson to be. In my English methods class, we learn a student centered, constructivist approach to designing lesson. Constructivists want students to be active, engaged learners, who construct their own knowledge. We also learn that lesson design is a process of pre-planning, planning, and post-planning. In the AT approach to lesson design, we would incorporate graphic organizers into a vocabulary lesson during the planning phase, after we had designed the bulk of our lesson. The content specific taxonomies are certainly helpful in designing instruction. For instance, as a Language Arts teacher, I can see what technologies might be helpful for pre-reading, reading, and post-reading instructional strategies. I can see how technology might assist the analysis and synthesis of literature which post reading requires.
Activity Types Reading
From the articles about the AT approach to planning, I think that the method will greatly benefit planning technology integrated instruction. By first considering what your students need to learn and how you want to teach the material, you will keep this focus as you select what technology to add into the lesson. This ensures that the uses of technology are effective for student learning. There are a variety of ways that math teachers can use technology in a way that benefits students, and the Math Learning Activity Types are great suggestions for planning instruction to serve student needs at a variety of learning levels.
Activity Types
The "Activity Types" (AT) approach to lesson planning is surprisingly simple: determine what you need your students to learn, and then determine how technology can be of service. As straightforward and even as obvious as this may seem, there is little doubt that teachers of all levels of experience and exposure to technology might base the lesson around the technology simply for the sake of having students use a novel teaching method. To do so, however, as Drs. Hofer and Harris have explained, is to present exposure to technology as the primary "lesson," and this is very seldom the case.
There are many steps to planning one's lesson and incorporating the use of technology into the lesson as an enhancement. The AT approach guides us to first choose our learning goals, to then make pedagogical decisions about the type of learning experience we want our students to have, to thirdly combine our desired activity types, then select our assessment strategies, and only then to select the technological and other tools we will need to teach the lesson. This approach is not contradictory to that which is taught in methods courses (at least, for social studies methods courses), as the function of these courses is to learn how to design lessons that accomplish certain strategies (i.e. step one of the AT method). Thus, the AT method is really nothing novel; it is simply a reminder that incorporating technology should not necessarily be a goal, but it should rather be a strategy if deemed appropriate and useful.
I do not have any particular questions about the AT method. I believe its design is quite clear. However, I would be curious to know about any research that has shown which technologies (from those made available in different segments on the inventory) appear to be most useful in various combinations of the pedagogical decisions outlined in the AT theory.
There are many steps to planning one's lesson and incorporating the use of technology into the lesson as an enhancement. The AT approach guides us to first choose our learning goals, to then make pedagogical decisions about the type of learning experience we want our students to have, to thirdly combine our desired activity types, then select our assessment strategies, and only then to select the technological and other tools we will need to teach the lesson. This approach is not contradictory to that which is taught in methods courses (at least, for social studies methods courses), as the function of these courses is to learn how to design lessons that accomplish certain strategies (i.e. step one of the AT method). Thus, the AT method is really nothing novel; it is simply a reminder that incorporating technology should not necessarily be a goal, but it should rather be a strategy if deemed appropriate and useful.
I do not have any particular questions about the AT method. I believe its design is quite clear. However, I would be curious to know about any research that has shown which technologies (from those made available in different segments on the inventory) appear to be most useful in various combinations of the pedagogical decisions outlined in the AT theory.
Saturday, October 10, 2009
Lesson Focus Possibilities
For my lesson, I am focusing on ninth and tenth grade Algebra 1 Part 2.
My first idea is to use a PowerPoint presentation to represent the pictorial and area representations of manipulating polynomials with multiplication. This relates to SOL “A.11 The student will add, subtract, and multiply polynomials and divide polynomials with monomial divisors, using concrete objects, pictorial and area representations, and algebraic manipulations.”
As a second idea, I would like to create a graphing calculator tutorial or presentation to teach students how to factor binomials and trinomials. This comes from SOL “A.12 The student will factor completely first- and second-degree binomials and trinomials in one or two variables. The graphing calculator will be used as a tool for factoring and for confirming algebraic factorizations.”
For my third idea, I would again use the graphing calculator to teach students how to find the zeros of a function graphically. SOL “A.15 The student will, given a rule, find the values of a function for elements in its domain and locate the zeros of the function both algebraically and with a graphing calculator. The value of f(x) will be related to the ordinate on the graph,” relates to this lesson idea.
My fourth idea is to use a software package like Excel or other statistical software to analyze groups of data by calculating vital statistics and creating graphs. SOL “A.17 The student will compare and contrast multiple one- variable data sets, using statistical techniques that include measures of central tendency, range, and box-and-whisker graphs,” covers this topic.
Finally, from SOL “A.18 The student will analyze a relation to determine whether a direct variation exists and represent it algebraically and graphically, if possible,” I plan to teach a lesson using online videos that discuss real-world applications of direct variation.
Saturday, October 3, 2009
Parent/ Teacher Communication
Maintaining an open line of communication with parents is crucial toward establishing a positive teacher/parent relationship. This can be as simple as sending parents e-mails at the beginning of the school year telling a bit about yourself and briefly outlining the educational objectives for your class. Of course, this also means that you respond to parent e-mails as quickly as reasonably possible.
As David Walbert suggests in his article, knowing your audience is the key to communicating on the web, including parent communication. Thus, whether most of your students come from SEC backgrounds versus parents who are Harvard professors, will likely change the tone and style of parent communication. Technology like e-mail can make it easier to communicate with parents, but it might also cause communication errors on either end of the spectrum. If your writing is not clear and concise, parents are more likely to misunderstand you and get frustrated or angry.
The two most promising and realistic technologies to allow parent/ teacher communication are probably e-mail and services such as Edline. Teacher or district web pages can serve the same purpose as Edline, that is, they allow parents to see exactly what students are doing in class and even view how and why a teacher makes decisions. Although services such as Edline posts student grades and assignments, web pages could work in the same manner, as long as privacy was afforded to the students grades. Each student, for instance, could be identified by a unique number, known only to the parents, so that grades are not publicly displayed.
It is extremely important; however, not to assume that all parents have access to a computer or the internet. Some parents simply cannot afford the expense that a computer or the internet entails. For these parents, you must be willing to make concessions. If every parent has access to their students’ grades through edline, how will the concerned parent without internet access know how their child is doing? In these cases, a phone call or a letter home would still be useful. Certainly, a teacher should never use social networking sites such as facebook to befriend either students or parents. In such a case, the potential risks far outweigh the benefits.
Tuesday, September 22, 2009
Multimodal Learning Through Media: A Synopsis
The claim that human beings remember "ten percent of what we read, twenty percent of what we hear, thirty percent of what we see, fifty percent of what we see and hear, seventy percent of what we say, and ninety percent of what we say and do" is an overconfident attempt to express the impact that different forms of stimuli (and combinations thereof) have on memory. This claim was rooted in Edgar Dale's 1954 "Cone of Experience," which was simply intended to indicate a spectrum of concreteness (or abstractness) in audiovisual learning resources. However, Dale's work was falsely quantified over the years to indicate that human beings have concrete and inflexible limitations on the amount of information able to be encoded into memory via certain forms of stimuli.
Though we can not necessarily specifically quantify the amount of information that we can expect to store a certain type of stimulus will provide, valid research has indeed shown that different types of multimedia, when coupled with other forms, are more effective than these same types of media in isolation. That said, there are certainly general guidelines to follow when combining certain types of audiovisual stimuli that allow for greater and easier encoding into long-term memory. Though we will not provide a comprehensive list of those guidelines here, a representative example found in the text is what Richard Mayer, Roxanne Moreno, "and others" call the "Spatial Contiguity Principle," which stipulates that "[s]tudents learn better when corresponding words and pictures are presented near each other rather than far from each other on the page or screen." Another, the "Coherence Principle," states that "[s]tudents learn better when extraneous words, pictures, and sounds are excluded rather than included" (12). The latter principle is somewhat obvious, as irrelevant clutter on a screen make it more difficult for students to focus on encoding select information on that screen.
Ultimately, this study concluded that properly-designed multimodal learning has a positive effect on both interactive and non-interactive forms of learning, an effect that ultimately promotes learning in both of these forms greater than traditional, single-mode learning such as text analysis (13). Yet simply because a teacher incorporates multimedia into his/her teaching does not mean that such teaching is effective. It is important to consider the goals of the lesson, and in turn which type of stimulus (or combination of them) is most effective for achieving those goals. For example, a documentary with live footage may better serve to illustrate the famous march from Selma to Montgomery during the American Civil Rights Movement than would a Powerpoint presentation with pictures alongside a narrative account. Of course, there are some occasions where specific skills need to be built around a single type of stimulus. A good example of this would be a textual analysis of a primary historical document such as a census record. In sum, there are certain times and places that certain types of multimedia should be used. It is important for teachers to have a clear rationale for using a specific combination of multimedia resources when teaching a lesson, but it is similarly important for teachers to realize that a variety of stimuli, when used properly, are naturally more effective than single-mode learning.
To the group, I would ask you (in addition to responding to that which I have written above) to provide one or two examples of a good use of multimedia in teaching a lesson in your content area. Defend your choice of media.
Though we can not necessarily specifically quantify the amount of information that we can expect to store a certain type of stimulus will provide, valid research has indeed shown that different types of multimedia, when coupled with other forms, are more effective than these same types of media in isolation. That said, there are certainly general guidelines to follow when combining certain types of audiovisual stimuli that allow for greater and easier encoding into long-term memory. Though we will not provide a comprehensive list of those guidelines here, a representative example found in the text is what Richard Mayer, Roxanne Moreno, "and others" call the "Spatial Contiguity Principle," which stipulates that "[s]tudents learn better when corresponding words and pictures are presented near each other rather than far from each other on the page or screen." Another, the "Coherence Principle," states that "[s]tudents learn better when extraneous words, pictures, and sounds are excluded rather than included" (12). The latter principle is somewhat obvious, as irrelevant clutter on a screen make it more difficult for students to focus on encoding select information on that screen.
Ultimately, this study concluded that properly-designed multimodal learning has a positive effect on both interactive and non-interactive forms of learning, an effect that ultimately promotes learning in both of these forms greater than traditional, single-mode learning such as text analysis (13). Yet simply because a teacher incorporates multimedia into his/her teaching does not mean that such teaching is effective. It is important to consider the goals of the lesson, and in turn which type of stimulus (or combination of them) is most effective for achieving those goals. For example, a documentary with live footage may better serve to illustrate the famous march from Selma to Montgomery during the American Civil Rights Movement than would a Powerpoint presentation with pictures alongside a narrative account. Of course, there are some occasions where specific skills need to be built around a single type of stimulus. A good example of this would be a textual analysis of a primary historical document such as a census record. In sum, there are certain times and places that certain types of multimedia should be used. It is important for teachers to have a clear rationale for using a specific combination of multimedia resources when teaching a lesson, but it is similarly important for teachers to realize that a variety of stimuli, when used properly, are naturally more effective than single-mode learning.
To the group, I would ask you (in addition to responding to that which I have written above) to provide one or two examples of a good use of multimedia in teaching a lesson in your content area. Defend your choice of media.
Sunday, September 13, 2009
Life on the Screen
No one can argue with George Lucas: film holds a place in the classroom of the 21st century. However, I dare to step away from his argument and note that listening and viewing will never replace reading and writing. Even as I write this, I am wavering on the point: should I accept that all classrooms will be paperless in the years to come? Even if my conservative teaching spirit values the place of pen and paper, I cannot deny that as teachers we have the opportunity to present our students with a dynamic classroom through film.
The most appealing elements of the classroom Lucas proposes include the opportunity to engage the “daydreamers” and students with “unfocused ambition” that Lucas identifies with. What teacher would take responsibility for calling George Lucas an unpromising student? Perhaps the inclusion of film into a classroom will identify talent in more students than a paper and pen could. Regardless of conservative or innovative philosophies of teaching, it is the duty of teachers to use resources to meet their students. I value Lucas’ comments that learning should emphasize the emotional as well as the logical. In fact, crossing the emotional barrier and granting student’s the power to create should be a primary classroom goal. Meeting special needs students through “comprehensive communication” is invaluable to an inclusive classroom. Let’s use our resources.
Specifically, in my current 7th grade English classroom, I see podcasts as another form of text. I will need to learn how to use this tool as my students do. I will not be afraid to tell them that I am learning too; students bring technological literacy to the classroom of all levels. If I add podcasts to the curriculum of
Sunday, September 6, 2009
Copyright and Fair Use
Five Principles to Consider for Fair Use in the Classroom:
1. Fixed
For works to be protected under copyright, they must be “fixed in ‘a tangible form of expression.” This includes books, software, music, dances, artwork, videos, architecture, and many others. However, methods, concepts, titles, improvisations, government publications, or “commonly available” works like calendars or rulers cannot be copyrighted. So, if you are teaching a method, idea, or government bill, copyright is not an issue (Copyrightkids.org).
2. Intended Purpose
The NOLO article advises us to think about whether we "are creating something new or just copying" when we use copyrighted material. Is the information being used to help illustrate an idea in your lecture? Do you plan on publishing the lesson you create in the next issue of your favorite education journal? Education and research are both accepted reasons for fair use, so ensuring the intent of your lesson is educational is a must. As soon as you start to profit from the use, your "fair use" is compromised.
3. Importance
How important is the excerpt or piece you are using? Is it the painter's masterpiece? The author's breakthrough moment in the plot? It's not always how much you are "borrowing" from another, but significance to their career must also be determined. Also, you have more freedom to use "factual works" than "works of fancy,"(NOLO).
4. Location
Will you be using the material just in your classes, with the entire school, or in the greater community? With fair use, the location must be limited (Copyrightkids.org).
5. Whether to Give Credit or Ask Permission
Just because you attribute the work to the author or artist does not put you in the clear. If something has yet to be published, then it is not fair use. When in doubt, find out who owns the copyright and obtain permission before use (Copyrightkids.org and NOLO)
Fair Use Families
Talking to parents and students about fair use may prove challenging. However, it will be essential to eliminate any issues that may arise with reports, presentations, or homework. At the beginning of the school year introduce students to the concept by explaining that the principle of 'copyright' "reflects our appreciation for all the hard work that goes into creating 'original works of authorship' and respect for the right of the creator of that work to control what people can and cannot do with it," (Copyrightkids.org). While we do have some freedom under the principle of fair use in the realm of education, we must be responsible and consider when, where, and why we are using copyrighted material. Students should have an option to decide whether the work they create is published in school newsletters, on our class website, or displayed in the school. Parents can be given guidelines to consider for projects and assignments completed outside of class with suggestions of how to be a "fair use family." With all of this, our school community will be well on its way to becoming a responsible educational environment.
1. Fixed
For works to be protected under copyright, they must be “fixed in ‘a tangible form of expression.” This includes books, software, music, dances, artwork, videos, architecture, and many others. However, methods, concepts, titles, improvisations, government publications, or “commonly available” works like calendars or rulers cannot be copyrighted. So, if you are teaching a method, idea, or government bill, copyright is not an issue (Copyrightkids.org).
2. Intended Purpose
The NOLO article advises us to think about whether we "are creating something new or just copying" when we use copyrighted material. Is the information being used to help illustrate an idea in your lecture? Do you plan on publishing the lesson you create in the next issue of your favorite education journal? Education and research are both accepted reasons for fair use, so ensuring the intent of your lesson is educational is a must. As soon as you start to profit from the use, your "fair use" is compromised.
3. Importance
How important is the excerpt or piece you are using? Is it the painter's masterpiece? The author's breakthrough moment in the plot? It's not always how much you are "borrowing" from another, but significance to their career must also be determined. Also, you have more freedom to use "factual works" than "works of fancy,"(NOLO).
4. Location
Will you be using the material just in your classes, with the entire school, or in the greater community? With fair use, the location must be limited (Copyrightkids.org).
5. Whether to Give Credit or Ask Permission
Just because you attribute the work to the author or artist does not put you in the clear. If something has yet to be published, then it is not fair use. When in doubt, find out who owns the copyright and obtain permission before use (Copyrightkids.org and NOLO)
Fair Use Families
Talking to parents and students about fair use may prove challenging. However, it will be essential to eliminate any issues that may arise with reports, presentations, or homework. At the beginning of the school year introduce students to the concept by explaining that the principle of 'copyright' "reflects our appreciation for all the hard work that goes into creating 'original works of authorship' and respect for the right of the creator of that work to control what people can and cannot do with it," (Copyrightkids.org). While we do have some freedom under the principle of fair use in the realm of education, we must be responsible and consider when, where, and why we are using copyrighted material. Students should have an option to decide whether the work they create is published in school newsletters, on our class website, or displayed in the school. Parents can be given guidelines to consider for projects and assignments completed outside of class with suggestions of how to be a "fair use family." With all of this, our school community will be well on its way to becoming a responsible educational environment.
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