Sunday, November 29, 2009
Journal 4
Journal 4
swatelle, s. (2008). Does this really Work?. Learning & Leading with Technology, 35(8), Retrieved from http://www.iste.org/AM/Template.cfm?Section=June_July_No_8_&Template=/MembersOnly.cfm&NavMenuID=4010&ContentID=21346&DirectListComboInd=D
In Does this Really Work, the author Sara Sawtelle explores using the scientific method to implement new technology into the classroom. She uses a fictitious District to tell a story of how this could play out. The scientific method is based on five standard parts, observation, creation of a hypothesis, making predictions, testing and repeating. Along with the scientific method the Software and Information Industry Association has created a checklist to insure proper implementation for new technology.
They are:
• You must have objectives before you plan
• You must plan before you implement
• You must involve all stakeholders in the planning process
• Your plan must include evaluation criteria
• You must assign an effective leader.
• The physical environment and equipment must match the intended use of the software
• Adequate training
• Prerequisite knowledge and skills
• The entire implementation must be monitored
• Each stage of implementation must be evaluated
The implementation of a new software program is a daunting task. Successful implementations require multiple groups and people working on a common goal and yet still remain objective. Success of programs is ultimately based on resulting test scores; however other means of evaluation can also provide useful data. Attendance records and student participation along with more subjective information received through surveys and questionnaires can also be enlightening.
Is it realistic that a teacher alone can facilitate this type of process?
Every teacher no. I think well established and connected teachers could begin this process alone. For newer teachers who are learning about technology and wanting to implement it would need help from various people to begin this process. I think for any real change to begin a collection of teachers, parents and students would need to be put together. Having a group that includes all the stakeholders will at least get the attention of district personnel.
swatelle, s. (2008). Does this really Work?. Learning & Leading with Technology, 35(8), Retrieved from http://www.iste.org/AM/Template.cfm?Section=June_July_No_8_&Template=/MembersOnly.cfm&NavMenuID=4010&ContentID=21346&DirectListComboInd=D
In Does this Really Work, the author Sara Sawtelle explores using the scientific method to implement new technology into the classroom. She uses a fictitious District to tell a story of how this could play out. The scientific method is based on five standard parts, observation, creation of a hypothesis, making predictions, testing and repeating. Along with the scientific method the Software and Information Industry Association has created a checklist to insure proper implementation for new technology.
They are:
• You must have objectives before you plan
• You must plan before you implement
• You must involve all stakeholders in the planning process
• Your plan must include evaluation criteria
• You must assign an effective leader.
• The physical environment and equipment must match the intended use of the software
• Adequate training
• Prerequisite knowledge and skills
• The entire implementation must be monitored
• Each stage of implementation must be evaluated
The implementation of a new software program is a daunting task. Successful implementations require multiple groups and people working on a common goal and yet still remain objective. Success of programs is ultimately based on resulting test scores; however other means of evaluation can also provide useful data. Attendance records and student participation along with more subjective information received through surveys and questionnaires can also be enlightening.
Is it realistic that a teacher alone can facilitate this type of process?
Every teacher no. I think well established and connected teachers could begin this process alone. For newer teachers who are learning about technology and wanting to implement it would need help from various people to begin this process. I think for any real change to begin a collection of teachers, parents and students would need to be put together. Having a group that includes all the stakeholders will at least get the attention of district personnel.
Journal 3
Journal 3
yoder, m.b. (2009). Walk, fly, or teleport to learning. Learning & Leading with Technology, 37(2), Retrieved from http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_3&Template=/MembersOnly.cfm&NavMenuID=4381&ContentID=24200&DirectListComboInd=D
Major MUVES or multi virtual environments originally created for adults have allowed teens in high school and middle school an opportunity to create and manage virtual settings. One site called Second life has established an area dedicated to teens and their teachers to create campuses and cities to allow students another means of social interaction and learning.
Global Kids is a site that that promotes global understanding in a virtual context. Skills and opportunities from the site include identity information and networking skills.
Global Aid was created by Global Kids and GamePill to provide socially conscience games. One of the games created is Ayiti: The Cost of Life where students must plan how to manage a family’s finances, social decisions and education to allow the family to make it in their impoverished Haiti home. Players can play multiple times and increase their score has they gain a better understanding of the needs that families have.
Many students who have become involved with these sites have been able to link their virtual worlds to the real world. Students have become more involved with both social situations in the world as well as looking at science through a global eye.
Many of the site offer resources for teachers to use the sites as parts of their lessons. Along with lessons also is support for the teachers who may be new to the virtual world experience.
Can a teacher justify the use of MUVES in a standards based, content course?
I think with some in depth planning and some creative wording a teacher could incorporate them. I think the trouble would lie in the schools that are under the microscope for test score improvement. If the virtual world simulation could be tied directly to increased test scores then the teacher will look like a genius, if not than they are probably looking for another school to work at.
Do you think a pre-teaching lesson on the difference between Global Kids and World of Warcraft is necessary?
I do not think a lesson dedicated to looking at the difference between the two is needed. I do think that part of having students engage in the process of learning about the software or the reasons they are being used the topic should come up. In simulations where students are tackling social justice, I do think they need to see why they are doing it and how it is different from the “shoot’em” games the may play.
yoder, m.b. (2009). Walk, fly, or teleport to learning. Learning & Leading with Technology, 37(2), Retrieved from http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_3&Template=/MembersOnly.cfm&NavMenuID=4381&ContentID=24200&DirectListComboInd=D
Major MUVES or multi virtual environments originally created for adults have allowed teens in high school and middle school an opportunity to create and manage virtual settings. One site called Second life has established an area dedicated to teens and their teachers to create campuses and cities to allow students another means of social interaction and learning.
Global Kids is a site that that promotes global understanding in a virtual context. Skills and opportunities from the site include identity information and networking skills.
Global Aid was created by Global Kids and GamePill to provide socially conscience games. One of the games created is Ayiti: The Cost of Life where students must plan how to manage a family’s finances, social decisions and education to allow the family to make it in their impoverished Haiti home. Players can play multiple times and increase their score has they gain a better understanding of the needs that families have.
Many students who have become involved with these sites have been able to link their virtual worlds to the real world. Students have become more involved with both social situations in the world as well as looking at science through a global eye.
Many of the site offer resources for teachers to use the sites as parts of their lessons. Along with lessons also is support for the teachers who may be new to the virtual world experience.
Can a teacher justify the use of MUVES in a standards based, content course?
I think with some in depth planning and some creative wording a teacher could incorporate them. I think the trouble would lie in the schools that are under the microscope for test score improvement. If the virtual world simulation could be tied directly to increased test scores then the teacher will look like a genius, if not than they are probably looking for another school to work at.
Do you think a pre-teaching lesson on the difference between Global Kids and World of Warcraft is necessary?
I do not think a lesson dedicated to looking at the difference between the two is needed. I do think that part of having students engage in the process of learning about the software or the reasons they are being used the topic should come up. In simulations where students are tackling social justice, I do think they need to see why they are doing it and how it is different from the “shoot’em” games the may play.
Journal 2
Journal 2
harris, j, & hofer, m. (2009). Grounded tech integration. Learning & Leading with Technology, 37(2), Retrieved from http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_3&Template=/MembersOnly.cfm&NavMenuID=4381&ContentID=24179&DirectListComboInd=D
In the article “Grounded Tech Integration”, authors Harris and Hofer discuss three basic principles to integrating technology in the classroom. The three aspects are content, pedagogy and teacher planning. While looking at these three points the authors broke down the process to five steps.
Step one, is choosing goals that are appropriate for the students. Most planning done by teachers coincides with district and state standards.
Step two, is to make pedagogical decisions. The authors listed eight continua to follow while make that decision which include student or teacher centered, type of learning, prior experience of students, level of comprehension, duration structure, group or individual and required resources.
Step three, is selecting activity types. Many activities done with in a lesson are combinations of smaller activities. These activities will vary with the content of the course and the lesson.
Step four, is to select assessment types. Using both formative and summative assessment for lessons is beneficial for both teacher and the student.
Step five, is selecting resources to be used by both the teacher and the students. The selection of the type of technology last helps the focus remain on student learning of the lesson and not the technology. The authors use the term “technocenric”, referring to the thought of picking technology first and then building the lesson around it.
Is it realistic that teachers can lesson plan and insert technology as needed?
In a perfect world yes, but in most of today’s classrooms resources are limited and the available technology, especially new technology is not available. I think most of the time while planning lesson teachers know the resources they have at hand and try to incorporate and use as many as possible throughout the lessons.
In today’s technology based world why aren’t the technology standards more of a priority along with language arts and math?
Money, short and simple. The amount of people who really understand how technology can be used to enhance the education and lives of students, are not enough to go against those make the ultimate decisions. Technology cost money and new technology cost more money, not matter how much textbooks cost they are still “cheaper” than keeping up with technology.
harris, j, & hofer, m. (2009). Grounded tech integration. Learning & Leading with Technology, 37(2), Retrieved from http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_3&Template=/MembersOnly.cfm&NavMenuID=4381&ContentID=24179&DirectListComboInd=D
In the article “Grounded Tech Integration”, authors Harris and Hofer discuss three basic principles to integrating technology in the classroom. The three aspects are content, pedagogy and teacher planning. While looking at these three points the authors broke down the process to five steps.
Step one, is choosing goals that are appropriate for the students. Most planning done by teachers coincides with district and state standards.
Step two, is to make pedagogical decisions. The authors listed eight continua to follow while make that decision which include student or teacher centered, type of learning, prior experience of students, level of comprehension, duration structure, group or individual and required resources.
Step three, is selecting activity types. Many activities done with in a lesson are combinations of smaller activities. These activities will vary with the content of the course and the lesson.
Step four, is to select assessment types. Using both formative and summative assessment for lessons is beneficial for both teacher and the student.
Step five, is selecting resources to be used by both the teacher and the students. The selection of the type of technology last helps the focus remain on student learning of the lesson and not the technology. The authors use the term “technocenric”, referring to the thought of picking technology first and then building the lesson around it.
Is it realistic that teachers can lesson plan and insert technology as needed?
In a perfect world yes, but in most of today’s classrooms resources are limited and the available technology, especially new technology is not available. I think most of the time while planning lesson teachers know the resources they have at hand and try to incorporate and use as many as possible throughout the lessons.
In today’s technology based world why aren’t the technology standards more of a priority along with language arts and math?
Money, short and simple. The amount of people who really understand how technology can be used to enhance the education and lives of students, are not enough to go against those make the ultimate decisions. Technology cost money and new technology cost more money, not matter how much textbooks cost they are still “cheaper” than keeping up with technology.
Journal 1
Journal 1
coyle, s, jones, t, & pickle, s. (2009). E-learning comes in all shapes and sizes. Learning & Leading with Technology, 37(2), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/SeptemberOctoberNo2/e_Learning_Programs_Come_in_All_Shapes_a.htm
This article detailed briefly three school systems that use technology to expand access to students. The first school system is based in Alaska where terrain provides physical challenges to teachers and students across the region. The Yukon-Koyukuk School District contains seven schools that are only accessible by small aircraft. The school district needed to add satellite communication systems because of the terrain. The district also went outside of the state using a “highly qualified” math teacher from Wisconsin to provide instruction to students. Their efforts have paid off with an increase in test scores and cutting the number of “nonimproving” schools from four to two.
Arkansas has also implemented distance learning to provide “highly qualified” instruction to their students. A lack of “highly qualified” teachers spurred the state to embrace distance learning. The program has grown from seven teachers in 2001 to twenty-five teachers in 2008. They offer all of the state required courses except music and physical education.
The final system of the article is the Baltimore County Public Schools. The courses, many of them AP level have grown from twenty-six in 2004 to 139 in 2008. Some of the students even took a class offered by Stanford University.
What affect could e-Learning have on students with disabilities?
I think there could be a huge affect on these students and their parents. I think it would allow students who do not work well in a typical high school setting the chance to learn at their own pace and in their own place. I think it would also give the parents a chance to take an active role in their child’s education. It would allow the parents a chance to see how their student really worked and what they really knew.
What is slowing down the expansion of e-Learning opportunities?
Right now the economy is playing the largest role. I also think that change is tough to come by on a voluntary basis. Parents are used to the system they grew up with and expect the children to have the same experience.
coyle, s, jones, t, & pickle, s. (2009). E-learning comes in all shapes and sizes. Learning & Leading with Technology, 37(2), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/SeptemberOctoberNo2/e_Learning_Programs_Come_in_All_Shapes_a.htm
This article detailed briefly three school systems that use technology to expand access to students. The first school system is based in Alaska where terrain provides physical challenges to teachers and students across the region. The Yukon-Koyukuk School District contains seven schools that are only accessible by small aircraft. The school district needed to add satellite communication systems because of the terrain. The district also went outside of the state using a “highly qualified” math teacher from Wisconsin to provide instruction to students. Their efforts have paid off with an increase in test scores and cutting the number of “nonimproving” schools from four to two.
Arkansas has also implemented distance learning to provide “highly qualified” instruction to their students. A lack of “highly qualified” teachers spurred the state to embrace distance learning. The program has grown from seven teachers in 2001 to twenty-five teachers in 2008. They offer all of the state required courses except music and physical education.
The final system of the article is the Baltimore County Public Schools. The courses, many of them AP level have grown from twenty-six in 2004 to 139 in 2008. Some of the students even took a class offered by Stanford University.
What affect could e-Learning have on students with disabilities?
I think there could be a huge affect on these students and their parents. I think it would allow students who do not work well in a typical high school setting the chance to learn at their own pace and in their own place. I think it would also give the parents a chance to take an active role in their child’s education. It would allow the parents a chance to see how their student really worked and what they really knew.
What is slowing down the expansion of e-Learning opportunities?
Right now the economy is playing the largest role. I also think that change is tough to come by on a voluntary basis. Parents are used to the system they grew up with and expect the children to have the same experience.
Tuesday, November 17, 2009
CSUSM PSA iMovie NETS-T 3
This is a PSA developed using iMovie. Preselected segments were connected using custom transitions. Noise was detached from the video and a sond was edited to play through the PSA. Text, custom screen shots and effects and a voice over were also used.
Tuesday, November 3, 2009
NETS Powerpoint NETS-T 3
This PowerPoint is to show the National Education Technology Standards for Students in grades 9-12. The PowerPoint contains five slides, a custom link to the ISTE website, custom slide animation, custom graphics and images, and transitional effects between slides.
Nets For Students
View more presentations from dsgeorgia.
Subscribe to:
Posts (Atom)
