Tuesday, December 8, 2009
Ed Tech Profile NETS-5
The Ed Tech Profile is an online assessment that shows my proficiency with various technology task and programs.
Google Earth NETS-T 3
I used Google Earth to trace my educational journey. I used custom images from Google Images for markers. I was able to link all of the schools I have attended to this point and outlined the directions to find each.
Excel Crossword NETS-T 3
Excel was used to create a custom crossword puzzle. The crossword can be completed on the computer or printed to be completed by hand.
My Crossword
My Crossword
Inspiration NETS-T 3
I used Inspiration to create a circle map to outline the NETS narratives. Custom wed based images were used to create a visual representation of the outline portions.
Journal 10
Journal 10
yoder, mb. (2009). S'cool tools 5 great tools to perk up your classroom and engage students. Learning and Leading, 37(3),
S’Cool Tools: 5 Great Tools to Perk Up Your Classroom and Engage Your Students.
In this article written by Maureen Brown Yoder in the November 2009 edition of Learning and Leading, she outlines five tools that can be used by students to enhance their learning. She recommended these five only after she was able to answer these three self imposed questions.
1. Does this tool have the potential to enhance teaching in some powerful way?
2. Is this tool easy to learn and well supported?
3. Is this an innovative new tool or a substantial improvement on an earlier one?
The first tool is a Lego Educations WeDo Robotics Construction Set. The set is the outcome of collaboration between Lego Education and MIT’s Lifelong Kindergarten group. The set is designed for kids 7-11 and includes 160 Legos, motor, sensors, software, and activities with instructions. The set includes software for digital creations to help combine the real and virtual worlds. The listed cost of the set according the article is $129.95
Next is the Smart Table produced by Smart Technologies. The Smart table is able to have multiple touchers and users at once. The toolkit comes with premade lessons that allow the user to substitute their own images. The price is steep, $7,999 but it is a tool that will increase the students’ interest in any given subject.
Next is the AVer Pen. This pen can project images and write on just about anything in the room. It also allows you to capture video and images, use interactive tools and has a variety of activities available on its software. Teachers can also use the buttons on the pen as a group response system. One teacher pen can be linked to up to 60 student pens. The price $799.99 for 1 teacher and 4 student pens.
Next is the new Multiuser Virtual Environments or MUVES. Yoder stated that the use of these sites helps students reach the NETS-S and other standards based criteria. Here is a list of sites she found fun and useful:
∗ Teen Second Life
∗ Whyville
∗ Skoolaborate
∗ Quest Atlantis
∗ EcoMUVE
∗ World of War Craft in School (I am interested to see how they could connect this to school)
The final tools are the Google Apps for Education. This might be the best one of all, one reason is because its free and the other because it does not require any additional hardware or software. Google has tailored this to educators to post and share lessons and activities through Google Apps. You can search by grade level, subject area or by application. Other educators provide the Apps so everyone and both post and download information.
yoder, mb. (2009). S'cool tools 5 great tools to perk up your classroom and engage students. Learning and Leading, 37(3),
S’Cool Tools: 5 Great Tools to Perk Up Your Classroom and Engage Your Students.
In this article written by Maureen Brown Yoder in the November 2009 edition of Learning and Leading, she outlines five tools that can be used by students to enhance their learning. She recommended these five only after she was able to answer these three self imposed questions.
1. Does this tool have the potential to enhance teaching in some powerful way?
2. Is this tool easy to learn and well supported?
3. Is this an innovative new tool or a substantial improvement on an earlier one?
The first tool is a Lego Educations WeDo Robotics Construction Set. The set is the outcome of collaboration between Lego Education and MIT’s Lifelong Kindergarten group. The set is designed for kids 7-11 and includes 160 Legos, motor, sensors, software, and activities with instructions. The set includes software for digital creations to help combine the real and virtual worlds. The listed cost of the set according the article is $129.95
Next is the Smart Table produced by Smart Technologies. The Smart table is able to have multiple touchers and users at once. The toolkit comes with premade lessons that allow the user to substitute their own images. The price is steep, $7,999 but it is a tool that will increase the students’ interest in any given subject.
Next is the AVer Pen. This pen can project images and write on just about anything in the room. It also allows you to capture video and images, use interactive tools and has a variety of activities available on its software. Teachers can also use the buttons on the pen as a group response system. One teacher pen can be linked to up to 60 student pens. The price $799.99 for 1 teacher and 4 student pens.
Next is the new Multiuser Virtual Environments or MUVES. Yoder stated that the use of these sites helps students reach the NETS-S and other standards based criteria. Here is a list of sites she found fun and useful:
∗ Teen Second Life
∗ Whyville
∗ Skoolaborate
∗ Quest Atlantis
∗ EcoMUVE
∗ World of War Craft in School (I am interested to see how they could connect this to school)
The final tools are the Google Apps for Education. This might be the best one of all, one reason is because its free and the other because it does not require any additional hardware or software. Google has tailored this to educators to post and share lessons and activities through Google Apps. You can search by grade level, subject area or by application. Other educators provide the Apps so everyone and both post and download information.
Journal 9
Journal 9
Amundson, L. (2009). Five steps to an accessible classroom website. Learning and Leading, 37(3),
Five Steps to an Accessible Classroom Website
Linda Amundson list five clear steps in making your website as accessible as possible.
First: Organize for Easier Navigation
Use headers for clear section titles, this allows the user to clearly see where they may want to go. Also use the same layout for all of the pages within the website so users become comfortable with the format.
Second: Navigation without a Mouse
Allowing the user to access the page using only the tab and curser buttons with increase the accessibility of the site. Drop down menus are difficult to navigate without a mouse which may be difficult for those with visual and physical impairments. You can also use access keys, which allow letters to be assigned to specific pages so familiar users do not need to tab through the whole page.
Third: Text Explanations for Images
Give text to everything. The article made a good point, describe what is on the site like you would if you were on the phone. Making sure all additional material is accompanied by text will insure the user will not skip over the non-text items.
Fourth: Using Test that Makes Sense
Stay away from the “click here” command. This does not tell the user what they are going to get by accessing the link. Instead title the link so the user knows what will becoming up on the link.
Fifth: Wed Validators
Web validators run a report to let you know where accessibility problems may be found. Using this tool can help produce the most accessible website for you to use.
Amundson, L. (2009). Five steps to an accessible classroom website. Learning and Leading, 37(3),
Five Steps to an Accessible Classroom Website
Linda Amundson list five clear steps in making your website as accessible as possible.
First: Organize for Easier Navigation
Use headers for clear section titles, this allows the user to clearly see where they may want to go. Also use the same layout for all of the pages within the website so users become comfortable with the format.
Second: Navigation without a Mouse
Allowing the user to access the page using only the tab and curser buttons with increase the accessibility of the site. Drop down menus are difficult to navigate without a mouse which may be difficult for those with visual and physical impairments. You can also use access keys, which allow letters to be assigned to specific pages so familiar users do not need to tab through the whole page.
Third: Text Explanations for Images
Give text to everything. The article made a good point, describe what is on the site like you would if you were on the phone. Making sure all additional material is accompanied by text will insure the user will not skip over the non-text items.
Fourth: Using Test that Makes Sense
Stay away from the “click here” command. This does not tell the user what they are going to get by accessing the link. Instead title the link so the user knows what will becoming up on the link.
Fifth: Wed Validators
Web validators run a report to let you know where accessibility problems may be found. Using this tool can help produce the most accessible website for you to use.
Journal 8
Journal 8
Fingal, D. (2009). Have You tweeted today?. Learning and Leading, 37(2),
Have You Tweeted Today?
Diane Fingal’s article is about the positive affects of social networks, mainly Twitter. She does acknowledge that much of Twitters bad rap is brought on by it’s self. Twitter’s opening question is “What are you doing?” Many people do not care what the typical person is doing at any given moment, however when used to follow or communicate specific information many find it invaluable. One person sited in the article was Beth Still, an educator from Nebraska. In Beth’s resource article she lists the positives that have come from her Twitter experience.
In Beth’s blog, she also list opportunities she has taken advantage of through Twitter. She as been able to attend streaming conferences, taken part in wedinars she learned about through the Twitter network and has even linked teachers from New York through her Tweets. Still also points out that Twitter and virtual friends do not take the place of real life face to face interactions instead it enhances them.
What would it take for districts and administrators to embrace Twitter as a teaching tool?
I think a teacher would have to find qualitative data to present. Districts, the ones usually in charge of firewalls and protected sites, need to see a bottom line of increased test scores and student improvement. If a teacher could make case that their access to Twitter helps them raise test score than I think it might be considered. I realistically do not think that the powers that be will give much weight to this type of technology, mainly because they themselves don’t understand it.
How can a teacher increase the uses of social networks like Twitter with populations that do not have the resources to access it?
I think this is a tough question. If the teacher feels strongly enough about it they will find a way. One option would be to give students the opportunity during class to access it with school computers. Students could check their account in class and communicate back to the group. The more interesting the conversation the more likely students will find a way to be involved.
Fingal, D. (2009). Have You tweeted today?. Learning and Leading, 37(2),
Have You Tweeted Today?
Diane Fingal’s article is about the positive affects of social networks, mainly Twitter. She does acknowledge that much of Twitters bad rap is brought on by it’s self. Twitter’s opening question is “What are you doing?” Many people do not care what the typical person is doing at any given moment, however when used to follow or communicate specific information many find it invaluable. One person sited in the article was Beth Still, an educator from Nebraska. In Beth’s resource article she lists the positives that have come from her Twitter experience.
In Beth’s blog, she also list opportunities she has taken advantage of through Twitter. She as been able to attend streaming conferences, taken part in wedinars she learned about through the Twitter network and has even linked teachers from New York through her Tweets. Still also points out that Twitter and virtual friends do not take the place of real life face to face interactions instead it enhances them.
What would it take for districts and administrators to embrace Twitter as a teaching tool?
I think a teacher would have to find qualitative data to present. Districts, the ones usually in charge of firewalls and protected sites, need to see a bottom line of increased test scores and student improvement. If a teacher could make case that their access to Twitter helps them raise test score than I think it might be considered. I realistically do not think that the powers that be will give much weight to this type of technology, mainly because they themselves don’t understand it.
How can a teacher increase the uses of social networks like Twitter with populations that do not have the resources to access it?
I think this is a tough question. If the teacher feels strongly enough about it they will find a way. One option would be to give students the opportunity during class to access it with school computers. Students could check their account in class and communicate back to the group. The more interesting the conversation the more likely students will find a way to be involved.
Journal 7
Journal 7
The term "SmartBoard" is actually a trademarked brand of device generically referred to as an Interactive White Board (IWB). In the US, the term SmartBoard has become the common name used to refer to IWB’s even though there are many different companies that currently manufacture and distribute similar IWB technologies. But what exactly is a SmartBoard or an IWB?
A Simple Definition of What Interactive White Boards and Smart Boards Are an Interactive White Board is a broad name for a device that, when used with a computer and some type of large video display, makes the surface of the display become touch sensitive in some manner and allows it to be used to control the computer. In the United States SmartBoards (sold by Smart Technologies Inc.) are the most well known manufacturers of IWB’s. Another company, Promethean Technologies, is equally popular in Europe, but is only recently making a push in the American market. Both the Promethean and the SmartBoard products are compatible with both Windows and Macintosh computers and both come with numerous tools for creating resources.
Like everything else there is give and take. Following the post, many comments were about the pros and cons of each system and how best to use them. Each system had ways to interact by either using the main screen or by portable tablets. These both sound like very cool tools to use in a classroom and allow the teacher to continue a lesson away from the board.
The term "SmartBoard" is actually a trademarked brand of device generically referred to as an Interactive White Board (IWB). In the US, the term SmartBoard has become the common name used to refer to IWB’s even though there are many different companies that currently manufacture and distribute similar IWB technologies. But what exactly is a SmartBoard or an IWB?
A Simple Definition of What Interactive White Boards and Smart Boards Are an Interactive White Board is a broad name for a device that, when used with a computer and some type of large video display, makes the surface of the display become touch sensitive in some manner and allows it to be used to control the computer. In the United States SmartBoards (sold by Smart Technologies Inc.) are the most well known manufacturers of IWB’s. Another company, Promethean Technologies, is equally popular in Europe, but is only recently making a push in the American market. Both the Promethean and the SmartBoard products are compatible with both Windows and Macintosh computers and both come with numerous tools for creating resources.
Like everything else there is give and take. Following the post, many comments were about the pros and cons of each system and how best to use them. Each system had ways to interact by either using the main screen or by portable tablets. These both sound like very cool tools to use in a classroom and allow the teacher to continue a lesson away from the board.
Journal 6
Journal 6
Kohn, A. (2006). The Trouble with rubrics. English Journal, 95(4),
In the trouble with rubrics, Alfie Kohn discusses the difference in grading systems primarily rubrics. Mr. Kohn at the beginning brings up three points that cast doubt that rubrics are the new saving grace for assessing student achievement.
First, He questions one of the proponents’ claims that it helps to justify grades to parents. He contends that we should not be assessing student work with parent justification in mind.
Second, he acknowledges three effects that letter grades have on students. One, they tend to think less deeply. Two, they avoid taking risks. Three, they lose interest in learning.
Finally, he looks at the idea of making grading more quick and efficient. While a great idea, it does not account for all variables that go into grading a student’s work.
Mr. Kohn also looks at the fact that is not just teachers who are relying solely on rubrics. Students who are laden with rubrics begin themselves become attached to the rubric. Students will use the rubric to ensure that they meet the criteria for the grade they want and not show what or how the information they are writing about pertains to them. These cause this “authentic assessment” to become a class standardized assessment.
The use of rubrics can be useful in student assessment, however they are not the end all be all tools that some make them out to be. If we are going to authentic assessments that meet the needs of our students than the students ability and effort also needs to be accounted for.
Kohn, A. (2006). The Trouble with rubrics. English Journal, 95(4),
In the trouble with rubrics, Alfie Kohn discusses the difference in grading systems primarily rubrics. Mr. Kohn at the beginning brings up three points that cast doubt that rubrics are the new saving grace for assessing student achievement.
First, He questions one of the proponents’ claims that it helps to justify grades to parents. He contends that we should not be assessing student work with parent justification in mind.
Second, he acknowledges three effects that letter grades have on students. One, they tend to think less deeply. Two, they avoid taking risks. Three, they lose interest in learning.
Finally, he looks at the idea of making grading more quick and efficient. While a great idea, it does not account for all variables that go into grading a student’s work.
Mr. Kohn also looks at the fact that is not just teachers who are relying solely on rubrics. Students who are laden with rubrics begin themselves become attached to the rubric. Students will use the rubric to ensure that they meet the criteria for the grade they want and not show what or how the information they are writing about pertains to them. These cause this “authentic assessment” to become a class standardized assessment.
The use of rubrics can be useful in student assessment, however they are not the end all be all tools that some make them out to be. If we are going to authentic assessments that meet the needs of our students than the students ability and effort also needs to be accounted for.
Journal 5
Journal 5
Groff, J, & Hass, J. (2008). Web 2.0 today's technology, tomorrows learning. Learning and Leading, 36(2),
In Web 2.0, Today’s Technology, Tomorrow’s Learning the authors discuss the impact of social networking, simulations and digital gaming in the classroom. Students in today’s world often are using these technologies outside of the school setting. Sites like Facebook, Second Life and World of Warcraft get and keep students engaged. There are a collection of educators, researchers and designers that are working together to bring technologies into the classroom that are engaging and foster student learning. Many of the sites and software allow teachers to bring in interactive situations. One example was studying the human circulatory, something that they can not physically experience. With the use of software students are giving the opportunity to experience the system from an interactive perspective, it also allows for advanced learning were students can be given situations which they can then apply what they have learned to solve problems. Another technology is Ning. Ning is a social networking site that can be created by teachers to create a private network for their students. The site can be used to communicate between teachers and students and student to student. Students can share information on projects and expand class discussions.
While with everything new there are bumps and set backs. Knowing this going in will allow teachers to be open to try new software in the classroom. The ultimate goal is student learning, if the use of technology can help facilitate that then it is definitely worth shot.
Groff, J, & Hass, J. (2008). Web 2.0 today's technology, tomorrows learning. Learning and Leading, 36(2),
In Web 2.0, Today’s Technology, Tomorrow’s Learning the authors discuss the impact of social networking, simulations and digital gaming in the classroom. Students in today’s world often are using these technologies outside of the school setting. Sites like Facebook, Second Life and World of Warcraft get and keep students engaged. There are a collection of educators, researchers and designers that are working together to bring technologies into the classroom that are engaging and foster student learning. Many of the sites and software allow teachers to bring in interactive situations. One example was studying the human circulatory, something that they can not physically experience. With the use of software students are giving the opportunity to experience the system from an interactive perspective, it also allows for advanced learning were students can be given situations which they can then apply what they have learned to solve problems. Another technology is Ning. Ning is a social networking site that can be created by teachers to create a private network for their students. The site can be used to communicate between teachers and students and student to student. Students can share information on projects and expand class discussions.
While with everything new there are bumps and set backs. Knowing this going in will allow teachers to be open to try new software in the classroom. The ultimate goal is student learning, if the use of technology can help facilitate that then it is definitely worth shot.
Tuesday, December 1, 2009
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