2. Explain how authoring of electronic portfolios can be used to guide students in learning to use technology productivity tools while also enhancing their creativity.
Electronic portfolios are meant to show how a student has evolved in learning over a period of time, so they are essentially a way for students to share or communicate with others. They can not only offer links or examples, which can enhance learning, but they can also be creative in how they want to present their portfolios (web design, questions, pictures), as well as in what they present.
A question I have is, are there templates for electronic portfolios? And where can you find them?
I can use these for parent teacher conferences, or student-led conferences. My students can compile their work for half a semester and show their parents the stuff they have been working on. This will also help me with assessing how my students have been doing.
Sunday, November 15, 2009
Chapter 2 NETS-T Standards
Standard 1: Technology Operations and Concepts- In this class, we discussed that it was important for teachers to integrate technology into lesson plans, because new technologies can increase our efficiency in teaching and it prepares students for future jobs.
- I've practiced using and troubleshooting different technologies each week, which I can use in my classroom.
- Those technologies include blogging, label making, powerpoints, google docs, podcasts. etc.
Standard 2: Planning and Designing Learning Environments- I've learned different techniques to give a students hands-on student-centered learning enviornment in class, like literature circles, centers (different technologies at different areas and we moved among them to learn about them). I used these experiences to plan my own lesson with learning centers.
- I've learned about webquests and made my own to give students an opportunity to do a structured research activity. Although this is student-centered learning, I am managing how they research, by giving them websites to look at.
Standard 3: Teaching, Learning, and the Curriculum- I've looked up the curriculum standards for Montana for my lesson plan, and I've integrated those standards with technology standards.
- I've gone through some of the technologies we've learned about, and have determined which ones would enhance lessons and which ones would not. (for example, calculators wouldn't help an English classroom)
- Some technologies that would meet curriculum and technology standards, as well as enhance the student experience are: journal blog/reflection, digital storytelling, imovie, podcast notes, internet searching, and webquests.
Standard 4: Assesment and Evaluation- I've learned how to use online tools to make rubrics (Rubistar) or how to use online activities to evaluate how my students are doing. i.e. I can make online quizzes, I can have them complete online journals, or I can have them use a collaborative tool, like google docs, so I can watch their progress.
Standard 5: Productivity and Professional practice- I've learned to use google docs to collaborate with colleagues on projects.
- I've learned how to join different online chats or newsletters pertaining to education.
Standard 6: Social, Ethical, Legal and Human Issues- I've learned that copyright laws can settle in grey areas for teachers and newswriters, and that it is crucial to set a good example for students.
- There are different software and technologies available to allow handicapped or disabled students gain access to the same types of information available to their peers. Magic, for example, is a program that will enlarge words on the computer screen for the visually impaired.
- I need to monitor student access to the internet, especially with search engines and mistyped words. The Copy/Paste tools also require teacher supervision with the internet, because of plagiarism and copyright infringment.
- I've practiced using and troubleshooting different technologies each week, which I can use in my classroom.
- Those technologies include blogging, label making, powerpoints, google docs, podcasts. etc.
Standard 2: Planning and Designing Learning Environments- I've learned different techniques to give a students hands-on student-centered learning enviornment in class, like literature circles, centers (different technologies at different areas and we moved among them to learn about them). I used these experiences to plan my own lesson with learning centers.
- I've learned about webquests and made my own to give students an opportunity to do a structured research activity. Although this is student-centered learning, I am managing how they research, by giving them websites to look at.
Standard 3: Teaching, Learning, and the Curriculum- I've looked up the curriculum standards for Montana for my lesson plan, and I've integrated those standards with technology standards.
- I've gone through some of the technologies we've learned about, and have determined which ones would enhance lessons and which ones would not. (for example, calculators wouldn't help an English classroom)
- Some technologies that would meet curriculum and technology standards, as well as enhance the student experience are: journal blog/reflection, digital storytelling, imovie, podcast notes, internet searching, and webquests.
Standard 4: Assesment and Evaluation- I've learned how to use online tools to make rubrics (Rubistar) or how to use online activities to evaluate how my students are doing. i.e. I can make online quizzes, I can have them complete online journals, or I can have them use a collaborative tool, like google docs, so I can watch their progress.
Standard 5: Productivity and Professional practice- I've learned to use google docs to collaborate with colleagues on projects.
- I've learned how to join different online chats or newsletters pertaining to education.
Standard 6: Social, Ethical, Legal and Human Issues- I've learned that copyright laws can settle in grey areas for teachers and newswriters, and that it is crucial to set a good example for students.
- There are different software and technologies available to allow handicapped or disabled students gain access to the same types of information available to their peers. Magic, for example, is a program that will enlarge words on the computer screen for the visually impaired.
- I need to monitor student access to the internet, especially with search engines and mistyped words. The Copy/Paste tools also require teacher supervision with the internet, because of plagiarism and copyright infringment.
Sunday, November 1, 2009
Chapter Reflection
Talk about the value of real-time data collection technologies as tools for learning subject matter content.
I think they are a great way for students to get hands-on learning experiences. It also makes the concepts they learn in science and math more applicable to life, because they are pulling real-time data out from the world and making sense of it.
These kind of sources are great for science departments, but what can they do for English students? Most of the information I've seen pertain to math and science.
I'm not quite sure how I'd integrate this into my classroom, but I understand how invaluable it is to expose students to these kind of technologies. My high school received a grant from the government to set up one of those wind farm things in the field behind our school. It generated enough energy to maybe light up a room, but it took real-time weather data and it connected with a computer, so the students were able to do wind energy research as well as some meteorology.
I think they are a great way for students to get hands-on learning experiences. It also makes the concepts they learn in science and math more applicable to life, because they are pulling real-time data out from the world and making sense of it.
These kind of sources are great for science departments, but what can they do for English students? Most of the information I've seen pertain to math and science.
I'm not quite sure how I'd integrate this into my classroom, but I understand how invaluable it is to expose students to these kind of technologies. My high school received a grant from the government to set up one of those wind farm things in the field behind our school. It generated enough energy to maybe light up a room, but it took real-time weather data and it connected with a computer, so the students were able to do wind energy research as well as some meteorology.
Thursday, October 15, 2009
Chapter 11 Reflection
5. Illustrate important considerations of effective labs and hands-on activities when guiding student learning with and about technology in the various subject matter areas.
I think teachers have to realize that these kind of projects require a lot of planning and organization to be effective for the students, especially for junior high students who need to have plenty of structure in their learning. They can't just give the students a piece of a paper and say, "Go learn about space." There needs to be a good amount of guidance and meaningful purpose. The latter will be especially important , because not everyone will like the subject content. For example: I'm not particularly motivated by math, so I think I would need more purpose to supplement my lack of enthusiasm. I think a specific purpose would help bolster enthusiasm, because it gives more meaning to the project.
The thing about labs, from what I remember in junior high, is often you have to do it in pairs or groups, because the school lacks equipment. I understand that this allows students to collaborate and work with each other, but how do I ensure that all students are participating equally in this process (make sure some kids aren't just taking advantage of the kids who are actually doing the work)?
As a teacher, I can see myself using labs as ways to let my students think more independently and creatively. For example: I think it would be cool if my students did a bi-weekly class newspaper. I remember my junior high had this neat newspaper format program. I could divide my class into groups and each group would take care of a section, learning to use that program as well as work on their writing skills, grammar skills, and team working skills.
I think teachers have to realize that these kind of projects require a lot of planning and organization to be effective for the students, especially for junior high students who need to have plenty of structure in their learning. They can't just give the students a piece of a paper and say, "Go learn about space." There needs to be a good amount of guidance and meaningful purpose. The latter will be especially important , because not everyone will like the subject content. For example: I'm not particularly motivated by math, so I think I would need more purpose to supplement my lack of enthusiasm. I think a specific purpose would help bolster enthusiasm, because it gives more meaning to the project.
The thing about labs, from what I remember in junior high, is often you have to do it in pairs or groups, because the school lacks equipment. I understand that this allows students to collaborate and work with each other, but how do I ensure that all students are participating equally in this process (make sure some kids aren't just taking advantage of the kids who are actually doing the work)?
As a teacher, I can see myself using labs as ways to let my students think more independently and creatively. For example: I think it would be cool if my students did a bi-weekly class newspaper. I remember my junior high had this neat newspaper format program. I could divide my class into groups and each group would take care of a section, learning to use that program as well as work on their writing skills, grammar skills, and team working skills.
Wednesday, October 7, 2009
Chapter Three Reflection
3. Explain a behaviorist's view of learning and how it influences teaching and learning today.
Many behaviorists believe learning is motivated by external experiences. It is an accumulation of bits of knowledge, which need to come in a sequential order, because they will build upon each other. This affects teaching, because teachers need to keep in mind what the students have already learned, as well as how that experience has affected them. Knowing a student's ability and attitude helps teachers understand how best to approach the subject to enourage the student's learning.
One question: I understand we want to build upon the knowledge the students have, but in an introductory American literature class, like a survey class studying content covering a large time period, how do we best sequence all that information so that it makes sense.
As a teacher, I will need to keep this in mind when I try to organize content for the students to learn. For example, when I talk to my students about poetry, I have to assess their previous knowledge and experiences. That foundation will help me when we (I and the students) explore the subject in greater depth. If I understand how they feel about something, I'll know how to maybe present the new information in a positive way, making the connection between the old and new a good experience. Making learning a positive experience will encourage students to further their understanding and investigations.
Many behaviorists believe learning is motivated by external experiences. It is an accumulation of bits of knowledge, which need to come in a sequential order, because they will build upon each other. This affects teaching, because teachers need to keep in mind what the students have already learned, as well as how that experience has affected them. Knowing a student's ability and attitude helps teachers understand how best to approach the subject to enourage the student's learning.
One question: I understand we want to build upon the knowledge the students have, but in an introductory American literature class, like a survey class studying content covering a large time period, how do we best sequence all that information so that it makes sense.
As a teacher, I will need to keep this in mind when I try to organize content for the students to learn. For example, when I talk to my students about poetry, I have to assess their previous knowledge and experiences. That foundation will help me when we (I and the students) explore the subject in greater depth. If I understand how they feel about something, I'll know how to maybe present the new information in a positive way, making the connection between the old and new a good experience. Making learning a positive experience will encourage students to further their understanding and investigations.
Saturday, October 3, 2009
Chapter 8 Reflection
Identify social, ethical, and human issues that are important with respect to multimedia.
The bigger issue I see for multimedia projects is copyright laws, ensuring the students have a solid understanding of what they can do legally; however another issue I see is making sure students from all different backgrounds, in terms of nationality and economics, have access to multimedia tools.
Something I don't understand about this section is why appreciating other cultures is an issue in terms of multimedia projects. The example is about using multimedia tools to represent and value diversity, which is cool; I think it's a great idea, but I don't understand why that is relevent to the point the book made about evaluating diverse abilities in the classroom.
I think this objective applies to the classroom, because multimedia projects are becoming more essential to work environments. Students need to be able to acquire the skills to be successful, and if some kids do not have these tools at home, the school should try to accomodate them. Students also need to know the rules applicable to these tools. Understanding copyright laws will keep students safer from legal implications and threats.
The bigger issue I see for multimedia projects is copyright laws, ensuring the students have a solid understanding of what they can do legally; however another issue I see is making sure students from all different backgrounds, in terms of nationality and economics, have access to multimedia tools.
Something I don't understand about this section is why appreciating other cultures is an issue in terms of multimedia projects. The example is about using multimedia tools to represent and value diversity, which is cool; I think it's a great idea, but I don't understand why that is relevent to the point the book made about evaluating diverse abilities in the classroom.
I think this objective applies to the classroom, because multimedia projects are becoming more essential to work environments. Students need to be able to acquire the skills to be successful, and if some kids do not have these tools at home, the school should try to accomodate them. Students also need to know the rules applicable to these tools. Understanding copyright laws will keep students safer from legal implications and threats.
Tuesday, September 22, 2009
Chapter 13
6. Describe the evidence of student technology-enhanced learning provided through portfolio-based assessments.
Portfolios can either contain elements of new technology tools or they can be compiled in electronic formats on the computer. Both of these ways allow students to demonstrate their grasp on the technology standards they have to learn. For example, a hard copy portfolio can contain word processed documents, images the students legally acquired from the Internet, a CD or video project, digital pictures from home, etc.
If a teacher allows her students to compile their portfolios based on their favorite projects/best works from the unit, does she have to assess them based on the same rubric, or would the rubric change, because each student may choose different mediums to submit?
I always liked doing portfolios in high school, because they allowed me to explore different means of learning. Portfolio assessment would apply to me when I teach, because I will want to use portfolios to expose my students to new skills for them to acquire and to have them compile a collection of their own works that they can be proud of.
Portfolios can either contain elements of new technology tools or they can be compiled in electronic formats on the computer. Both of these ways allow students to demonstrate their grasp on the technology standards they have to learn. For example, a hard copy portfolio can contain word processed documents, images the students legally acquired from the Internet, a CD or video project, digital pictures from home, etc.
If a teacher allows her students to compile their portfolios based on their favorite projects/best works from the unit, does she have to assess them based on the same rubric, or would the rubric change, because each student may choose different mediums to submit?
I always liked doing portfolios in high school, because they allowed me to explore different means of learning. Portfolio assessment would apply to me when I teach, because I will want to use portfolios to expose my students to new skills for them to acquire and to have them compile a collection of their own works that they can be proud of.
Friday, September 18, 2009
Chapter Twelve
1. Identify knowledge inputs that are useful in designing lessons that integrate teachnology.
It really goes back to the TCPK (technological pedagogical content knowledge). When a teacher designs a lesson, he has to think strategically about content, technology and teaching/learning inputs. To make the lesson effective, he has to know what he wants the students to get out of the lesson (content), which teaching strategies/learning strategies would work best for this subject and which technologies would best improve the students' understanding of the topic.
Thinking about this reading, I remembered some teachers in my high school who made us use new resources or new programs in the computer lab for fun, basically. I've never used those programs ever again, and I don't even remember the names of them. So I have to wonder, why did they make us learn something that didn't improve our understanding of a lesson? Can I, as a teacher, just take a day to teach my students a piece of technology I find fun to mess around with?
This applies to the classroom, because I want to be an effective teacher; and to do this, I need to be prepared and knowledgeable about my content area, technology and teaching/learning skills. If my lesson plans are ready and well designed, I'll be, I think, more enthusiastic and helpful to my students.
It really goes back to the TCPK (technological pedagogical content knowledge). When a teacher designs a lesson, he has to think strategically about content, technology and teaching/learning inputs. To make the lesson effective, he has to know what he wants the students to get out of the lesson (content), which teaching strategies/learning strategies would work best for this subject and which technologies would best improve the students' understanding of the topic.
Thinking about this reading, I remembered some teachers in my high school who made us use new resources or new programs in the computer lab for fun, basically. I've never used those programs ever again, and I don't even remember the names of them. So I have to wonder, why did they make us learn something that didn't improve our understanding of a lesson? Can I, as a teacher, just take a day to teach my students a piece of technology I find fun to mess around with?
This applies to the classroom, because I want to be an effective teacher; and to do this, I need to be prepared and knowledgeable about my content area, technology and teaching/learning skills. If my lesson plans are ready and well designed, I'll be, I think, more enthusiastic and helpful to my students.
Thursday, September 10, 2009
Chapter 4
Chapter objective: Identify what is meant by technological literacy for the twenty-first century.
Technological literacy is knowing what technology is, how it works (i.e. how computers work), why it's used (purpose) and how it can be used efficiently. Students who have technological literacy will be able to use technology strategically to help them learn and solve problems.
Because students need to be better acquainted with new and changing technologies, is it worthwhile to continue to teach students about older technology resources such as microfilm/microfiche?
This connects to my classroom, because students are expected to know so much about technology by the time they graduate. I have to help them stay up to date with their technology skills to prepare them for college and the job market.
Technological literacy is knowing what technology is, how it works (i.e. how computers work), why it's used (purpose) and how it can be used efficiently. Students who have technological literacy will be able to use technology strategically to help them learn and solve problems.
Because students need to be better acquainted with new and changing technologies, is it worthwhile to continue to teach students about older technology resources such as microfilm/microfiche?
This connects to my classroom, because students are expected to know so much about technology by the time they graduate. I have to help them stay up to date with their technology skills to prepare them for college and the job market.
Chapter 2
Chapter 2 Learning Objective:
Describe the importance of strategic thinking as a skill for teaching subject matter content with technology.
From what I remember in high school, my teachers did not have a lot of time to waste during the class period. Planning ahead is crucial to maximize efficiency during a lesson, so thinking ahead about what I want my students to do, in terms of learning with technology, will be a valuable tool. I need to make sure they will have the lab time to get their work done, and/or make sure my instructions are clear and easy to follow.
A question (or 2) I have is when planning before school starts, how much do I assume skill-wise? Do I need to plan on the projects taking longer than I think they will?
Knowing the teacher standards helps me as a teacher, because they give me an overview of what skills I need to have before I teach. They serve as good guidelines to follow in terms of staying up to date with technology and how I can best use this knowledge to help my students.
Describe the importance of strategic thinking as a skill for teaching subject matter content with technology.
From what I remember in high school, my teachers did not have a lot of time to waste during the class period. Planning ahead is crucial to maximize efficiency during a lesson, so thinking ahead about what I want my students to do, in terms of learning with technology, will be a valuable tool. I need to make sure they will have the lab time to get their work done, and/or make sure my instructions are clear and easy to follow.
A question (or 2) I have is when planning before school starts, how much do I assume skill-wise? Do I need to plan on the projects taking longer than I think they will?
Knowing the teacher standards helps me as a teacher, because they give me an overview of what skills I need to have before I teach. They serve as good guidelines to follow in terms of staying up to date with technology and how I can best use this knowledge to help my students.
Tuesday, September 8, 2009
Chapter 1
Chapter one--
Objective 2: Detail the information a teacher needs to guide learning with and about technology.
Teachers need to be able to integrate their knowledge of subject content, teaching strategies, and technology in order to help their students learn. They need to keep up to date with new technological resources and new teaching strategies related to technology. They also need to be able to apply those strategies and resources in ways that will support the students as they learn the subject matter.
A question I have is should teachers always try to include new technologies (computers and machines) in their lesson plans?
This chapter applies to my future English teaching, because my students will have to use technology (Word processors, literary research, etc) in order to learn it. I need to be able to teach and connect to my students when I show them how to use a new source or new technology.
Objective 2: Detail the information a teacher needs to guide learning with and about technology.
Teachers need to be able to integrate their knowledge of subject content, teaching strategies, and technology in order to help their students learn. They need to keep up to date with new technological resources and new teaching strategies related to technology. They also need to be able to apply those strategies and resources in ways that will support the students as they learn the subject matter.
A question I have is should teachers always try to include new technologies (computers and machines) in their lesson plans?
This chapter applies to my future English teaching, because my students will have to use technology (Word processors, literary research, etc) in order to learn it. I need to be able to teach and connect to my students when I show them how to use a new source or new technology.
Subscribe to:
Posts (Atom)