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.
Tuesday, September 22, 2009
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)