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.
Subscribe to:
Posts (Atom)