For this blog I read a position paper from the North Central Regional Educational Laboratory (http://www.ncrel.org/). The article was "Using Technology to Support Limited- English-Proficient (LEP) Students' Learning Experiences" by Asta Svedkauskaite et al., posted 24 June 2003, and I accessed it at http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te900.htm on 22 June 2011.
Although this paper focused on the benefits of using technology to help students who are not proficient in English, I thought many of the points that were made apply equally well to other students. Svedkauskaite points out that "To many students, technology is motivational and nonjudgmental. It gives them prompt feedback, individualizes their learning, and tailors the instructional sequence." The gaps that LEP students have to make up are often wider, but the individualization and motivation that technology offers can help many students.
The paper was also more focused on drill-and-pracice software and integrated learning system software than it was on process tools. I do agree that the types of practice provided by these kinds of software is valuable, and can increase students' motivation and skills. However, I think there is also a danger that as we constantly drill basic skills, whether for LEP or special education or other types of students, we may neglect their higher-order thinking skills. There is a common and (I think) often unexamined assumption that students need to gain proficiency, or even mastery, at their grade level in language and math before we introduce higher-order thinking tasks. I disagree with this approach, because I think challenging students with inquiry and analysis tasks may actually inspire them to keep improving their basic skills. Students don't need to have perfect English to benefit from hands-on science activities, for example, or to produce a scene from a play.
One thing I really appreciated about our textbook was the emphasis it put on using technology to enhance and encourage higher-order thinking. From think sheets, to using spreadsheet functions to anyalyze information, to many other strategies, Morrison & Lowther demonstrated there is a lot more to technology in the classroom than drill-and-practice.
Morrison, G.R. & Lowther, D.L. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st century (4th ed.).
Wednesday, June 22, 2011
Summing it Up: Reflecting on "New Insights on Technology Adoption in Schools"
I found the article "New Insights on Technology Adoption in Schools" (Sherry et al., 2000) interesting, especially their concept that educators move through stages of technology adoption and ultimately reach a stage of reaffirmation or rejection. I'm not sure, to be honest, whether rejection is really an option for educators who wish to stay in the field. Even most logistical processes, such as grading and taking attendance, are usually done online now. If we analog natives (since there has to be a name for us, too!) can learn to do these administrative tasks by computer, then surely we can find a way to integrate technology in our teaching...
At the same time, I do think the article is correct in noting that "Although it is not necessary within a school for the principal to be a technology leader, it is essential that organizational support be visible." (Sherry et al, 2000, p.3). At my school last year that was certainly true, my principal encouraged technology use but I wouldn't have called him a technology leader. On the other hand, we had a fantastic technology support person who facilitated a lot of cutting edge applications, despite the fact that we were in an older building with mostly older computers.
Regarding where I am on the technology adoption scale, I would say I am in the co-exploring phase with my students. The negative aspect of this is that I am frequently uncertain and make mistakes as I set things up, and even sometimes during a lesson. The postitive aspect is that I don't have a big ego about it (since it's so obvious that I don't have mastery!) and that invites students to help. Without any prompting they often make suggestions or jump up to help. So that is good, it makes for cooperation between us, and they know they have a made a real contribution to the running of the class.
What this means to my future as an educator is not totally clear, I see myself continuing to fumble, but more or less in a forward direction. I gained a number of new tools from the text and the course, and I realized to my surprise I had already been making "think sheets" for my students without knowing what they were called... I also encountered a lot of new tools that I still need to work on before I'll feel comfortable with them. That is probably all right, hopefully I do have the next 5-10 years to develop. It's either do that, or be stuck sitting in a corner, unable to communicate with anyone because I don't understand the digital tools.
At the same time, I don't know that I'll last as a classroom teacher beyond another 10 years, I'll be 55 then! I do have more goals for documentary filmmaking, and I will probably continue to involve students in some way. They love it, the "hook" is the camera and idea of making a film, but then suddenly they're also learning interview skills and researching and writing. So that is great, but I need to develop my skills on the technical side. Another goal I have in the next 5-10 years is to expand my grant writing, and use that as a way to increase my students' access to technology. When I get settled in my new school I plan to seek grant opportunities to get laptops for the kids, and also video cameras.
"New Insights on Technology Adoption in Schools". Sherry, Lorraine et al. http://www.thejournal.com/. 1 February 2000 http://thejournal.com/Articles/2000/02/01/New-Insights-on-Technology-Adoption-in-Schools.aspx?Page=4 accessed 22 June 2011
At the same time, I do think the article is correct in noting that "Although it is not necessary within a school for the principal to be a technology leader, it is essential that organizational support be visible." (Sherry et al, 2000, p.3). At my school last year that was certainly true, my principal encouraged technology use but I wouldn't have called him a technology leader. On the other hand, we had a fantastic technology support person who facilitated a lot of cutting edge applications, despite the fact that we were in an older building with mostly older computers.
Regarding where I am on the technology adoption scale, I would say I am in the co-exploring phase with my students. The negative aspect of this is that I am frequently uncertain and make mistakes as I set things up, and even sometimes during a lesson. The postitive aspect is that I don't have a big ego about it (since it's so obvious that I don't have mastery!) and that invites students to help. Without any prompting they often make suggestions or jump up to help. So that is good, it makes for cooperation between us, and they know they have a made a real contribution to the running of the class.
What this means to my future as an educator is not totally clear, I see myself continuing to fumble, but more or less in a forward direction. I gained a number of new tools from the text and the course, and I realized to my surprise I had already been making "think sheets" for my students without knowing what they were called... I also encountered a lot of new tools that I still need to work on before I'll feel comfortable with them. That is probably all right, hopefully I do have the next 5-10 years to develop. It's either do that, or be stuck sitting in a corner, unable to communicate with anyone because I don't understand the digital tools.
At the same time, I don't know that I'll last as a classroom teacher beyond another 10 years, I'll be 55 then! I do have more goals for documentary filmmaking, and I will probably continue to involve students in some way. They love it, the "hook" is the camera and idea of making a film, but then suddenly they're also learning interview skills and researching and writing. So that is great, but I need to develop my skills on the technical side. Another goal I have in the next 5-10 years is to expand my grant writing, and use that as a way to increase my students' access to technology. When I get settled in my new school I plan to seek grant opportunities to get laptops for the kids, and also video cameras.
"New Insights on Technology Adoption in Schools". Sherry, Lorraine et al. http://www.thejournal.com/. 1 February 2000 http://thejournal.com/Articles/2000/02/01/New-Insights-on-Technology-Adoption-in-Schools.aspx?Page=4 accessed 22 June 2011
Monday, June 20, 2011
Reflections on Chapter 12: Teacher, Technology and the Classroom
1. What can I do to "get ready" for a lesson in which my students use computers?
In one way, lesson preparation isn't that different with technology involved, because a teacher still has to determine his/her objectives, make sure they are aligned with state standards, and figure out the logistics of material, timing, groups, etc. However, getting ready for a lesson with computers also may include doing things such as making "think sheets", step-by-step guides, and bookmarking webpages. Depending on the lesson, it may also include opening or loading special software, or designing a template. A task list can also be very helpful in keeping students focused. A task "is basically a check sheet that students use to guide them while working on a project." (Morrison & Lowther, 2010. p. 210).
2. Where does the "computer part" come when I am teaching a lesson?
The answer to this will vary from lesson to lesson. Sometimes students will use computers for research, and then take the information and write or create something (such as flashcards or a poster) without the computer. Sometimes the computer will be used for a PowerPoint or another kind of presentation made by the teacher at the beginning of the lesson or hands-on activity, to introduce the topic. Sometimes the computer will be used throughout the lesson, if for example students need to find, compile and analyze information in a spreadsheet.
3. How do you ensure equal access for all students with only three computers?
I think the key to this problem is to assign roles within groups carefully, and then rotate the roles, so that students take turns actually using the computer while the others stay engaged. In a typical classroom of 24 students, for example, a teacher could set up eight groups of three. During a class each group could have 15-20 minutes on the computer, and within the group one person could be the "researcher" at the keyboard, another could be the notetaker, and the third could be the manager, making sure the group stays on task. It would be challenging but doable. The next day or week, the students would change roles so that everyone has some time actually using the computer.
Morrison, G.R. & Lowther, D.L. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st century (4th ed.).
In one way, lesson preparation isn't that different with technology involved, because a teacher still has to determine his/her objectives, make sure they are aligned with state standards, and figure out the logistics of material, timing, groups, etc. However, getting ready for a lesson with computers also may include doing things such as making "think sheets", step-by-step guides, and bookmarking webpages. Depending on the lesson, it may also include opening or loading special software, or designing a template. A task list can also be very helpful in keeping students focused. A task "is basically a check sheet that students use to guide them while working on a project." (Morrison & Lowther, 2010. p. 210).
2. Where does the "computer part" come when I am teaching a lesson?
The answer to this will vary from lesson to lesson. Sometimes students will use computers for research, and then take the information and write or create something (such as flashcards or a poster) without the computer. Sometimes the computer will be used for a PowerPoint or another kind of presentation made by the teacher at the beginning of the lesson or hands-on activity, to introduce the topic. Sometimes the computer will be used throughout the lesson, if for example students need to find, compile and analyze information in a spreadsheet.
3. How do you ensure equal access for all students with only three computers?
I think the key to this problem is to assign roles within groups carefully, and then rotate the roles, so that students take turns actually using the computer while the others stay engaged. In a typical classroom of 24 students, for example, a teacher could set up eight groups of three. During a class each group could have 15-20 minutes on the computer, and within the group one person could be the "researcher" at the keyboard, another could be the notetaker, and the third could be the manager, making sure the group stays on task. It would be challenging but doable. The next day or week, the students would change roles so that everyone has some time actually using the computer.
Morrison, G.R. & Lowther, D.L. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st century (4th ed.).
Friday, June 17, 2011
Reflections on Chapter 11: Integrating Problem-Solving/Educational Software
1. What are the benefits of using problem-solving or educational software?
According to Morrison & Lowther (2010), problem-solving software simulates the decision-making processes in demand by employers. I can only hope that this is true, because if it is, my sons are on the fast track to becoming CEOs of major corporations. Their capacity to plan, for example to 'grow' the necessary vegetables to 'kill' zombies, is amazing. They learn games of incredible complexity in an afternoon. They strategize and make decisions. They prepare for technology and jobs that have yet to be created, as pointed out by the Sony 2009 video presentation to stockholders.
Educational software has also evolved, it is more engaging than ever, and has the advantage of giving immediate, individualized feedback. Mathematics is the subject area in which the most research has been done regarding the benefits of educational software. Educational software can combine tutorials, drills, and immediate feedback to move students towards mastery. Based on my own observations, I see how the software is helpful, especially at times when a learning disabled student is frustrated or not feeling social enough to interact with the teacher. At times like these the software is a huge help, because it can take time that the student might have spent 'shut down' and turns it into constructive academic time. Just for that reason alone I would advocate problem-solving and educational software, but of course there are other larger benefits such as the way problem-solving software can foster higher-order thinking.
2. How do I choose the correct software?
The two most important considerations in selecting software, in my view, are that the content needs to be aligned with standards, and the software needs to appeal to students. Without these key elements, not much good can be accomplished. However, as Morrison & Lowther (2010) point out "research-based instructional strategies...assessment of learning, and ease of use" are also important (p.286).
Software review websites such as SuperKids ( http://www.superkids.com/ ) and others are very helpful in selecting software. Teacher recommendations are also valuable, and I especially like it if I can talk with a colleague who has used the software.
3. When I integrate problem-solving or educational software into a lesson, what changes will be needed?
One thing that should NOT change, according to Morrison & Lowther, is the care with which teachers select lesson material, including software. "To meaningfully integrate educational into a lesson, teachers need to review the content and activities carefully to select the appropriate portions to support the intended learning." (p.299). When integrating software, they recommend that teachers select the software and then plan around what students will do with the computer. This will influence both the preparation and the post-computer activities. For example, if students are using drill and practice software, they might review rules of the operation before using the computer, then create a paragraph or poster summarizing the skill after they use the computer.
Morrison, G.R. & Lowther, D.L. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st century (4th ed.).
According to Morrison & Lowther (2010), problem-solving software simulates the decision-making processes in demand by employers. I can only hope that this is true, because if it is, my sons are on the fast track to becoming CEOs of major corporations. Their capacity to plan, for example to 'grow' the necessary vegetables to 'kill' zombies, is amazing. They learn games of incredible complexity in an afternoon. They strategize and make decisions. They prepare for technology and jobs that have yet to be created, as pointed out by the Sony 2009 video presentation to stockholders.
Educational software has also evolved, it is more engaging than ever, and has the advantage of giving immediate, individualized feedback. Mathematics is the subject area in which the most research has been done regarding the benefits of educational software. Educational software can combine tutorials, drills, and immediate feedback to move students towards mastery. Based on my own observations, I see how the software is helpful, especially at times when a learning disabled student is frustrated or not feeling social enough to interact with the teacher. At times like these the software is a huge help, because it can take time that the student might have spent 'shut down' and turns it into constructive academic time. Just for that reason alone I would advocate problem-solving and educational software, but of course there are other larger benefits such as the way problem-solving software can foster higher-order thinking.
2. How do I choose the correct software?
The two most important considerations in selecting software, in my view, are that the content needs to be aligned with standards, and the software needs to appeal to students. Without these key elements, not much good can be accomplished. However, as Morrison & Lowther (2010) point out "research-based instructional strategies...assessment of learning, and ease of use" are also important (p.286).
Software review websites such as SuperKids ( http://www.superkids.com/ ) and others are very helpful in selecting software. Teacher recommendations are also valuable, and I especially like it if I can talk with a colleague who has used the software.
3. When I integrate problem-solving or educational software into a lesson, what changes will be needed?
One thing that should NOT change, according to Morrison & Lowther, is the care with which teachers select lesson material, including software. "To meaningfully integrate educational into a lesson, teachers need to review the content and activities carefully to select the appropriate portions to support the intended learning." (p.299). When integrating software, they recommend that teachers select the software and then plan around what students will do with the computer. This will influence both the preparation and the post-computer activities. For example, if students are using drill and practice software, they might review rules of the operation before using the computer, then create a paragraph or poster summarizing the skill after they use the computer.
Morrison, G.R. & Lowther, D.L. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st century (4th ed.).
Monday, June 13, 2011
Reflections on Chapter 8: Spreadsheets
1. Can you identify two type of data your sudents could collect as part of a lesson?
One type of data might be rainfall over time, students could check a rain gauge daily and enter the data on a spreadsheet. This could even be a multi-year project, if one teacher cared to continue it that long. Another type of data could be plant growth when seedlings are exposed to varying amounts of sunlight. The students could do an experiment with three or four experimental groups of seedlings that get different amounts of sunlight each day.
2. How could your students manipulate the data to discover relationships or trends?
In the first example, the students could compare rainfall to temperature, time of year, and other localities. They could use the sort functions of the spreadsheet to try to find trends. In the second example, the students could then measure the plants and use a spreadsheet to average the growth for each group.
They could then compare the groups and try to see how much more the plants grew with each extra two-hour interval of sunlight.
3. Can you identify three graphs or charts your students could make that would help them develop a better understanding of the content?
The students could use line graphs, bar graphs, or a chart to display data (Morrison & Lowther, 2010). Some teachers use spreadsheets to help their students understand abstract concepts such as finding algebraic variables (Green, 2009).
4. Is it possible to create an interactive simulation or model with a spreadsheet?
According to Morrison & Lowther (2010), "You can also use spreadsheets to create interactive graphs. For example, an algebra class studying the slope of a line can vary the values in the equation...."(p.211).
The formula in the cell has to be correct, then any value can be entered to see what the result will be. Of course, that presumes that the person creating the spreadsheet is not suffering from spreadsheet paralysis, as I did with the earlier assignment...
.
One type of data might be rainfall over time, students could check a rain gauge daily and enter the data on a spreadsheet. This could even be a multi-year project, if one teacher cared to continue it that long. Another type of data could be plant growth when seedlings are exposed to varying amounts of sunlight. The students could do an experiment with three or four experimental groups of seedlings that get different amounts of sunlight each day.
2. How could your students manipulate the data to discover relationships or trends?
In the first example, the students could compare rainfall to temperature, time of year, and other localities. They could use the sort functions of the spreadsheet to try to find trends. In the second example, the students could then measure the plants and use a spreadsheet to average the growth for each group.
They could then compare the groups and try to see how much more the plants grew with each extra two-hour interval of sunlight.
3. Can you identify three graphs or charts your students could make that would help them develop a better understanding of the content?
The students could use line graphs, bar graphs, or a chart to display data (Morrison & Lowther, 2010). Some teachers use spreadsheets to help their students understand abstract concepts such as finding algebraic variables (Green, 2009).
4. Is it possible to create an interactive simulation or model with a spreadsheet?
According to Morrison & Lowther (2010), "You can also use spreadsheets to create interactive graphs. For example, an algebra class studying the slope of a line can vary the values in the equation...."(p.211).
The formula in the cell has to be correct, then any value can be entered to see what the result will be. Of course, that presumes that the person creating the spreadsheet is not suffering from spreadsheet paralysis, as I did with the earlier assignment...
.
Green, J. (2008). Using Spreadsheets to Make Algebra More Accessible. Part 1: Equations and Functions. Australian Mathematics Teacher, 64(4), 7-11. Retrieved from EBSCOhost on 13 June 2011.
Morrison, G.R. & Lowther, D.L. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st century (4th ed.).
Morrison, G.R. & Lowther, D.L. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st century (4th ed.).
Friday, June 10, 2011
Reflections on Chapter 7: Word Processing
1. Doesn't word processing make the writing process too easy?
This question, to me, echoes some of the first concerns people had when personal computers and word processing became widely available. I guess the thinking was that if students didn't put a considerable physical effort into writing, they won't invest a lot of effort in word selection. Personally, I think this concern is unfounded, but that may be because I want to justify all the writing I have done using word processing.
I have also written thousands of pages by hand, whether in journaling, creative writing or for academic papers (which I would then type on my electric typewriter-- of course, this was back when dinosaurs roamed the Earth). At one point in my life, I think I would have said that I thought that writing by hand was somehow more authentic, took more care, or facilitated creativity. (This was also back when dinosaurs roamed the Earth.) Now, I am all about efficiency and the ease of transmitting text, whether for submission for publication, or for sharing in a work setting.
Lowther & Morrison (2010) make the point that word processing can actually facilitate creativity. Students can use different fonts, styles, shading, and other features. They can also insert pictures, clip art, charts and other features. Many of my students are very concerned with the appearance of their work, and get very upset if their handwritten work doesn't look just . That can really become a distraction from the actual lesson goals. From that point of view, word processing doesn't make the writing process "too easy", it allows students to focus on the academic topic at hand and stop thinking about how their handwriting appears.
2. How can word processing be used to engage students in higher-level thinking?
Word processing programs facilitate the mechanics of writing, for example, correcting spelling errors. That allows students to focus more on the structure of their writing. According to Niederhauser & Lindstrom (2006) " When students were allowed to used technology as a tool to represent their understanding, they tended to develop more elaborate concepts and ideas about the subject matter than did control group peers" (p. 96).
Morrison & Lowther (2010) recommend assigning papers that require analysis, rather than simple restatement of facts. This avoids the common hazard of students simply copying and pasting from the internet, but more importantly, it fosters higher-level thinking. Word processing programs allow students to place outline headings and then create the text for sections, move text if necessary, and incorporate charts, tables, illustrations and links. All of these capabilities can be used to help students move to higher levels of thinking.
3. In what ways are the individual needs of students met when their work is completed with a word processor?
In general, I think students' needs are always met more fully when they are engaged in the work. From that point of view, word processing helps to meet students' needs because it keeps them actively processing and analyzing information. It helps to meet the needs of individual students by allowing them to express their ideas more creatively, and to present information in more meaningful ways.
There are also many situations in which a word processor can help meet the needs of special-needs students. For example, a student with a visual impairment can write on the computer using a large, bold font. A student with dyslexia can use the spell-check function in order to produce a higher quality of work with less frustration. Students who have ADHD may benefit from being able to skip around in a document, and add text to the appropriate sections as ideas occur to them. I might have done that a time or two!
Morrison, G.R. & Lowther, D.L. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st century (4th ed.).
This question, to me, echoes some of the first concerns people had when personal computers and word processing became widely available. I guess the thinking was that if students didn't put a considerable physical effort into writing, they won't invest a lot of effort in word selection. Personally, I think this concern is unfounded, but that may be because I want to justify all the writing I have done using word processing.
I have also written thousands of pages by hand, whether in journaling, creative writing or for academic papers (which I would then type on my electric typewriter-- of course, this was back when dinosaurs roamed the Earth). At one point in my life, I think I would have said that I thought that writing by hand was somehow more authentic, took more care, or facilitated creativity. (This was also back when dinosaurs roamed the Earth.) Now, I am all about efficiency and the ease of transmitting text, whether for submission for publication, or for sharing in a work setting.
Lowther & Morrison (2010) make the point that word processing can actually facilitate creativity. Students can use different fonts, styles, shading, and other features. They can also insert pictures, clip art, charts and other features. Many of my students are very concerned with the appearance of their work, and get very upset if their handwritten work doesn't look just . That can really become a distraction from the actual lesson goals. From that point of view, word processing doesn't make the writing process "too easy", it allows students to focus on the academic topic at hand and stop thinking about how their handwriting appears.
2. How can word processing be used to engage students in higher-level thinking?
Word processing programs facilitate the mechanics of writing, for example, correcting spelling errors. That allows students to focus more on the structure of their writing. According to Niederhauser & Lindstrom (2006) " When students were allowed to used technology as a tool to represent their understanding, they tended to develop more elaborate concepts and ideas about the subject matter than did control group peers" (p. 96).
Morrison & Lowther (2010) recommend assigning papers that require analysis, rather than simple restatement of facts. This avoids the common hazard of students simply copying and pasting from the internet, but more importantly, it fosters higher-level thinking. Word processing programs allow students to place outline headings and then create the text for sections, move text if necessary, and incorporate charts, tables, illustrations and links. All of these capabilities can be used to help students move to higher levels of thinking.
3. In what ways are the individual needs of students met when their work is completed with a word processor?
In general, I think students' needs are always met more fully when they are engaged in the work. From that point of view, word processing helps to meet students' needs because it keeps them actively processing and analyzing information. It helps to meet the needs of individual students by allowing them to express their ideas more creatively, and to present information in more meaningful ways.
There are also many situations in which a word processor can help meet the needs of special-needs students. For example, a student with a visual impairment can write on the computer using a large, bold font. A student with dyslexia can use the spell-check function in order to produce a higher quality of work with less frustration. Students who have ADHD may benefit from being able to skip around in a document, and add text to the appropriate sections as ideas occur to them. I might have done that a time or two!
Morrison, G.R. & Lowther, D.L. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st century (4th ed.).
Niederhauser, D. S., & Lindstrom, D. L. (2006). Addressing the Nets for Students through Constructivist Technology Use in K-12 Classrooms. Journal of Educational Computing Research, 34(1), 91-128. Retrieved from EBSCOhost on 10 June, 2011.
Monday, June 6, 2011
Reflections on Chapter 10: Graphic Organizers
1. How do you that students understand a concept?
Genuine understanding of a concept implies that the student will be able to apply the concept to a new situation. In this case, the student is not simply repeating a set of facts about certain elements, but comprehending the relationships between the elements. As our text notes, "graphic organizers provide tools to create visual displays that depict relationships among and between various elements." (Morrison & Lowther, 2010, p.258). Graphic organizers help to reveal a student's thinking process and show whether s/he understands a concept. A student might demonstrate an understanding of the concept of classifying plants by using a flow chart to illustrate the steps one follows in classifying a plant, for example, as a fruit or a vegetable.
2. How can you depict student misconceptions of key information?
In this case I think student misconceptions in math can be depicted by their (mis)use of online manipulatives such as those found at the National Library of Virtual Manipulatives (http://nlvm.usu.edu/en/nav/vlibrary.html)
A teacher looking over the shoulder a student working with these various graphics can tell more easily where the student is running into difficulty. Another way would be to "break" the graphic into pieces and ask the student to assemble it. For example, we did that in 6th grade science with an interactive food chain activity at Eco Kids (http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm). If a student has a misconception about the food chain, it will show when s/he tries to put it together incorrectly.
3. How can students caputure and transfer brainstorming ideas into written thoughts?
Various graphic organizers are suited to various tasks. For example, if a student is writing a chronological account of a single Civil War battle, a timeline will help him/her put events in order. Then s/he might add two descriptor words for each event, and through this approach build sentences and then paragraphs.
Alternatively, if s/he is comparing the strategy of two generals, a more complex graphic organizer will be more helpful. In that case s/he will need a graphic organizer that shows a comparison and a contrast. One company, Thinking Maps (http://www.thinkingmaps.com/index.php), say that their eight designs of graphic organizers can cover most academic tasks in all disciplines. I am interested in learning more about this software, and my I understand my district has purchased this software and sent people for training, so I hope to attend professional development for Thinking Maps next year.
Genuine understanding of a concept implies that the student will be able to apply the concept to a new situation. In this case, the student is not simply repeating a set of facts about certain elements, but comprehending the relationships between the elements. As our text notes, "graphic organizers provide tools to create visual displays that depict relationships among and between various elements." (Morrison & Lowther, 2010, p.258). Graphic organizers help to reveal a student's thinking process and show whether s/he understands a concept. A student might demonstrate an understanding of the concept of classifying plants by using a flow chart to illustrate the steps one follows in classifying a plant, for example, as a fruit or a vegetable.
2. How can you depict student misconceptions of key information?
In this case I think student misconceptions in math can be depicted by their (mis)use of online manipulatives such as those found at the National Library of Virtual Manipulatives (http://nlvm.usu.edu/en/nav/vlibrary.html)
A teacher looking over the shoulder a student working with these various graphics can tell more easily where the student is running into difficulty. Another way would be to "break" the graphic into pieces and ask the student to assemble it. For example, we did that in 6th grade science with an interactive food chain activity at Eco Kids (http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm). If a student has a misconception about the food chain, it will show when s/he tries to put it together incorrectly.
3. How can students caputure and transfer brainstorming ideas into written thoughts?
Various graphic organizers are suited to various tasks. For example, if a student is writing a chronological account of a single Civil War battle, a timeline will help him/her put events in order. Then s/he might add two descriptor words for each event, and through this approach build sentences and then paragraphs.
Alternatively, if s/he is comparing the strategy of two generals, a more complex graphic organizer will be more helpful. In that case s/he will need a graphic organizer that shows a comparison and a contrast. One company, Thinking Maps (http://www.thinkingmaps.com/index.php), say that their eight designs of graphic organizers can cover most academic tasks in all disciplines. I am interested in learning more about this software, and my I understand my district has purchased this software and sent people for training, so I hope to attend professional development for Thinking Maps next year.
Thursday, June 2, 2011
Reflections on Chapter 9: Multimedia
1. How can my students use multimedia for their projects?
As Morrison & Lowther point out in Chapter 9 (2010), students can use multimedia to achieve ISTE NETS in several areas. Multimedia can foster creativity and innovation (NETS Standard 1), for example, by using online thinking maps or story boarding software. Multimedia use also promotes proficiency in NETS Standard 3, research and information fluency, because as students create multimedia presentations they must find and evaluate information. This may even include original research, such as the two oral history projects I have done in which students filmed interviews with people who grew up during the segregation era. Then students develop communication skills as they make decisions about creating their presentations. Finally, students address NETS Standard 6, technology operations and concepts, when they use multimedia. Completing the technical operations necessary to create multimedia helps them to develop various news skills and concepts related to technolgy use (p. 245).
2.What applications are available for creating a multimedia presentation?
My students use PowerPoint on a regular basis to include visuals, animations, and links, but there are many more possibilities out there. My colleague in Language Arts uses Story Board software. When I read chapter 9 from Morrison and Lowther (2010), I immediately thought, what a shame my students can't use Googledocs to create multimedia presentations! (My district has all the big web-based email sites such as Yahoo and Google blocked to students.)
The North Carolina Department of Public Instruction maintains the "Kaleidoscope" site under NC Wise Owl ( http://www.ncwiseowl.org/kscope/index.htm), which contains many multimedia presentations for students and educators, as well as a portal for students to do research and create products. We also have a tool for online sharing of multimedia presentations, it is called "Edmodo" (http://www.edmodo.com/). This site allows teachers to set up password-protected groups for each class, and allows students to send the teacher documents and multimedia presentations. It also allows teachers and students to share web content, and teachers can benefit by seeing what other teachers all around the county recommend.
In a way, these web 2.0 educational tools (such as Googledocs and Edmodo) function like the social networking sites. They were probably modeled after them, given how successful those sites are. Professor Fine says we are "creating knowledge" when we create web content (Centra meeting, 6/1/11). We are also joining a larger stream of thought.
3. Should I place limits on how my students use multimedia?
Regarding exactly how students choose to use the multimedia, I think many of them are more adept than older people. Often, they have a knack for taking risks and including things I might not have thought of. That is why I specify content, but I don't get overly restrictive about presentation. They are creative and come up with new ways of presenting things.
It may just be a matter of semantics, but I don't think of placing limits (except that educationally inappropriate content is always "off limits"!) so much as offering guidance. For example, I will suggest to students that they not use too many animations and other visuals on a single PowerPoint slide, but if they want to try it I let them go ahead. Then, when they are presenting it for the first time to their classmates, their peers will tell them on no uncertain terms the same message that I tried to convey!
As Morrison & Lowther point out in Chapter 9 (2010), students can use multimedia to achieve ISTE NETS in several areas. Multimedia can foster creativity and innovation (NETS Standard 1), for example, by using online thinking maps or story boarding software. Multimedia use also promotes proficiency in NETS Standard 3, research and information fluency, because as students create multimedia presentations they must find and evaluate information. This may even include original research, such as the two oral history projects I have done in which students filmed interviews with people who grew up during the segregation era. Then students develop communication skills as they make decisions about creating their presentations. Finally, students address NETS Standard 6, technology operations and concepts, when they use multimedia. Completing the technical operations necessary to create multimedia helps them to develop various news skills and concepts related to technolgy use (p. 245).
2.What applications are available for creating a multimedia presentation?
My students use PowerPoint on a regular basis to include visuals, animations, and links, but there are many more possibilities out there. My colleague in Language Arts uses Story Board software. When I read chapter 9 from Morrison and Lowther (2010), I immediately thought, what a shame my students can't use Googledocs to create multimedia presentations! (My district has all the big web-based email sites such as Yahoo and Google blocked to students.)
The North Carolina Department of Public Instruction maintains the "Kaleidoscope" site under NC Wise Owl ( http://www.ncwiseowl.org/kscope/index.htm), which contains many multimedia presentations for students and educators, as well as a portal for students to do research and create products. We also have a tool for online sharing of multimedia presentations, it is called "Edmodo" (http://www.edmodo.com/). This site allows teachers to set up password-protected groups for each class, and allows students to send the teacher documents and multimedia presentations. It also allows teachers and students to share web content, and teachers can benefit by seeing what other teachers all around the county recommend.
In a way, these web 2.0 educational tools (such as Googledocs and Edmodo) function like the social networking sites. They were probably modeled after them, given how successful those sites are. Professor Fine says we are "creating knowledge" when we create web content (Centra meeting, 6/1/11). We are also joining a larger stream of thought.
3. Should I place limits on how my students use multimedia?
Regarding exactly how students choose to use the multimedia, I think many of them are more adept than older people. Often, they have a knack for taking risks and including things I might not have thought of. That is why I specify content, but I don't get overly restrictive about presentation. They are creative and come up with new ways of presenting things.
It may just be a matter of semantics, but I don't think of placing limits (except that educationally inappropriate content is always "off limits"!) so much as offering guidance. For example, I will suggest to students that they not use too many animations and other visuals on a single PowerPoint slide, but if they want to try it I let them go ahead. Then, when they are presenting it for the first time to their classmates, their peers will tell them on no uncertain terms the same message that I tried to convey!
Friday, May 27, 2011
Where the Rubber Meets the Road
I was thinking today about the integration of technology into the process of record-keeping, especially in Special Education, because I almost got Carpal Tunnel Syndrome completing forms about testing accomodations for the EOGs. (I have been living an epic EOG experience in which I have been administering EOGs in various settings for the past two weeks, and it will continue next week but that is another story...)
Anyway, the point is, we have all this detailed information in GoalView software about students' IEPs and their needs and their legally required accomodations. Then along comes EOG testing, and we take many of those details and write them over and over on these poorly-reproduced forms that have to be signed (I am not kidding) four times-- three times by the test administrator/teacher, and once by the principal. The same form must be completed for each child, each time s/he tests. There is no match at all between what is technologically possible, and what actually happens where the rubber meets the road during one of the busiest times of the year.
I couldn't program my way out of a paper bag, but I have no doubt the developers of the GoalView software could come up with some kind of app to perform this function! Then, however, they would have to be sufficiently motivated, which would involve spending in these crazy budgetary times....
Anyway, the point is, we have all this detailed information in GoalView software about students' IEPs and their needs and their legally required accomodations. Then along comes EOG testing, and we take many of those details and write them over and over on these poorly-reproduced forms that have to be signed (I am not kidding) four times-- three times by the test administrator/teacher, and once by the principal. The same form must be completed for each child, each time s/he tests. There is no match at all between what is technologically possible, and what actually happens where the rubber meets the road during one of the busiest times of the year.
I couldn't program my way out of a paper bag, but I have no doubt the developers of the GoalView software could come up with some kind of app to perform this function! Then, however, they would have to be sufficiently motivated, which would involve spending in these crazy budgetary times....
Tuesday, May 24, 2011
SuperKids Does Super Job of Reviewing Software
I should just admit up front that I rarely, if ever, go shopping for software (or hardware, for that matter). As long as what I have still works I tend to be complacent, which could explain why my laptop is eight years and my students laugh at my cell phone...
Anyway, I'm also embarrassed to say I had never looked at the http://www.superkids.com/ site until Professor Fine posted the site under the topic of software evaluation. It is amazing!! I mean, where do these people find time to write such detailed review of new educational software?!?! It gave me a window on the world where they live, which made me feel excited and inadequate all at the same time.
I poked around and found a few programs that seemed really great. If my district weren't closing my school next year I would probably ask my principal to buy at least one of these programs, for example, "Professor Finkle's Basic Division" ( http://www.superkids.com/aweb/pages/reviews/math/2009/Professor_Finkles_Division/merge.shtml )
Sad to say, a significant portion of my middle-school students arrive not knowing how to do long division, so that is what piqued my interest in that program.
Anyway, I will keep this and similar sites in mind as resources for wherever I end up!
Anyway, I'm also embarrassed to say I had never looked at the http://www.superkids.com/ site until Professor Fine posted the site under the topic of software evaluation. It is amazing!! I mean, where do these people find time to write such detailed review of new educational software?!?! It gave me a window on the world where they live, which made me feel excited and inadequate all at the same time.
I poked around and found a few programs that seemed really great. If my district weren't closing my school next year I would probably ask my principal to buy at least one of these programs, for example, "Professor Finkle's Basic Division" ( http://www.superkids.com/aweb/pages/reviews/math/2009/Professor_Finkles_Division/merge.shtml )
Sad to say, a significant portion of my middle-school students arrive not knowing how to do long division, so that is what piqued my interest in that program.
Anyway, I will keep this and similar sites in mind as resources for wherever I end up!
Monday, May 23, 2011
Digital Tools for the Classroom
In reading chapter four, I was struck by the fact that even this 2010 (4th edition) is a little outdated, for example, there are no thumb drives pictured in Figure 3.20 "Four Types of Data Storage Cards", and the picture below it shows a floppy disk, which I think few people use anymore. I just thought that was interesting, because it shows how quickly the technology does change. Of course, theoretically it is very important for teachers to keep up with changing technology. In practice, it is very challenging!
One small example of the pace of change is this: While some of the teachers (myself included), were learning how to use interactive whiteboards, others who never had them suddenly found the district had installed a newer technology, "Mimio", in their rooms. It is similar but more sophisticated and takes up less space.
What is ironic and frustrating, though, is that the compuer at my teaching station is so old that it frequently took a long time to process any signals given through the whiteboard. Even the PD person who came to show us more programs to use with our whiteboards grew very frustrated with trying to demonstrate things in my room.
No real answers to that, I guess, just an observation that all of the integrated technology must keep up in order to see the maximum benefit!
One small example of the pace of change is this: While some of the teachers (myself included), were learning how to use interactive whiteboards, others who never had them suddenly found the district had installed a newer technology, "Mimio", in their rooms. It is similar but more sophisticated and takes up less space.
What is ironic and frustrating, though, is that the compuer at my teaching station is so old that it frequently took a long time to process any signals given through the whiteboard. Even the PD person who came to show us more programs to use with our whiteboards grew very frustrated with trying to demonstrate things in my room.
No real answers to that, I guess, just an observation that all of the integrated technology must keep up in order to see the maximum benefit!
Saturday, May 21, 2011
The Internet in the Classroom: The Good, the Bad, and the Strange
Many of us think of using the computer as being almost synonymous with using the internet, but Morrison & Lowther make it clear that the internet is a tool that teachers can choose to use or not. On the good side, it is an incredible source of information and images. On the bad side, anyone can post just about anything as "factual", and it can be very difficult to get an 11-year-old to distinguish between (for example) an historical society site and a sophisticated-looking website of a neo-Nazi Holocaust denier.
Communication is another area that is greatly enhanced for teachers, at least theoretically, by using the internet. This works best when all of the students' families have internet access at home. For example, I communicate regularly with my sons' teachers by email, but I have never successfully communicated with any of my students' parents via email.
Teacher webpages are another possible avenue of communication with students and families that I think work better in some schools than others. Some teachers in the county where I work post homework assignments or other information on their webpages with a reasonable expectation that their students will check the page, but that would not work at my school.
I do maintain a website connected to a documentary project I have worked on over the past eight years. The project is about historic African American schools in Southeastern North Carolina, and I recently premiered my documentary film "Under the Kudzu" (about two of the schools) at UNC Wilmington. My website, in case anyone is interested is, is http://www.underthekudzu.org/
Communication is another area that is greatly enhanced for teachers, at least theoretically, by using the internet. This works best when all of the students' families have internet access at home. For example, I communicate regularly with my sons' teachers by email, but I have never successfully communicated with any of my students' parents via email.
Teacher webpages are another possible avenue of communication with students and families that I think work better in some schools than others. Some teachers in the county where I work post homework assignments or other information on their webpages with a reasonable expectation that their students will check the page, but that would not work at my school.
I do maintain a website connected to a documentary project I have worked on over the past eight years. The project is about historic African American schools in Southeastern North Carolina, and I recently premiered my documentary film "Under the Kudzu" (about two of the schools) at UNC Wilmington. My website, in case anyone is interested is, is http://www.underthekudzu.org/
Planning for Computer-Integrated Lessons
The iNtegrating Technology for inQuiry (NTeQ) approach is a ten-step process that covers everything from defining the problem/specifying objectives to the last step, assessment. One thing that I find interesting is the text's insistence that "the problems need to come from the students' world so the students can relate to them in a meaningful manner." (Morrison & Lowther, 2010, p. 34). While I agree with the goal of having students relate to the problems, I think there is more than one way for students to relate or buy in to a topic. Taking an example from their immediate environment can be effective, but that is not always possible and could be quite limiting. Instead of always trying to draw on my students' life experience, I try to get them engaged by giving them some choice in the topics of their projects, and having them brainstorm the questions we will research. This worked well in a recent unit on the Solar System.
Morrison and Lowther make the point that simply using the computer can increase engagement and motivation. I think this is generally true, and it is one of the best reasons for using computers. Student motivation is critical, yet I think we don't address it often enough in professional development because it is so difficult to influence.
Computer use in the classroom can also be humbling for teachers, when the realization hits that our students' approach to life and learning is fundamentally different from ours (at least, those of us in our 40s and older!). I recently read an article about a study that showed college students learned more in a physics class taught by graduate students using interactive "clicker" technology than a class taught by a respected senior professor (Associated Press, Wilmington Star-News, 13 May 2011). A lot of our old assumptions about how students learn best have to be reevaluated in light of this kind of research.
Morrison and Lowther make the point that simply using the computer can increase engagement and motivation. I think this is generally true, and it is one of the best reasons for using computers. Student motivation is critical, yet I think we don't address it often enough in professional development because it is so difficult to influence.
Computer use in the classroom can also be humbling for teachers, when the realization hits that our students' approach to life and learning is fundamentally different from ours (at least, those of us in our 40s and older!). I recently read an article about a study that showed college students learned more in a physics class taught by graduate students using interactive "clicker" technology than a class taught by a respected senior professor (Associated Press, Wilmington Star-News, 13 May 2011). A lot of our old assumptions about how students learn best have to be reevaluated in light of this kind of research.
Computers and Instructional Approach
As a teacher who always leans toward a student-centered approach, I like the opportunities offered by computers, while at the same time I struggle with a number of challenges. These challenges include limited access to good computers in the high-poverty school where I have been teaching, deficits in social skills that make cooperative work challenging for my Special Education students, and my own learning curve when it comes to utilizing new technology in the classroom.
The Reflection questions in chapter one of our text ask whether using computer requires an inquiry-based approach. I think it's safe to say no, not necessarily, as many educational websites are made for an individual student to receive immediate feedback on individual work. One good example is www.ixl.com, which helps students practice math specific math skills and is broken down by grade level and topic. As good as sites like this are, they don't build critical thinking skills or communication skills.
Thus far, I realize most of my use of computers in the classroom has been for skill reinforcement or research. I did do one project with my students that required that required them to gather information and write a "letter to the editor" about a real-world problem, namely, the potential environmental and health impacts of a proposed cement plant. I like the NETS emphasis on authentic problems (NETS-S 4a) , and I look forward to gaining new skills that will allow me to do a better job of coaching my students in this direction.
The Reflection questions in chapter one of our text ask whether using computer requires an inquiry-based approach. I think it's safe to say no, not necessarily, as many educational websites are made for an individual student to receive immediate feedback on individual work. One good example is www.ixl.com, which helps students practice math specific math skills and is broken down by grade level and topic. As good as sites like this are, they don't build critical thinking skills or communication skills.
Thus far, I realize most of my use of computers in the classroom has been for skill reinforcement or research. I did do one project with my students that required that required them to gather information and write a "letter to the editor" about a real-world problem, namely, the potential environmental and health impacts of a proposed cement plant. I like the NETS emphasis on authentic problems (NETS-S 4a) , and I look forward to gaining new skills that will allow me to do a better job of coaching my students in this direction.
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