Wednesday, May 15, 2013
Friday, May 3, 2013
Week 9
Reading:
I found this reading to be very useful. During my last year of college is when Barnes and Nobles started using Nook Textbooks, and I thought it was a great idea. The idea that I could buy a textbook for a fraction of the price and that it had the tools for me to highlight and make digital notes actually encouraged me to read the text, not only that, I was able to read the textbook while I was on the train, and didn't have to lug a huge textbook around or never use it and try to wing my way through some of the classes.
I find that discussion boards are also great for students because it allows them to be able to write what they want, and they have time to think about responses, compared to when they are sitting face to face with other students, and feel pressured to answer right away. The idea of using a blog in a college course I think is also beneficial to not only the students, but to the teachers as well. If open to others to read, it allows for peer to peer comments, and students can be more motivated to keep up with their work, and make edits. As from a teachers point of few, I think it's easier to read a students blog compared to have them submit work to me via e-mail or handwritten/typed rough drafts.
Blogs, I feel, are very easy to start up, even for teachers and students that don't themselves to be very tech savvy. Most people use Google, and blogger is already build it. It is also set up almost like an email. Since everyone now and days send emails instead of actual letters, it's easy to write and then submit.
Keystone Assignment Draft
1. Create a glogster for the main ideas in chapter 2 of "Freakonomics"
2. Grade Level: 12
3. The ISTE standards that are being met are:
1. Creativity and Innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas,
products, or processes
b. Create original works as a means of personal
or group expression
c. Use models and simulations to explore complex
systems and issues
d. Identify trends and forecast possibilities
3. Research and Information Fluency
Students apply digital tools to gather, evaluate,
and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize,
and ethically use information from a variety of
sources and media
c. Evaluate and select information sources and digital
tools based on the appropriateness to specific tasks
d. Process data and report results
5. Digital Citizenship
Students understand human, cultural, and societal
issues related to technology and practice legal and
ethical behavior.
a. Advocate and practice safe, legal, and responsible
use of information and technology
b. Exhibit a positive attitude toward using technology
that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for
lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology Operations and Concepts
Students demonstrate a sound understanding
of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge
The Common Core Standards met are:
CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
4. My intended results are to slowly bring technology into the classrooms by using the required reading and allowing the students to create their own glogster to illustrate the main ideas in chapter 2 that they've read.
5. I am lucky enough to work in a classroom which always has a laptop cart available as well as someone to help in case a computer stops working. The only training I think the teachers would need be to have hands on experience using glogster.
6. Laptop Cart is required
7. The evaluation plan for the students will be a rubric. For the teacher assessment, I will have them create their own glogsters so they can familiarize themselves with the process and the application.
I found this reading to be very useful. During my last year of college is when Barnes and Nobles started using Nook Textbooks, and I thought it was a great idea. The idea that I could buy a textbook for a fraction of the price and that it had the tools for me to highlight and make digital notes actually encouraged me to read the text, not only that, I was able to read the textbook while I was on the train, and didn't have to lug a huge textbook around or never use it and try to wing my way through some of the classes.
I find that discussion boards are also great for students because it allows them to be able to write what they want, and they have time to think about responses, compared to when they are sitting face to face with other students, and feel pressured to answer right away. The idea of using a blog in a college course I think is also beneficial to not only the students, but to the teachers as well. If open to others to read, it allows for peer to peer comments, and students can be more motivated to keep up with their work, and make edits. As from a teachers point of few, I think it's easier to read a students blog compared to have them submit work to me via e-mail or handwritten/typed rough drafts.
Blogs, I feel, are very easy to start up, even for teachers and students that don't themselves to be very tech savvy. Most people use Google, and blogger is already build it. It is also set up almost like an email. Since everyone now and days send emails instead of actual letters, it's easy to write and then submit.
Keystone Assignment Draft
1. Create a glogster for the main ideas in chapter 2 of "Freakonomics"
2. Grade Level: 12
3. The ISTE standards that are being met are:
1. Creativity and Innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas,
products, or processes
b. Create original works as a means of personal
or group expression
c. Use models and simulations to explore complex
systems and issues
d. Identify trends and forecast possibilities
3. Research and Information Fluency
Students apply digital tools to gather, evaluate,
and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize,
and ethically use information from a variety of
sources and media
c. Evaluate and select information sources and digital
tools based on the appropriateness to specific tasks
d. Process data and report results
5. Digital Citizenship
Students understand human, cultural, and societal
issues related to technology and practice legal and
ethical behavior.
a. Advocate and practice safe, legal, and responsible
use of information and technology
b. Exhibit a positive attitude toward using technology
that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for
lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology Operations and Concepts
Students demonstrate a sound understanding
of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge
The Common Core Standards met are:
CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
- CCSS.ELA-Literacy.L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CCSS.ELA-Literacy.L.11-12.2a Observe hyphenation conventions.
- CCSS.ELA-Literacy.L.11-12.2b Spell correctly.
4. My intended results are to slowly bring technology into the classrooms by using the required reading and allowing the students to create their own glogster to illustrate the main ideas in chapter 2 that they've read.
5. I am lucky enough to work in a classroom which always has a laptop cart available as well as someone to help in case a computer stops working. The only training I think the teachers would need be to have hands on experience using glogster.
6. Laptop Cart is required
7. The evaluation plan for the students will be a rubric. For the teacher assessment, I will have them create their own glogsters so they can familiarize themselves with the process and the application.
Week 12: Glogster
I really enjoy working with glogster, it reminds me making my own scrapbook or virtual magazine. We are actually using it with our students right now, and it's part of my keystone assignment. I'm hoping that I can show some of their work by the end of the semester (some of the stuff I've seen them working on is really great!!) I like how interactive glogster is, and how the students really get to make it their own, and now to pages look alike. The students have really taken ownership over their work, and are very proud of the work that they are planning on submitting. We are using glogster after the students have read chapter 2 in Freakonomics, and they are using it to reflect on the main ideas within the chapter. It's more interactive than I had expected it to be, and I'm excited to use it more in the future!
Wednesday, April 24, 2013
Week 11
After reading through the article, I've found VoiceThread to be a lot more useful than I previously thought. Although, having to go Pro after 3 postings is rather farfetched, in my opinion. I liked how Table 1. clearly shows the afforadances of VoiceThread in an easy to read manner. I would have never thought to think of the affordances in that way. I am very excited to use VoiceThread now, and trying to think of ways to implement it into my classrooms.
Friday, March 22, 2013
Week 7
While reading though the article "Theories and Practices," I laughed a little bit. I read to my nephew all the time, and after reading this article I started to think about all the different modes that go into those books. I noticed that he was more interested in books that were more colorful, and had different fonts through out the story. He also was more interactive with books that had colors in the words and then would find them throughout the pages. I'm not sure if this is what the author intended to do while he was writing them all, but it's something that I've noticed really attracts young readers.
As I started to read through the Second Life article, the first page immediately grabbed my attention. It's true, and I will admit, that I feel like I do better in face to face classes compared to strictly online classes. This has nothing to do with the teacher or the way the class is taught, but just how I am. I am easily distracted, the internet is right there at my finger tips. In my own case, it also comes down to what I am also doing at home at the time. I often start my assignments and then have them saved as drafts and I think "oh, I can come back to it after I do laundry/finish dinner/clean" but I don't till the next week, and then I find I am behind, and then my grades suffer because of it. I think using a program that allows me to have to be more interactive with students (or perhaps just needing to be on the computer at a set time to do work with my peers) would improve my work being presented when it is supposed to.
As I started to read through the Second Life article, the first page immediately grabbed my attention. It's true, and I will admit, that I feel like I do better in face to face classes compared to strictly online classes. This has nothing to do with the teacher or the way the class is taught, but just how I am. I am easily distracted, the internet is right there at my finger tips. In my own case, it also comes down to what I am also doing at home at the time. I often start my assignments and then have them saved as drafts and I think "oh, I can come back to it after I do laundry/finish dinner/clean" but I don't till the next week, and then I find I am behind, and then my grades suffer because of it. I think using a program that allows me to have to be more interactive with students (or perhaps just needing to be on the computer at a set time to do work with my peers) would improve my work being presented when it is supposed to.
Friday, March 15, 2013
Week 6
http://dl.dropbox.com/u/35963996/Tomorrownottoday.htm
I would ask my students to read this article so they understand how technology and social medias have progressed. Granted, this article was written in 2008, it still shows students how the digital world is ever changing. I'm sure that many of them will be able to relate to the very first page with Sarah and her friend. Students now don't live in a time where they could only be on the phone or online, not both. It's also shows that with online identities you have to be careful with who you talk to, and what you trust to be true. In the article it says "on the Internet, no one knows you're a dog," I find that to be a very powerful statement, and would hope that they would as well.
I enjoyed the article on Social Networking, and how they have been added into classrooms. I have previous experience with Edmodo, and I too really like as an interface for students. I am a fan of the control that a teacher has over the classroom, and how easy it is for students to really get around on it because of its Facebook like qualities.
I liked how the article on confidence and pedagogical practice of new literacies shows just how ICTs are beneficial to a classroom. I also liked how the proficiency of the ICTs was surveyed in 32 schools so that the information that is being given is accurately portraying multiple teachers in different teaching enviornments
I would ask my students to read this article so they understand how technology and social medias have progressed. Granted, this article was written in 2008, it still shows students how the digital world is ever changing. I'm sure that many of them will be able to relate to the very first page with Sarah and her friend. Students now don't live in a time where they could only be on the phone or online, not both. It's also shows that with online identities you have to be careful with who you talk to, and what you trust to be true. In the article it says "on the Internet, no one knows you're a dog," I find that to be a very powerful statement, and would hope that they would as well.
I enjoyed the article on Social Networking, and how they have been added into classrooms. I have previous experience with Edmodo, and I too really like as an interface for students. I am a fan of the control that a teacher has over the classroom, and how easy it is for students to really get around on it because of its Facebook like qualities.
I liked how the article on confidence and pedagogical practice of new literacies shows just how ICTs are beneficial to a classroom. I also liked how the proficiency of the ICTs was surveyed in 32 schools so that the information that is being given is accurately portraying multiple teachers in different teaching enviornments
Sunday, March 3, 2013
Week 5
I started the teacher quest, and I found myself rather captivated by it. I know that a lot of my student take breaks during their lessons and will either try to find a way to hack through the firewalls to get onto Facebook, listen to music and try to nap, or play games. With this site, I think they would be more engaged to continue with their lessons. I found the game itself, (at least in the teacher's quest), to be very similar to that of Mario Brothers.
I read through Kevin Hodgson's article on using storyboarding. Students are such quick learners that they want do always want to jump to the project if it involves a computer, but don't have an idea of what they want to do. I like Hodgson's idea of having the students check in with the teacher to make sure that they are on task and are developing their ideas well.
I personally think that allowing educational games is fine in a classroom. If they have been checked out, then I don't see the problem with incorporating them. I know that Connected Foundations uses a similar idea where students have to complete quests, and they receive badges once they finish. I think it is beneficial for students to have these types of rewards so they are encouraged to continue.
I read through Kevin Hodgson's article on using storyboarding. Students are such quick learners that they want do always want to jump to the project if it involves a computer, but don't have an idea of what they want to do. I like Hodgson's idea of having the students check in with the teacher to make sure that they are on task and are developing their ideas well.
I personally think that allowing educational games is fine in a classroom. If they have been checked out, then I don't see the problem with incorporating them. I know that Connected Foundations uses a similar idea where students have to complete quests, and they receive badges once they finish. I think it is beneficial for students to have these types of rewards so they are encouraged to continue.
Subscribe to:
Posts (Atom)