The first website I visited wasn’t fancy, but it was very informative. It was created by a math teacher and included an exhaustive list of resources for teaching math. There were probably close to 100 sites listed! I chose it as an example for other educators, because although it isn’t fancy, it is very comprehensive. http://www.sitesforteachers.com/resources_sharp/math/math.html#Math
The second site I visited, http://jimmoulton.org/1.html featured a bunch of sites just for teachers. Many seemed to be designed by other educators, and the main purpose of each was to use technology in the classroom.
I liked http://www.somers.k12.ny.us/intranet/Web_des/Web_PageHOME.html because it featured suggestions for educators when creating their own webpages.
I really liked the webpage design on Google. It was easy to use, and it although it took me awhile to complete my webpage, I learned a lot about web design. Perhaps the two most useful tools were the calendar option (which allowed me to post test dates and field trips) and also the links page, which would direct students to places where they could access online texts for Shakespeare or Websters.com.
L.E. Leitz’s article, “Electronic Editing: Taking Advantage of Built-in Tools to Improve Student Writing” was helpful because it alerted me to a feature in Word that I didn’t even know exsisted. Before, I would often peer edit papers for friends and insert comments in red. Now, I can do a more professional editing job and one that doesn’t clutter the content of the original document. Another good part about inserting comments is that you can insert them verbally. This would be good for disabled students who have reading disabilities or who are blind.
Friday, May 16, 2008
Student Created Video in the Classroom
The first site that I visited, http://www.techlearning.com/story/showArticle.php?articleID=18700330 was helpful because it explained how to teach movie making in the classroom without even needing a camcorder! The concept was introduced through a chart labeled “scaffolding.” Basically, students can be taught video making at a rudimentary level and then work their way up to using a camcorder and student crew of actors/cameramen, etc. The article suggests that a beginning video be created using images already provided for students from a CD-Rom, scanner, or the internet. Sound clips should also be provided, and guidelines for a simple text (storyboard). Students would familiarize themselves with the process of moviemaking and then gradually work their way up to being more independent filmmakers. Thus, while students may begin moviemaking with having everything provided for them, they would progress to creating their own files of images, sound bytes, and text before moving on to using camcorders. The article made sense in that it ensured that every classroom could make movies regardless of what equipment they may have, and also it made students familiar with the process of moviemaking before giving them all the fancy equipment. Two helpful websites were also provided for educators to use to find files online with moviemaking resources: www.teachercreated.com and www.schoolhousevideo.org.
http://www.kn.pacbell.com/wired/fil/pages/listdigitalpa.html was the second webpage I visited. It was a great place for educators to start if they wanted to incorporate video technology in their classroom. There were several subheadings that lead to a bunch of different resources. The headings were: Internet resources, glossary, resources, tips, articles, and educational videos and other samples. The glossary was especially helpful in explaining terms associated with filmmaking.
The last website I visited, http://eduwithtechn.wordpress.com/2007/05/21/youtube-classroom-video-collaboration/ was different than the others in that was more a persuasive article to get teachers to use video in their classrooms. However, it introduced and interesting concept: Why not have educators unite and create educational videos that could be posted on YouTube for other students and teachers to use? Then an educator could search for related videos. Examples the author included were the Underground Railroad and global warming. I had never considered using YouTube for educational purposes before, so I was glad that I read this article.
http://www.kn.pacbell.com/wired/fil/pages/listdigitalpa.html was the second webpage I visited. It was a great place for educators to start if they wanted to incorporate video technology in their classroom. There were several subheadings that lead to a bunch of different resources. The headings were: Internet resources, glossary, resources, tips, articles, and educational videos and other samples. The glossary was especially helpful in explaining terms associated with filmmaking.
The last website I visited, http://eduwithtechn.wordpress.com/2007/05/21/youtube-classroom-video-collaboration/ was different than the others in that was more a persuasive article to get teachers to use video in their classrooms. However, it introduced and interesting concept: Why not have educators unite and create educational videos that could be posted on YouTube for other students and teachers to use? Then an educator could search for related videos. Examples the author included were the Underground Railroad and global warming. I had never considered using YouTube for educational purposes before, so I was glad that I read this article.
Wednesday, March 26, 2008
Software Evaluation Standards
I felt that reviewing software was using common sense. Some of the pointers given us were good, though. A few suggestions were given, such as: controllable pace of program, adjustable volume, quick running time, options for saving games and information, and print options. Some specific suggestions that were good to keep in mind were to have an uncluttered screen and a legible text. I would add that there is a difference between an uncluttered screen and a boring screen. I felt that the software my group reviewed, KidWord, was boring visually. It had dull colors, minimal sounds, one font, and virtually no graphics. I think students would learn from it but not be engaged by it.
I would be concerned about older adults using the program because the font didn’t seem adjustable to a larger size. Also, there wasn’t a teacher’s guide. The program simply stated that it was great for all ages. This is not a very clear statement. In fact, I looked up the California State Standards to see which, if any, our software met. It seemed to primarily satisfy K-2, but that could be because the demo I downloaded had many features unavailable without a subscription, including higher levels of the program.
Overall, the software evaluation was a learning experience. I don’t know how much time I will actually spend reviewing software as an educator, however. I suppose it will depend on the funds available to purchase software.
I would be concerned about older adults using the program because the font didn’t seem adjustable to a larger size. Also, there wasn’t a teacher’s guide. The program simply stated that it was great for all ages. This is not a very clear statement. In fact, I looked up the California State Standards to see which, if any, our software met. It seemed to primarily satisfy K-2, but that could be because the demo I downloaded had many features unavailable without a subscription, including higher levels of the program.
Overall, the software evaluation was a learning experience. I don’t know how much time I will actually spend reviewing software as an educator, however. I suppose it will depend on the funds available to purchase software.
Technology for Teaching
Technology in the classroom. What a wonderful thing. I’m finding that there are many different ways to incorporate it into the classroom. I’ll begin with what I feel are the most helpful programs and tools to use and end with what hasn’t helped me much. PowerPoint is probably the most helpful tool so far. Up until this class, I had a rudimentary understanding of the program. I’ve since learned how to incorporate sound, timed transitions, and pictures in the background. I’m pleased with what I’ve learned; it has added more pizzazz to my presentations.
I also really like the program Inspiration. Although I feel it will be more helpful to the middle school mindset, I really think it can benefit high school students as well. For one thing, it is a great graphic organizer that can help students sift through ideas for their papers. It would also be a good way to have a more interactive class brainstorm. I also like the pre-made character maps, themes, and other teaching tools available on popular works like The Glass Menagerie. I could see myself using the program to make many of my own handouts.
Learning to use Google advanced search has been very helpful in my research and I believe students will find it useful as well. It is good to be able to find related sites quickly.
Rubistar was also very helpful in providing a fast, easy, and free way to design rubrics. Much easier than working with a program like Excel.
I don’t think that Excel will be very helpful to me. Although I devised a way to use it for my assignment, I don’t see my self using it on a regular basis. It was a good learning experience, though.
Overall, I am pleased with what I have learned in the course thus far.
I also really like the program Inspiration. Although I feel it will be more helpful to the middle school mindset, I really think it can benefit high school students as well. For one thing, it is a great graphic organizer that can help students sift through ideas for their papers. It would also be a good way to have a more interactive class brainstorm. I also like the pre-made character maps, themes, and other teaching tools available on popular works like The Glass Menagerie. I could see myself using the program to make many of my own handouts.
Learning to use Google advanced search has been very helpful in my research and I believe students will find it useful as well. It is good to be able to find related sites quickly.
Rubistar was also very helpful in providing a fast, easy, and free way to design rubrics. Much easier than working with a program like Excel.
I don’t think that Excel will be very helpful to me. Although I devised a way to use it for my assignment, I don’t see my self using it on a regular basis. It was a good learning experience, though.
Overall, I am pleased with what I have learned in the course thus far.
Tuesday, March 25, 2008
Webquests
My favorite article on Webquests was “Webquest Sends Students Back in Time.” The article detailed the topics that students could choose for their webquests and then instructed students to write a fictional account of someone who was witnessing the historical event, then prepare a Powerpoint for the class. Topics included the following: The Constitutional Convention in Philadelphia, the Civil War battle of Gettysburg, Apollo 11 Mission moonwalk, “I Have A Dream” speech, and Frederick Douglass and the underground railroad. Students apparently were very engaged with the material and produced stunning narrations and Powerpoints.
In the MySpace age, I believe any way that educators can get students involved in learning and using technology is good. I particularly liked webquests because they were a valuable tool in preparing students for the kind of research necessary to craft good papers in high school and college. Our group did a webquest on Gone With the Wind, which was useful for literary and historical studies. There were questions on the novel, the film, and the historical events that occurred during the Civil War and the publication of the book. There could be a feminist study of the work (what inspired a woman like Margaret Mitchell to write the book? What events and cultural attitudes shaped her thinking?) There could also be an analysis of the romanticized version of history versus what really happened. Another question dealt with determining what an epic was, which is an important literary term. All in all, I feel webquests are a great educational tool.
In the MySpace age, I believe any way that educators can get students involved in learning and using technology is good. I particularly liked webquests because they were a valuable tool in preparing students for the kind of research necessary to craft good papers in high school and college. Our group did a webquest on Gone With the Wind, which was useful for literary and historical studies. There were questions on the novel, the film, and the historical events that occurred during the Civil War and the publication of the book. There could be a feminist study of the work (what inspired a woman like Margaret Mitchell to write the book? What events and cultural attitudes shaped her thinking?) There could also be an analysis of the romanticized version of history versus what really happened. Another question dealt with determining what an epic was, which is an important literary term. All in all, I feel webquests are a great educational tool.
Using the Internet as a Research Tool and the Value of Spreadsheets in the Classroom
The article, “Teaching Students to Use the Internet as a Research Tool” by Elizabeth Caulfield and Sarah C Symans was a good reminder of how to use the internet wisely for research and how to teach using it to students. The first main point the authors made was to validate your source. They suggested that the reader use the “fee or free” method—if the source is free, it may be questionable, but if it is in a subscription database then it is likely there for a reason—it is valuable. I’ve found that the library has some excellent subscription databases. As a Literature and Writing major, I use the database JSTOR all the time. It features literary analysis, book reviews, and critical essays. The information isn’t always the most current, but it is always a good place to start.
Another good tip in the article is to check the URL of the source. If the URL is referenced in another trustworthy article, then it is likely safe to use. Checking the bibliography of an author’s work is a great (and easy) way to get a list of more reliable sites with related information.
The authors also mentioned that some search engines are better than others. I personally prefer Google. I like it even better now that I know how to navigate the advanced search feature. This would be an excellent searching strategy to teach students.
Library directories are also good places to check for websites. I know the Cal State San Marcos library page has a directory where you can search for databases by subject and then narrow down what kind of database you want. The Literature and Writing listing offers several databases (but I still think JSTOR is the best).
As for citing info, the authors failed to mention that there are several great (and free!) sites where students can easily input data and have it spit out in the proper documented form (MLA, APA, etc). Two good ones are KnightCite and NoodleTools.
Another item the authors mentioned was verifying information found on the web. One way I found to be very helpful is to use Snopes.com. There is usually a listing for about every online heading you can think of. Snopes is a good way to check out those “unbelievable” stories to see if they are really true or not. Also, a good rule of thumb is that if the site ends in .com, it’s not as good of a source as .edu or .gov.
Spreadsheets are another ball game. I don’t think they will be as useful to me as say, using PowerPoint, but for my assignment I devised a spreadsheet that had columns of frequently misspelled words with students’ names and how many words they got right or wrong. I could use the same chart revised later to see how students progressed when they were tested a second time and chart how they improved in their spelling. There may be other uses I figure out later. For now, I’m pleased that I discovered that spreadsheets can be used for more than just accounting.
Another good tip in the article is to check the URL of the source. If the URL is referenced in another trustworthy article, then it is likely safe to use. Checking the bibliography of an author’s work is a great (and easy) way to get a list of more reliable sites with related information.
The authors also mentioned that some search engines are better than others. I personally prefer Google. I like it even better now that I know how to navigate the advanced search feature. This would be an excellent searching strategy to teach students.
Library directories are also good places to check for websites. I know the Cal State San Marcos library page has a directory where you can search for databases by subject and then narrow down what kind of database you want. The Literature and Writing listing offers several databases (but I still think JSTOR is the best).
As for citing info, the authors failed to mention that there are several great (and free!) sites where students can easily input data and have it spit out in the proper documented form (MLA, APA, etc). Two good ones are KnightCite and NoodleTools.
Another item the authors mentioned was verifying information found on the web. One way I found to be very helpful is to use Snopes.com. There is usually a listing for about every online heading you can think of. Snopes is a good way to check out those “unbelievable” stories to see if they are really true or not. Also, a good rule of thumb is that if the site ends in .com, it’s not as good of a source as .edu or .gov.
Spreadsheets are another ball game. I don’t think they will be as useful to me as say, using PowerPoint, but for my assignment I devised a spreadsheet that had columns of frequently misspelled words with students’ names and how many words they got right or wrong. I could use the same chart revised later to see how students progressed when they were tested a second time and chart how they improved in their spelling. There may be other uses I figure out later. For now, I’m pleased that I discovered that spreadsheets can be used for more than just accounting.
Bloom's Taxonomy
The basic categories of Bloom's Taxonomy are knowledge, comprehension, application, analysis, synthesis, and evaluation. Although I understood these categories, I didn't really grasp how to implement them in the classroom until I read an example on teaching "Goldilocks and the Three Bears" on http://www.ops.org/reading/blooms_taxonomy.html. There were concrete examples for each section that asked questions for students to answer or proposed activities and assignments that could be used to implement Bloom's taxonomy in teaching the lesson.
I found this website helpful especially when I put together my PowerPoint presentation on my lesson plan of Romeo and Juliet. It will also be helpful for future assignments. I am glad that I am now aware of Bloom’s taxonomy because I feel that it is important to know along with Howard Gardner’s Multiple Intelligences theory. Hopefully, it will allow me to create more diverse lesson plans that encourage higher order thinking and reach all my students at their different levels of learning.
I found this website helpful especially when I put together my PowerPoint presentation on my lesson plan of Romeo and Juliet. It will also be helpful for future assignments. I am glad that I am now aware of Bloom’s taxonomy because I feel that it is important to know along with Howard Gardner’s Multiple Intelligences theory. Hopefully, it will allow me to create more diverse lesson plans that encourage higher order thinking and reach all my students at their different levels of learning.
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