In the past, the use of technology was reserved for computer classes, while English, Math and other core classes kept to their textbooks. When we look toward the future, however, we can predict many changes in the way classrooms incorporate emerging technologies. These changes do not only apply to the computer labs in our schools. As new technologies become increasingly useful educational tools, we see them entering our core curriculum and becoming a mainstay in classes where they once seemed unnecessary.
One of these technologies is the digital whiteboard, such as the Smartboard. With this technology, whatever is written on it can be saved and referred back to later. With a regular whiteboard, once the information is erased it is lost unless someone has taken the time to copy it down by hand or type it in a document. With a digital whiteboard, an image is recorded, saving anything written on it. Graphic whiteboards are also used for projections and computer displays. You can learn more about Smartboards by visiting http://www2.smarttech.com/st/en-US/Products/SMART+Boards/ or by reading the Microsoft PowerPoint presentation for Chapter 4, which can be found at http://wps.ablongman.com/ab_leverduffy_teachtech_3/72/18509/4738466.cw/index.html.
I think that Smartboard can be a very useful tool for classrooms. For example, during a lecture, a teacher no longer has to choose between hand-copying all of the notes or loosing what was written. The teacher can avoid the nagging pause in the lecture where the board becomes full and time is taken to allow the students to catch up. Because the notes are saved by the Smartboard, the lecture can continue and the students can finish up the notes at the end. Also, students who were absent during the lecture have access to them even if they have been erased by the teacher. This also applies to students who have trouble learning by listening to lecture and taking notes. The content of the notes will be available to these students, as well as to any other students who may have questions. I would be excited to utilize this tool in my future English classrooms because of the timesaving and convenience it offers.
Ebooks are another technology that is emerging and will soon find itself in classrooms. Ebooks are books that have been reprinted in an electronic format and can be downloaded to computers, ipods, PDAs, and other electronic devices. Though some Ebooks have to be paid for but others can be downloaded for free. Websites that offer the downloads work almost as electronic libraries and bookstores. Websites that offer more information and downloadable Ebooks include www.ereader.com, www.manybooks.com, and www.ebooksandmore.eu/index.htm.
Ebooks can be good resources for research and for reading that enhances or supplements the classroom curriculum, especially in an English classroom. By providing the students with resources other than those found in the school (or even the city) library, their range of knowledge and discovery may be broadened. By supplying students with as much diverse information as possible we will be helping them break their own knowledge boundaries that have been set be accessibility. Also, by downloading an Ebook onto a personal electronic device that students are likely to carry with them anyway, we are increasing the chances that homework will be done and learning will take place. Downloading Ebooks helps to literally let the student read anytime anywhere without having to carry a book around. Though I personally don’t feel that an electronic copy of a book can replace the feeling of curling up in a blanket and relaxing with a novel, it is no surprise that today’s younger generation is more likely to be entertained through video games and Myspace than reading, Ebooks may be a step toward bridging this gap.
Another interesting technology tool making its way into the classroom is the SketchUp software. Though originally designed for architects, students are using it in school to build 3-D models. SketchUp is a drafting software that helps design graphic images of objects, buildings, cities, etc. This software is described further at http://www.google.com/educators/p_sketchup.html. The site also describes the program’s usefulness when used with Google Earth.
SketchUp software can be used in many different classrooms and situations. Instead of building actual dioramas, students can create 3-D models and save materials. Other ideas provided on the website include using the software to create 3-D scene layouts for plays and movies, and to teach about mathematical concepts, such as volume. In my own classroom, I would use this during a creative writing unit, to teach setting.
Thursday, November 15, 2007
Thursday, November 8, 2007
Distance Education
I am not a stranger to distance education. In fact, I have taken a handful of classes that were primarily, if not completely, online. After researching the websites however, I was surprised by the fact that distance education high schools are offered as replacements for traditional schooling. I was not aware that high school students had this option. There are plusses and minuses to this type of education. Students who choose to participate in these programs have to be adequately prepared and motivated, as do teachers.
First of all, distance education makes schools accessible for students who may have unconventional schedules. This way, students whose families move around a lot are able to stay in the same school. Other students who may prefer to have a job during the daytime can do so without interrupting their class schedules.
The scheduling aspect of this type of education may also have the potential to reach high-risk students and prevent them from dropping out of school. Teen parents and juvenile delinquents are some students who may benefit from a school schedule they can set themselves. They may be able to enjoy education more when not having to worry about meeting adversity in a mainstream school.
Another positive aspect of this type of education is that it reaches diverse learners. Sitting in a classroom is not a beneficial learning environment for many students. Many students may be able to concentrate on their schooling without the distraction of peers and without the strict, imposing rules. These students may find better success if they are allowed to learn within the circumstances that fit them best.
Home-schooling is a topic that is discussed on many of these websites. Choosing to be home-schooled rather than attending public school is a personal decision made by the student and his/her family. Enrolling in a distance education program ensures all parties involved that the right educational goals are being reached, while still having the desired environment of learning at home.
Many of these schools offer tracks for students, where the classes and electives are chosen based on the student’s interests and skills. This kind of individualized curriculum is something that students may not receive in a traditional school setting. Though many schools, such as charter schools, do provide this, they are not available everywhere. Offering various tracks is a more realistic practice with distance programs than with regular schools that would need to fund the extra resources.
On the other hand, there are also some arguments that can be made against distance learning for high school. The first question I—and I’m sure many others—have, is whether or not teenagers will stay motivated enough to have such control over their own education. I know from personal experience that it is harder to keep up with class work when you are not actually attending a scheduled class. There is no doubt that responsible students do exist and are perfectly capable of succeed on their own. However, there will be other students who suffer from the “out of sight, out of mind” aspect. It’s easier to ignore homework and other requirements when you only have to face a computer screen and not a flesh-and-blood teacher. Other students who might be drawn to this type of education may be the ones who are too unmotivated to attend school everyday and think it will be easier.
High schools offer many other valuable lessons than the ones learned from books. For many students, high school is a time of social education as well. Students who struggle in social situations may prefer a school setting that does not require them to interact with peers, but it also will prevent them from understanding how to deal with the social situations they will face after high school. These students will not be able to avoid these situations forever and allowing them to do so during high school—an important time for social and emotional growth—will only leave them unprepared to deal with the future.
Similar to losing the social aspect of school, students are also losing other important things schools offer. Students enrolled in distance education programs will not experience formal dances, ASB elections or football games. They will not have the opportunity to be evolved in school sports or other extra-curricular activities. They will miss the overwhelming power of school spirit, the glee of signing yearbooks and the pride felt when finally allowed to park in the “Senior” lot. Attending an actual high school is an experience that cannot be duplicated by an online school.
Many of these schools say that students’ learning is evaluated by online quizzes, tests and homework. However, we know that many students do not test well and because distance education programs do not allow for face-to-face interaction between teachers and students, there is no way to personalize the type of education and assessment each student receives.
Likewise, the kinds of assignments and projects are limited. If there are any group projects, it is likely that they will be conducted over the internet rather than meeting in person. When all of the students live in different areas, it is unlikely that any community learning or place-based education will take place. With distance education, included the distance classes I have taken, creativity is limited for both the teachers and the students.
To make sure a student is an appropriate candidate for this type of education, the schools need to be selective. Students and parents need to decide together whether or not distance education would be the right choice. The school would need to contact previous teachers to inquire about the students’ work ethic and maturity level. Other students, who may not have good school records, but are in special situations that warrant distance education as a good alternative, should probably be paired with a counselor to make sure the student is succeeding in the program.
As a teacher, I would have to do more than simply familiarize myself with technology. I would have to be proficient enough with the internet and other technology that I could provide my students with a high-quality online learning environment. I would also have to be skilled in forming relationships with my students without being able to meet them personally. Lastly, I would have to be open-minded and imaginative enough that I could offer my students learning opportunities other than online reading and test-taking.
After reviewing these websites on distance education, I feel that it may be right for some students and wrong for others. Some students may struggle with the lack of structure of online schools, while others may flourish. Some teachers may struggle with distance education, while others may adapt and learn to love it. I strongly believe that any actions taken to give all students a chance to learn, such as offering a non-traditional education setting, are worthy and important.
First of all, distance education makes schools accessible for students who may have unconventional schedules. This way, students whose families move around a lot are able to stay in the same school. Other students who may prefer to have a job during the daytime can do so without interrupting their class schedules.
The scheduling aspect of this type of education may also have the potential to reach high-risk students and prevent them from dropping out of school. Teen parents and juvenile delinquents are some students who may benefit from a school schedule they can set themselves. They may be able to enjoy education more when not having to worry about meeting adversity in a mainstream school.
Another positive aspect of this type of education is that it reaches diverse learners. Sitting in a classroom is not a beneficial learning environment for many students. Many students may be able to concentrate on their schooling without the distraction of peers and without the strict, imposing rules. These students may find better success if they are allowed to learn within the circumstances that fit them best.
Home-schooling is a topic that is discussed on many of these websites. Choosing to be home-schooled rather than attending public school is a personal decision made by the student and his/her family. Enrolling in a distance education program ensures all parties involved that the right educational goals are being reached, while still having the desired environment of learning at home.
Many of these schools offer tracks for students, where the classes and electives are chosen based on the student’s interests and skills. This kind of individualized curriculum is something that students may not receive in a traditional school setting. Though many schools, such as charter schools, do provide this, they are not available everywhere. Offering various tracks is a more realistic practice with distance programs than with regular schools that would need to fund the extra resources.
On the other hand, there are also some arguments that can be made against distance learning for high school. The first question I—and I’m sure many others—have, is whether or not teenagers will stay motivated enough to have such control over their own education. I know from personal experience that it is harder to keep up with class work when you are not actually attending a scheduled class. There is no doubt that responsible students do exist and are perfectly capable of succeed on their own. However, there will be other students who suffer from the “out of sight, out of mind” aspect. It’s easier to ignore homework and other requirements when you only have to face a computer screen and not a flesh-and-blood teacher. Other students who might be drawn to this type of education may be the ones who are too unmotivated to attend school everyday and think it will be easier.
High schools offer many other valuable lessons than the ones learned from books. For many students, high school is a time of social education as well. Students who struggle in social situations may prefer a school setting that does not require them to interact with peers, but it also will prevent them from understanding how to deal with the social situations they will face after high school. These students will not be able to avoid these situations forever and allowing them to do so during high school—an important time for social and emotional growth—will only leave them unprepared to deal with the future.
Similar to losing the social aspect of school, students are also losing other important things schools offer. Students enrolled in distance education programs will not experience formal dances, ASB elections or football games. They will not have the opportunity to be evolved in school sports or other extra-curricular activities. They will miss the overwhelming power of school spirit, the glee of signing yearbooks and the pride felt when finally allowed to park in the “Senior” lot. Attending an actual high school is an experience that cannot be duplicated by an online school.
Many of these schools say that students’ learning is evaluated by online quizzes, tests and homework. However, we know that many students do not test well and because distance education programs do not allow for face-to-face interaction between teachers and students, there is no way to personalize the type of education and assessment each student receives.
Likewise, the kinds of assignments and projects are limited. If there are any group projects, it is likely that they will be conducted over the internet rather than meeting in person. When all of the students live in different areas, it is unlikely that any community learning or place-based education will take place. With distance education, included the distance classes I have taken, creativity is limited for both the teachers and the students.
To make sure a student is an appropriate candidate for this type of education, the schools need to be selective. Students and parents need to decide together whether or not distance education would be the right choice. The school would need to contact previous teachers to inquire about the students’ work ethic and maturity level. Other students, who may not have good school records, but are in special situations that warrant distance education as a good alternative, should probably be paired with a counselor to make sure the student is succeeding in the program.
As a teacher, I would have to do more than simply familiarize myself with technology. I would have to be proficient enough with the internet and other technology that I could provide my students with a high-quality online learning environment. I would also have to be skilled in forming relationships with my students without being able to meet them personally. Lastly, I would have to be open-minded and imaginative enough that I could offer my students learning opportunities other than online reading and test-taking.
After reviewing these websites on distance education, I feel that it may be right for some students and wrong for others. Some students may struggle with the lack of structure of online schools, while others may flourish. Some teachers may struggle with distance education, while others may adapt and learn to love it. I strongly believe that any actions taken to give all students a chance to learn, such as offering a non-traditional education setting, are worthy and important.
Friday, October 19, 2007
Review of MissKroll's Teacherweb
Something I really liked about Annie's Teacherweb was her "Teacher" page with her personal information on it. It is all written in Spanish, which both forces her students to put into action what they've learned in her class and also shows that she understands the subject she teaches very well. All of the pictures she posted on her "About Me" page were very interesting and showed unique clips of her life. The biggest suggestion I could make for Annie's Teacherweb is that she should delete all of the pages she does not use. Many of the pages, when clicked on, have not been changed from their original introduction and have none of Annie's text on them. It gives the impression that her site is unfinished or in-progress. She has enough pages on her Teacherweb without those pages, so she would just have to cut them out of her site.
Review of MissNatashaHolter's Teacherweb
By looking at Natasha's Teacherweb you can tell she put a lot of work into it. The things she includes in her Teacherweb are realistic; she even posts class notes, which would be a good idea for students in a real classroom. Everything on her Teacherweb is appropriate to be viewed by teachers and parents and looks proffessional. I especially liked how she included details for every picture, explaining where it was taken, etc. It curbs curiousity and makes her picture page more interesting. There is very little Natasha can do to improve her Teacherweb other than maybe a little more information on her About Me page--her students will already know that she is fun and interesting, but their parents probably won't and might want to know a little bit more about her.
Monday, October 8, 2007
Concept Mapping Summary
Concept Mapping
Although concept mapping is not a new idea to me, using software to create a concept map is. I was introduced to graphic organizers in middle school as a way to pre-write and brainstorm ideas before writing short stories. I have also learned about them in some of my college classrooms. In earlier T&L classes these were used pretty frequently, though as the focus moved to secondary education, I have not seen them lately. Recently, in one of my creative writing English classes, my instructor encouraged the use of concept maps along with other pre-writing activities. Those of us who were used to organizing our ideas in a linear or linguistic way were surprised by the new ideas we generated when our brains were put to use in a different way. I really like the idea of concept mapping as “thinking outside of the box.”
I would really like to use concept maps in my classroom and I feel there is a lot of room for them in English/Language Arts. Like the class I mentioned above, I would introduce concept maps as a way to organize ideas for creative writing as well as formal writing. I would help them utilize these tools alongside outlines, sketches, timelines, webs and rough drafts to help them open their minds and get their thoughts out on paper to create successful pieces of written work. I would also show students how to put information we’ve read into concept maps. If a certain book or story we’ve read in class is difficult to grasp or confusing for the students, this would be a good way to help them deeper understand theme, content, historical context, etc., of the piece. It would help them organize the information they are being given from the text in a way that simply reading it for understanding cannot. Lastly, one of the ideas on the Inspiration website for integrating concept maps into English curriculum was vocab. In the example, vocabulary words were expanded with synonyms, antonyms and the use of the word in a sentence. This way of practicing vocabulary in the classroom seems more interesting and creative than the way it is done traditionally by just giving students the definitions of words, expecting them to memorize them and then administering a quiz or test. It’s much more practical to assume that students would learn better when given various ways of looking at a word and remembering it. Teachers could even give the students blank maps for every word and have the students research the words fill the charts out by themselves.
We are told in all of our T&L classes that there are many different types of learners, including those who prefer to learn visually and may internalize information better when it is organized in a way that allows them to see it rather than to read or hear it. Using concept maps is yet another way to try and reach all students no matter how varied their learning styles. Like I mentioned above, letting students use concept maps to actaully see their ideas on paper and be able to organize them is a great way to engage them in their own learning. If you lecture to students and tell them what you want them to know, it gets transferred to their notes without any internalization. However, if you show them the necessary information and ask them to create the concept maps with the information, they will be more interested and have a better chance of hanging on to the content.
Relatedly, asking students to create concept maps expresses to the teacher that the understand more than just how to regurgitate the textbook information to achieve the grade. Asking students to organize content and use the concept map to detail/discuss the relationships and connections between each topic requires a higher level of critical thinking, while asking students to answer the questions at the end of the chapter only requires them to flip back through the pages to copy the information they need. You can observe how well your students understand a concept by asking them to create a map, but not by asking them to answer questions that only require them to recite what the text or the teacher says.
Although concept mapping is not a new idea to me, using software to create a concept map is. I was introduced to graphic organizers in middle school as a way to pre-write and brainstorm ideas before writing short stories. I have also learned about them in some of my college classrooms. In earlier T&L classes these were used pretty frequently, though as the focus moved to secondary education, I have not seen them lately. Recently, in one of my creative writing English classes, my instructor encouraged the use of concept maps along with other pre-writing activities. Those of us who were used to organizing our ideas in a linear or linguistic way were surprised by the new ideas we generated when our brains were put to use in a different way. I really like the idea of concept mapping as “thinking outside of the box.”
I would really like to use concept maps in my classroom and I feel there is a lot of room for them in English/Language Arts. Like the class I mentioned above, I would introduce concept maps as a way to organize ideas for creative writing as well as formal writing. I would help them utilize these tools alongside outlines, sketches, timelines, webs and rough drafts to help them open their minds and get their thoughts out on paper to create successful pieces of written work. I would also show students how to put information we’ve read into concept maps. If a certain book or story we’ve read in class is difficult to grasp or confusing for the students, this would be a good way to help them deeper understand theme, content, historical context, etc., of the piece. It would help them organize the information they are being given from the text in a way that simply reading it for understanding cannot. Lastly, one of the ideas on the Inspiration website for integrating concept maps into English curriculum was vocab. In the example, vocabulary words were expanded with synonyms, antonyms and the use of the word in a sentence. This way of practicing vocabulary in the classroom seems more interesting and creative than the way it is done traditionally by just giving students the definitions of words, expecting them to memorize them and then administering a quiz or test. It’s much more practical to assume that students would learn better when given various ways of looking at a word and remembering it. Teachers could even give the students blank maps for every word and have the students research the words fill the charts out by themselves.
We are told in all of our T&L classes that there are many different types of learners, including those who prefer to learn visually and may internalize information better when it is organized in a way that allows them to see it rather than to read or hear it. Using concept maps is yet another way to try and reach all students no matter how varied their learning styles. Like I mentioned above, letting students use concept maps to actaully see their ideas on paper and be able to organize them is a great way to engage them in their own learning. If you lecture to students and tell them what you want them to know, it gets transferred to their notes without any internalization. However, if you show them the necessary information and ask them to create the concept maps with the information, they will be more interested and have a better chance of hanging on to the content.
Relatedly, asking students to create concept maps expresses to the teacher that the understand more than just how to regurgitate the textbook information to achieve the grade. Asking students to organize content and use the concept map to detail/discuss the relationships and connections between each topic requires a higher level of critical thinking, while asking students to answer the questions at the end of the chapter only requires them to flip back through the pages to copy the information they need. You can observe how well your students understand a concept by asking them to create a map, but not by asking them to answer questions that only require them to recite what the text or the teacher says.
Tuesday, September 25, 2007
Blogs in Education
Blogs in Education
1) Discuss your search results and why you feel they were similar or different.
When I searched for “Educational Blogs” on Google, the first three results I was shown were “Educational Weblogs” (educational.blogs.com), Kathy Schrock’s home page (www.kathyschrock.net/edtechblogs.htm) and the “Top 100 Education Blogs” (oedb.org/library/features/top-100-education-blogs). Searching the same key phrase on Yahoo, my results were slightly different. Though the first result was the same for both sites, Kathy Schrock’s page was moved to the fifth result and the “Top 100 Education Blogs” to the tenth. This time, sites such as “EDUCAUSE Review” (www.educause.edu/pub/er/erm04/erm0450.asp) and a “Teacher Blog Community” (teacherlingo.com) were listed. The same was the case for MSN when I searched the phrase there. The three main sites were still listed on the first page of the results even though the order was moved around and other new sites also appeared within the results. I am not sure why the results were different, but I assume that it has something to do with the way the queries are processed by each search engine and by the specific web sites that the search engine is associated with.
2) Identify and describe the 3 interesting ways you found to use blogs in K-12.
The first blog that really interested me was “The Junk Edublog.” I really liked this teacher’s blog because J. Blake posts many of the ideas actually being used his science classroom dealing with technology. Many of these assignments and activities are very creative and engaging. For example, the students are putting together their own digital videos of birds rather than just learning about birds from the textbook. I also thought it was interesting that Blake has the blog set up to be viewed by the parents of his students. This seemed like a good way of including the parents in what his students are experiencing in his classroom and getting them involved. On “Ozblog” by Tom March, students find many postings on current events and news articles. March calls these “teachable” moments. Using March’s blog as an example, I think that blogs would be a good way to get your students interested in news when they may otherwise not be. Reading headlines through your blog may be less intimidating to them than actually going to CNN.com. Lastly, in a blog called “Teachers Teaching Teachers,” the hosts have created safe blogging spaces for students to use that connect them with students all over the country. Many other internet tools such as wikis and google documents are also utilized in connecting the students to “school-based social networks”. This also becomes a social network and support site for teachers suing technology in their classes.
3) Describe your search on RSS readers/aggregators and how you could use them.
When I searched for RSS readers/aggregators, I found that you can use what is called a “reader” which is sort of like a news feed that gives you updates from all of the sites you are interested in and saves you the trouble of having to go to each site and check for new postings, etc. Some of the examples show that you set up a reader page and connections to your favorites websites (such as blogs or news that you keep track of) and then you will be able to read the updates from your reader instead of from each individual site. These could be used in classrooms to save both the teacher and the students time and energy. If you’d like your students to read the postings on your blog, they will be able to see whether or not you have updated and they won’t have to continuously check. Likewise, if you are having your students keep blogs, you can use an RSS reader to see the updates of all of their pages without having to check each blog one at a time.
4) Discuss the impact you think blogging may have on K-12 classrooms.
In my opinion, blogging has the potential to be very beneficial as a means of communication. Blogs are a way to connect teachers and their students, teachers and parents, or even teachers with other teachers for advice and encouragement. I have personally had many classes where I was required read articles and post blogs, and it provides instant feedback from the instructor and a way to see what my peers are thinking about the topic. Depending on the way they are used, blogs can be a very good tool. I also feel that as a new generation of teachers, who understand the use of technology in their classrooms, enter schools, it will become very common.
5) Describe at least 2 pros and cons of using blogs and RSS readers in education.
Using blogs and RSS readers is a very good way of creating an instant connection between you and your students. If you require your students to keep a blog, you are able to peek into their minds and better understand their lives and what they are experiencing in your classroom. If the blogs are made available to the entire class, your students can also see how their peers are responding. Secondly, blogging provides an alternate method of educational discourse which can be used to break up the monotony of a regular classroom. On the other hand, teachers who rely too much on blogs will ruin its effectiveness because of over-use. Students who found it interesting in the beginning may become bored if they are blogging every assignment. Another con of using blogs in your classroom is that you are possibly opening up your student’s work not just to the scrutiny of you and their classmates, but also to everyone else browsing the web. It may be unlikely, but depending on what you or your students write on their blogs, they may receive feedback from sources that are not trustworthy.
1) Discuss your search results and why you feel they were similar or different.
When I searched for “Educational Blogs” on Google, the first three results I was shown were “Educational Weblogs” (educational.blogs.com), Kathy Schrock’s home page (www.kathyschrock.net/edtechblogs.htm) and the “Top 100 Education Blogs” (oedb.org/library/features/top-100-education-blogs). Searching the same key phrase on Yahoo, my results were slightly different. Though the first result was the same for both sites, Kathy Schrock’s page was moved to the fifth result and the “Top 100 Education Blogs” to the tenth. This time, sites such as “EDUCAUSE Review” (www.educause.edu/pub/er/erm04/erm0450.asp) and a “Teacher Blog Community” (teacherlingo.com) were listed. The same was the case for MSN when I searched the phrase there. The three main sites were still listed on the first page of the results even though the order was moved around and other new sites also appeared within the results. I am not sure why the results were different, but I assume that it has something to do with the way the queries are processed by each search engine and by the specific web sites that the search engine is associated with.
2) Identify and describe the 3 interesting ways you found to use blogs in K-12.
The first blog that really interested me was “The Junk Edublog.” I really liked this teacher’s blog because J. Blake posts many of the ideas actually being used his science classroom dealing with technology. Many of these assignments and activities are very creative and engaging. For example, the students are putting together their own digital videos of birds rather than just learning about birds from the textbook. I also thought it was interesting that Blake has the blog set up to be viewed by the parents of his students. This seemed like a good way of including the parents in what his students are experiencing in his classroom and getting them involved. On “Ozblog” by Tom March, students find many postings on current events and news articles. March calls these “teachable” moments. Using March’s blog as an example, I think that blogs would be a good way to get your students interested in news when they may otherwise not be. Reading headlines through your blog may be less intimidating to them than actually going to CNN.com. Lastly, in a blog called “Teachers Teaching Teachers,” the hosts have created safe blogging spaces for students to use that connect them with students all over the country. Many other internet tools such as wikis and google documents are also utilized in connecting the students to “school-based social networks”. This also becomes a social network and support site for teachers suing technology in their classes.
3) Describe your search on RSS readers/aggregators and how you could use them.
When I searched for RSS readers/aggregators, I found that you can use what is called a “reader” which is sort of like a news feed that gives you updates from all of the sites you are interested in and saves you the trouble of having to go to each site and check for new postings, etc. Some of the examples show that you set up a reader page and connections to your favorites websites (such as blogs or news that you keep track of) and then you will be able to read the updates from your reader instead of from each individual site. These could be used in classrooms to save both the teacher and the students time and energy. If you’d like your students to read the postings on your blog, they will be able to see whether or not you have updated and they won’t have to continuously check. Likewise, if you are having your students keep blogs, you can use an RSS reader to see the updates of all of their pages without having to check each blog one at a time.
4) Discuss the impact you think blogging may have on K-12 classrooms.
In my opinion, blogging has the potential to be very beneficial as a means of communication. Blogs are a way to connect teachers and their students, teachers and parents, or even teachers with other teachers for advice and encouragement. I have personally had many classes where I was required read articles and post blogs, and it provides instant feedback from the instructor and a way to see what my peers are thinking about the topic. Depending on the way they are used, blogs can be a very good tool. I also feel that as a new generation of teachers, who understand the use of technology in their classrooms, enter schools, it will become very common.
5) Describe at least 2 pros and cons of using blogs and RSS readers in education.
Using blogs and RSS readers is a very good way of creating an instant connection between you and your students. If you require your students to keep a blog, you are able to peek into their minds and better understand their lives and what they are experiencing in your classroom. If the blogs are made available to the entire class, your students can also see how their peers are responding. Secondly, blogging provides an alternate method of educational discourse which can be used to break up the monotony of a regular classroom. On the other hand, teachers who rely too much on blogs will ruin its effectiveness because of over-use. Students who found it interesting in the beginning may become bored if they are blogging every assignment. Another con of using blogs in your classroom is that you are possibly opening up your student’s work not just to the scrutiny of you and their classmates, but also to everyone else browsing the web. It may be unlikely, but depending on what you or your students write on their blogs, they may receive feedback from sources that are not trustworthy.
Wednesday, September 5, 2007
Learning Styles
Ruchell Todd
T&L 466
6 September 2007
Learning Styles
To evaluate my own personal learning style, I relied on a questionnaire based on Gardner’s theory of multiple intelligences. While replying to statements such as “You like to do crosswords, play Scrabble or have a go at other word puzzles” with yes or no answers, the test is evaluating whether you may have a high “Linguistic” intelligence. Similar questions follow for the remaining seven of Gardner’s eight intelligences. Based on the answers you give, the test calculates a score from one to one hundred to give an idea of your preferred intelligences. Unlike other learning styles tests I have taken, the results do not give you one specific answer as to your learning style. Instead of simply saying that you are a visual-spatial learner, for example, it displays your scores in all areas.
I located this test on the Lever-Duffy website as part of the “On The Web!” activity for chapter 1.7 of the third edition of the book. The address for this test is http://www.nedprod.com/Niall_stuff/intelligence_test.html and clicking on it will bring you to the test page, including some commentary from the creator about his interests in the multiple intelligence theory and his opinions on the validity of such tests. After answering the questions myself, my results showed that—with a score of 82—I have a higher musical intelligence than anything else, followed by a naturalist score of 70. After that, my scores in the other intelligences are roughly the same, averaging a score of about 50.
When I see my own results, I understand that these tests may, in some senses, be helpful, but they are also misleading. I can see how high scores can be misunderstood as interests. I scored highest in music. While it is true that I like to listen to the radio and sing along, I have never been able to understand instruments or read notes. I “can’t imagine life without music” as one of the questions asks, but that does not mean that I am gifted in music. Besides wondering whether the test in incorrect, it peaks my curiosity as to whether I may have thrown in the towel too soon to see my true potential in music.
I am surprised that I did not score higher in linguistic intelligence than I did, as an English
major. Reading and writing are things I feel I am very good at and I would have expected myself to score highest in this area. This test has shown me that, just because you are particularly fond of an activity or a subject, it does not mean that it is an area of the highest intelligence for you. The same applies the other way, just because you may be good at understanding something does not mean it necessarily interests you. Take for instance, my high score of naturalist intelligence. I am interested in the environment, and have done good in the science classes that interest me not I have never understood chemistry or botany and cannot envision myself involved in agriculture, as the test suggests.
Mainly, this test has shown me that, by taking a broad range of classes and being educated in many areas, I can tune into my own intelligences. I have also learned that you cannot claim to be a single intelligence. There are going to be subjects that appeal to you more, and you may lean toward one intelligence more than the other, but that does not mean the others do not still apply to you in some ways.
As far as implementing learning styles in my classroom, I think it is very important to incorporate many different aspects into your teaching to reach as many students as possible. It does not come as any surprise that every student in one class will not learn exactly the same way. On the other hand, I am not sure if using these measuring instruments would be a safe way to understand your students. I feel that, just because you may not score high in one area does not mean that you cannot improve in other areas. I worry that by testing students the way I tested myself, we may be limiting them. We would risk students seeing how high they scored in one area and focus solely in that area, or seeing how low they scored in another and using it as an excuse to give up. Just from seeing my own score now and realizing that I have chosen a profession in which my score was not the highest, I may have been confused had I seen it at an impressionable age. I might have been very frustrated that I scored high in music but did not do well in band class. I feel that, as a teacher, I will do everything to understand my students and understand the multiple intelligences and teach toward all of them, but I will not try to pin point my students as one intelligence or another by testing them. Hopefully I will be able to get to know my students individually and understand how they learn best, without using these sorts of questionnaires.
T&L 466
6 September 2007
Learning Styles
To evaluate my own personal learning style, I relied on a questionnaire based on Gardner’s theory of multiple intelligences. While replying to statements such as “You like to do crosswords, play Scrabble or have a go at other word puzzles” with yes or no answers, the test is evaluating whether you may have a high “Linguistic” intelligence. Similar questions follow for the remaining seven of Gardner’s eight intelligences. Based on the answers you give, the test calculates a score from one to one hundred to give an idea of your preferred intelligences. Unlike other learning styles tests I have taken, the results do not give you one specific answer as to your learning style. Instead of simply saying that you are a visual-spatial learner, for example, it displays your scores in all areas.
I located this test on the Lever-Duffy website as part of the “On The Web!” activity for chapter 1.7 of the third edition of the book. The address for this test is http://www.nedprod.com/Niall_stuff/intelligence_test.html and clicking on it will bring you to the test page, including some commentary from the creator about his interests in the multiple intelligence theory and his opinions on the validity of such tests. After answering the questions myself, my results showed that—with a score of 82—I have a higher musical intelligence than anything else, followed by a naturalist score of 70. After that, my scores in the other intelligences are roughly the same, averaging a score of about 50.
When I see my own results, I understand that these tests may, in some senses, be helpful, but they are also misleading. I can see how high scores can be misunderstood as interests. I scored highest in music. While it is true that I like to listen to the radio and sing along, I have never been able to understand instruments or read notes. I “can’t imagine life without music” as one of the questions asks, but that does not mean that I am gifted in music. Besides wondering whether the test in incorrect, it peaks my curiosity as to whether I may have thrown in the towel too soon to see my true potential in music.
I am surprised that I did not score higher in linguistic intelligence than I did, as an English
major. Reading and writing are things I feel I am very good at and I would have expected myself to score highest in this area. This test has shown me that, just because you are particularly fond of an activity or a subject, it does not mean that it is an area of the highest intelligence for you. The same applies the other way, just because you may be good at understanding something does not mean it necessarily interests you. Take for instance, my high score of naturalist intelligence. I am interested in the environment, and have done good in the science classes that interest me not I have never understood chemistry or botany and cannot envision myself involved in agriculture, as the test suggests.
Mainly, this test has shown me that, by taking a broad range of classes and being educated in many areas, I can tune into my own intelligences. I have also learned that you cannot claim to be a single intelligence. There are going to be subjects that appeal to you more, and you may lean toward one intelligence more than the other, but that does not mean the others do not still apply to you in some ways.
As far as implementing learning styles in my classroom, I think it is very important to incorporate many different aspects into your teaching to reach as many students as possible. It does not come as any surprise that every student in one class will not learn exactly the same way. On the other hand, I am not sure if using these measuring instruments would be a safe way to understand your students. I feel that, just because you may not score high in one area does not mean that you cannot improve in other areas. I worry that by testing students the way I tested myself, we may be limiting them. We would risk students seeing how high they scored in one area and focus solely in that area, or seeing how low they scored in another and using it as an excuse to give up. Just from seeing my own score now and realizing that I have chosen a profession in which my score was not the highest, I may have been confused had I seen it at an impressionable age. I might have been very frustrated that I scored high in music but did not do well in band class. I feel that, as a teacher, I will do everything to understand my students and understand the multiple intelligences and teach toward all of them, but I will not try to pin point my students as one intelligence or another by testing them. Hopefully I will be able to get to know my students individually and understand how they learn best, without using these sorts of questionnaires.
Tuesday, August 21, 2007
Subscribe to:
Posts (Atom)