Levin, H (2003). Making history come to life. Learning & Leading with Technology, 31 (3), 22-27.
1. After reading this article it is hard not to realize the power of using video with students. Describe a way you could use video in a similar way with your own K-12 students.
Being that I want to teach students at the primary grade level, I feel that creating video presentations for small groups may be too advanced for the younger students who may have never worked with a video camera before. However, groups with an adult, such as a parent, another teacher, or anyone who can responsibly handle a video camera, would be able to create videos and work together. One way I could use videos in the classroom would be to create a documentary of the classroom and activities the students had taken part in, such as talent shows, performances, or even class work. For example, in kindergarten, my class gave a performance of a circus for our parents and we had the entire act recorded on a video camera and then distributed to all of the parents that had paid for a copy of the circus presentation. To this day, I remember all of the circus acts that my class had performed that day, and I still have a copy of that video
November 2, 2009
Digital Video Goes to School
Handler, M. & Hoffenberg, H. (2001). Digital video goes to school. Learning & Leading with Technology, 29 (2), 11-15.
1. What skills are students developing in the process of making a video?
Students find video motivational and they demonstrate higher-level thinking skills when producing digital video clips. In the process of creating a video, students are practicing many skills, including the technical skills involved in making and editing a video, and visual literacy skills. Students also develop the higher-level thinking skills of analyzing and synthesizing the information they want to present as they come up with a point or focus for their work and as they decide what details to include in their videos. Meaningful tools in the hands of students create lifelong learners, preparing students for the challenges they will face in a digital world.
2. What type of video formats fit well as a culminating activity?
Formats for a video as the final reporting of a project, whether a project-based learning experience or a traditional research project, include video newscasts, documentaries, infomercials, and video clips for a Web page or multimedia presentation.
3. What types of curriculum characteristics make sense for video?
Educators must aim for curriculum-driven technology use, not technology-driven curriculum. Video is a natural fit when you want to capture emotion, heritage or culture, memorable experiences, change over time, a process, a phenomenon in nature, and/or a process slowed to view frame by frame to better understand it.
4. Briefly describe the guidelines for video use.
In order for students to become virtually literate, it is important, as with all technology tools, to use it in appropriate ways to expand the learning environment. As teachers, we have taught students the grammar of writing and the guidelines for effective oral communication to make them good communicators with their selected audiences, and it is our responsibility to help them learn and use the guidelines for communicating with audiences using what we know about the rules and guidelines for visual communication tools, in this case video. Planning ahead is a key component in creating any presentation, including visual documents. In creating a video project, students must choose a subject with which they are familiar with, consider the audience and purpose, spend time planning and storyboarding, and thinking about the kind of shots required to best convey the message. Throughout the planning, students must consider the relationship between visual communication and the content as they organize their work.
1. What skills are students developing in the process of making a video?
Students find video motivational and they demonstrate higher-level thinking skills when producing digital video clips. In the process of creating a video, students are practicing many skills, including the technical skills involved in making and editing a video, and visual literacy skills. Students also develop the higher-level thinking skills of analyzing and synthesizing the information they want to present as they come up with a point or focus for their work and as they decide what details to include in their videos. Meaningful tools in the hands of students create lifelong learners, preparing students for the challenges they will face in a digital world.
2. What type of video formats fit well as a culminating activity?
Formats for a video as the final reporting of a project, whether a project-based learning experience or a traditional research project, include video newscasts, documentaries, infomercials, and video clips for a Web page or multimedia presentation.
3. What types of curriculum characteristics make sense for video?
Educators must aim for curriculum-driven technology use, not technology-driven curriculum. Video is a natural fit when you want to capture emotion, heritage or culture, memorable experiences, change over time, a process, a phenomenon in nature, and/or a process slowed to view frame by frame to better understand it.
4. Briefly describe the guidelines for video use.
In order for students to become virtually literate, it is important, as with all technology tools, to use it in appropriate ways to expand the learning environment. As teachers, we have taught students the grammar of writing and the guidelines for effective oral communication to make them good communicators with their selected audiences, and it is our responsibility to help them learn and use the guidelines for communicating with audiences using what we know about the rules and guidelines for visual communication tools, in this case video. Planning ahead is a key component in creating any presentation, including visual documents. In creating a video project, students must choose a subject with which they are familiar with, consider the audience and purpose, spend time planning and storyboarding, and thinking about the kind of shots required to best convey the message. Throughout the planning, students must consider the relationship between visual communication and the content as they organize their work.
Finding the Best Software
McKenzie, W. (2003). Find the best software: Using Bloom's taxonomy and multiple
intelligences to select and use software. Learning & Leading with Technology, 30 (8), 54-58.
1. What considerations need to be made on selecting software for the classroom?
One of the most important considerations is the context of the software because it is the defining standard in evaluating and selecting software. It is also important to consider which software titles have already been classroom tested and which are popular choices of teachers for instructional use. It is important to consider the intelligences and those that are primarily stimulated by each of the software applications because, as a teacher, one is looking out for the best of their students. Also, one must consider how the software will be integrated into the curriculum and if it will become a vital piece in the learning process.
2. Describe what you feel is most important to consider after reading this article.
As stated above, I feel that the most important aspects to consider when selecting software for the classroom are context, familiar software programs that have already been approved in the classroom, which intelligences are being stimulated for the students, and how the software will be integrated in the curriculum and if it is meeting the teaching standards. Another important thing to consider, in correlation with the program being integrated into the curriculum, is if the program can be extended into the classroom. In addition, software programs which can be easily navigated by students of all ages, and if the software is appealing to students are also important.
3. How might software address multiple intelligences?
Software can be designed to address several intelligences or higher levels of thinking. In the creation of certain software programs, they can be assigned to different categories, such as tutorial, guided assessment, simulation, and several other categories, and with these different categories come different intelligences and levels of thinking that are targeted for students. Of course, the different intelligences and levels of thinking can be accommodated to each and every student, but it all depends on the context of the software. Unfortunately, many software companies are not yet addressing the distribution of intelligences across a student population, but with one’s own multiple intelligence awareness, teachers can identify the elements of well-designed software that accommodate multiple intelligences no matter how the publisher packages them.
4. Find at least one site on the Internet that explains multiple intelligences and why they are important to consider.
Smith, M.K. (2008). Howard Gardner and multiple intelligences. The Encyclopedia of Informal Education. Retrieved October 28, 2009 from http://www.infed.org/thinkers/gardner.htm
According to this article, Howard Gardner and his Multiple Intelligences theory “has helped a significant number of educators to question their work and to encourage them to look beyond the narrow confines of the dominant discourses of skilling, curriculum, and testing.” All seven intelligences are needed to live life well, and teachers, therefore, need to attend to all intelligences, not just the first two that have been their tradition concern.
Thirteen Ed Online. (2004). Concept to classroom: Tapping into multiple intelligences - Explanation. Educational Broadcasting Corporation. Retrieved October 28, 2009 from http://www.thirteen.org/edonline/concept2class/mi/index.html
This website provides information as to what the theory of multiple intelligences, benefits of using the multiple intelligences approach, and how to apply it in the classroom. For example, and I found this one to be appropriate for my teaching setting, one benefit of the multiple intelligences theory is to incorporate artistic, athletic, and musical activities into the classroom because children learn better from these experiences and multiple intelligences are being addressed. Another benefit to using multiple intelligences in the classroom is that it simulates the “real world” and allows for students to become more actively engaged learners.
intelligences to select and use software. Learning & Leading with Technology, 30 (8), 54-58.
1. What considerations need to be made on selecting software for the classroom?
One of the most important considerations is the context of the software because it is the defining standard in evaluating and selecting software. It is also important to consider which software titles have already been classroom tested and which are popular choices of teachers for instructional use. It is important to consider the intelligences and those that are primarily stimulated by each of the software applications because, as a teacher, one is looking out for the best of their students. Also, one must consider how the software will be integrated into the curriculum and if it will become a vital piece in the learning process.
2. Describe what you feel is most important to consider after reading this article.
As stated above, I feel that the most important aspects to consider when selecting software for the classroom are context, familiar software programs that have already been approved in the classroom, which intelligences are being stimulated for the students, and how the software will be integrated in the curriculum and if it is meeting the teaching standards. Another important thing to consider, in correlation with the program being integrated into the curriculum, is if the program can be extended into the classroom. In addition, software programs which can be easily navigated by students of all ages, and if the software is appealing to students are also important.
3. How might software address multiple intelligences?
Software can be designed to address several intelligences or higher levels of thinking. In the creation of certain software programs, they can be assigned to different categories, such as tutorial, guided assessment, simulation, and several other categories, and with these different categories come different intelligences and levels of thinking that are targeted for students. Of course, the different intelligences and levels of thinking can be accommodated to each and every student, but it all depends on the context of the software. Unfortunately, many software companies are not yet addressing the distribution of intelligences across a student population, but with one’s own multiple intelligence awareness, teachers can identify the elements of well-designed software that accommodate multiple intelligences no matter how the publisher packages them.
4. Find at least one site on the Internet that explains multiple intelligences and why they are important to consider.
Smith, M.K. (2008). Howard Gardner and multiple intelligences. The Encyclopedia of Informal Education. Retrieved October 28, 2009 from http://www.infed.org/thinkers/gardner.htm
According to this article, Howard Gardner and his Multiple Intelligences theory “has helped a significant number of educators to question their work and to encourage them to look beyond the narrow confines of the dominant discourses of skilling, curriculum, and testing.” All seven intelligences are needed to live life well, and teachers, therefore, need to attend to all intelligences, not just the first two that have been their tradition concern.
Thirteen Ed Online. (2004). Concept to classroom: Tapping into multiple intelligences - Explanation. Educational Broadcasting Corporation. Retrieved October 28, 2009 from http://www.thirteen.org/edonline/concept2class/mi/index.html
This website provides information as to what the theory of multiple intelligences, benefits of using the multiple intelligences approach, and how to apply it in the classroom. For example, and I found this one to be appropriate for my teaching setting, one benefit of the multiple intelligences theory is to incorporate artistic, athletic, and musical activities into the classroom because children learn better from these experiences and multiple intelligences are being addressed. Another benefit to using multiple intelligences in the classroom is that it simulates the “real world” and allows for students to become more actively engaged learners.
The Database
Holmes, B. (1998). The database: America's presidents. Learning & Leading with Technology, 25 (7), 6-11.
1. Write a summary of how you would use a database in your class.
As a teacher, I would use a database for many things involving collections of information that focus on important and specific content areas, particularly for student information, attendance, and classroom assignments. I would also use databases for student rubrics, discussions in which student ideas can be listed on an overhead projection, and student activities which involve research and organization.
1. Write a summary of how you would use a database in your class.
As a teacher, I would use a database for many things involving collections of information that focus on important and specific content areas, particularly for student information, attendance, and classroom assignments. I would also use databases for student rubrics, discussions in which student ideas can be listed on an overhead projection, and student activities which involve research and organization.
Digital Citizenship
Bailey, G.D., Ribble, M., & Ross, T.W. (2004). Digital citizenship: Addressing appropriate technology behavior. Learning & Leading with Technology, 32 (1), 6-11.
1. Briefly describe and give examples of the nine general areas of Digital Citizenship.
2. Are there any that you would add?
Personally, I feel that the nine general areas of digital citizenship listed above greatly summarize what one must be aware of and take into consideration in order to exemplify appropriate technology behavior.
1. Briefly describe and give examples of the nine general areas of Digital Citizenship.
- Etiquette: electronic standards of conduct or procedure (e.g., Modeling appropriate use of technology in and out of the classroom)
- Communication: electronic exchange of information (e.g., Encouraging students to use digital communication, but correct them when they are doing something inappropriate, or using shorthand in class assignments can lead to bad habits in formal writing)
- Education: the process of teaching and learning about technology and the use of technology (e.g., Encourage students to come up with new and alternative uses for the Internet and digital technology, such as in online school discussion boards or course management systems)
- Access: full electronic participation in society (e.g., Provide students class time to use school technology to work on assignments, especially for students who do not have access to technology, computers, or the Internet)
- Commerce: electronic buying and selling of goods (e.g., Teach students about the dangers of identity theft and how to protect themselves, and teach students proper online purchase practice as to motivate students to keep away from impulse buying)
- Responsibility: electronic responsibility for actions and deeds (e.g., Discuss fair use and copyright laws, as well as discuss with students the school's code of conduct and specific laws that relate to illegal use of technology and the consequences for breaking those rules/laws)
- Rights: those freedoms extended to everyone in the digital world (e.g., Engage students about the differences between rights in school and outside school when using technology, provide students with information about appropriate use of technology in school, and teach students about their digital rights)
- Safety: physical well-being in a digital technology world (e.g., Make students aware of the long-term physical effects of certain use of technology, and make sure that rooms are well lit and appropriately sized furniture for technology use is provided)
- Security: electronic precautions to guarantee safety (e.g., Teach students to back up data and protect their equipment from damage, and how to conduct regular checks for viruses or other software intrusions using approved software)
2. Are there any that you would add?
Personally, I feel that the nine general areas of digital citizenship listed above greatly summarize what one must be aware of and take into consideration in order to exemplify appropriate technology behavior.
Scaffolding Math Learning with Spreadsheets
Niess, M. (2005). Scaffolding math learning with spreadsheets. Learning & Leading with Technology, 32 (5), 24-25 & 48.
Questions are an important tool to stimulate students’ higher level thinking skills. Create
two questions that you might ask regarding this article. Then respond to them. Before
you write the questions, check out the resources below. Use strategies for developing
effective questions such as those found at
http://www.fno.org/toolbox.html
http://www.kyrene.org/schools/brisas/sunda/litpack/BloomsCriticalThinking_files/v3_document.htm
http://www.murraystate.edu/prism/kyprism/openrp1.htm
1. What can a spreadsheet be used for in the classroom? What skills are necessary for a student to create a spreadsheet?
A spreadsheet is a tool that mathematics teachers use in order to redesign their curriculum and instruction to help students learn about the technology they will use to learn mathematics (24). Math teachers are challenged to think about scaffolding students learning about spreadsheets while they are also learning mathematics (24). These problems lead students to explore linear functions using spreadsheets, which requires that students are able to enter user-defined and spreadsheet defined formulas, copy formulas, and graph data (24). Without these specific skills, learning about the spreadsheet overshadows the mathematics (24). More work with patterns unveils more mathematics, as well as more about spreadsheets, students can begin to visualize patterns using the spreadsheet charting capabilities, they can use a “relative” reference when copying formulas, and students have more opportunities to become familiar with copying formulas from cell to cell (25).
2. What is the importance of scaffolding in mathematics?
As a teacher, the challenge is to identify the spreadsheet skills students need to work on and to look for places in the curriculum where one can help students add to their spreadsheet knowledge and skills (48). Careful planning results in students being comfortable using the spreadsheet as a tool for learning mathematics because they have learned to learn mathematics with the tool (48).
Questions are an important tool to stimulate students’ higher level thinking skills. Create
two questions that you might ask regarding this article. Then respond to them. Before
you write the questions, check out the resources below. Use strategies for developing
effective questions such as those found at
http://www.fno.org/toolbox.html
http://www.kyrene.org/schools/brisas/sunda/litpack/BloomsCriticalThinking_files/v3_document.htm
http://www.murraystate.edu/prism/kyprism/openrp1.htm
1. What can a spreadsheet be used for in the classroom? What skills are necessary for a student to create a spreadsheet?
A spreadsheet is a tool that mathematics teachers use in order to redesign their curriculum and instruction to help students learn about the technology they will use to learn mathematics (24). Math teachers are challenged to think about scaffolding students learning about spreadsheets while they are also learning mathematics (24). These problems lead students to explore linear functions using spreadsheets, which requires that students are able to enter user-defined and spreadsheet defined formulas, copy formulas, and graph data (24). Without these specific skills, learning about the spreadsheet overshadows the mathematics (24). More work with patterns unveils more mathematics, as well as more about spreadsheets, students can begin to visualize patterns using the spreadsheet charting capabilities, they can use a “relative” reference when copying formulas, and students have more opportunities to become familiar with copying formulas from cell to cell (25).
2. What is the importance of scaffolding in mathematics?
As a teacher, the challenge is to identify the spreadsheet skills students need to work on and to look for places in the curriculum where one can help students add to their spreadsheet knowledge and skills (48). Careful planning results in students being comfortable using the spreadsheet as a tool for learning mathematics because they have learned to learn mathematics with the tool (48).
Don't Feed the Trolls
Richardson, K.W. (2008). Don't feed the trolls: Using blogs to teach civil discourse. Learning & Leading with Technology, 35 (7), 12-15.
1. Briefly describe what you will use from this article for your own teaching practice.
In my own teaching practice, I will promote the guidelines for civil discourse, face to face or online, by reviewing examples of rules that are already in place and putting them into practice. I will also help move students towards self-monitoring and self-regulation, especially in blogs, which allow students to review and reflect to their postings. As a teacher, I will model civil discourse for my students, as well as provide opportunities for students to evaluate and engage in civil discourse for a better understanding of what a conversation of a productive citizen sounds like throughout the different communities in which they take part in.
2. Find at least one more article that furthers the discussion on Blogs. Tell us where it can be located and describe what you found helpful about it.
Enhancing Education: A Children's Producer's Guide. (2004). Additional teaching strategies. Corporation for Public Broadcasting. Retrieved October 30, 2009 from http://enhancinged.wgbh.org/kids/research/additional.html
I found this website to be very helpful because it offers some civil discourse guidelines, as well as ideas for how to incorporate civil discourse in the classroom.
1. Briefly describe what you will use from this article for your own teaching practice.
In my own teaching practice, I will promote the guidelines for civil discourse, face to face or online, by reviewing examples of rules that are already in place and putting them into practice. I will also help move students towards self-monitoring and self-regulation, especially in blogs, which allow students to review and reflect to their postings. As a teacher, I will model civil discourse for my students, as well as provide opportunities for students to evaluate and engage in civil discourse for a better understanding of what a conversation of a productive citizen sounds like throughout the different communities in which they take part in.
2. Find at least one more article that furthers the discussion on Blogs. Tell us where it can be located and describe what you found helpful about it.
Enhancing Education: A Children's Producer's Guide. (2004). Additional teaching strategies. Corporation for Public Broadcasting. Retrieved October 30, 2009 from http://enhancinged.wgbh.org/kids/research/additional.html
I found this website to be very helpful because it offers some civil discourse guidelines, as well as ideas for how to incorporate civil discourse in the classroom.
Visualize, Visualize, Visualize
Chen, P., & McGrath, D. (2004). Visualize, visualize, visualize: Designing projects for higher order thinking. Learning & Leading with Technology, 32 (4), 54-57.
1. Based on your experiences, what are some ways in which you might apply ideas presented by the authors in this article?
The main idea behind this article is to promote the use of project-based learning in the classroom so that students and teachers can make thinking processes visible to others. I view project based learning as a means of developing children's cognitive, motor, and social skills, and this article stresses the importance of cognitive project-based learning. As a teacher whose depth of study is in Arts and Education, I plan to incorporate the arts into the classroom with the use of project based learning, which will allow students to collaborate, use their hands to create a project, and think of ways to solve a problem or create a project. Students can make their thoughts visual by speaking their minds or use creative technologic programs, such as Inspiration or even Word, Excel, and PowerPoint, to create outlines and organize their thoughts. Students can also use the Internet to research information and learn to better express their ideas. As a teacher, I will provide all of these resources and many more to my students so that they are not limited in their discovery process, and I will coach my students in order to make sure that they grasp the new knowledge and continue to use it in their higher-order of thinking.
2. What is project-based learning and how does it affect the classroom and the way you will teach?
According to the article, "Project-based learning provides a way of learning that seems to be particularly attractive to students who are struggling with conventional school assignments" (Chen, 54). Project-based learning is a dynamic approach to actively engage students to explore real-world problems and challenges, and simultaneously developing cross-curriculum skills while working in small collaborative groups. Project-based learning can stimulate the classroom, as well as create a learning environment in which students will have a desire to explore, investigate, and understand their world, and this is what I hope to achieve in my classroom setting.
3. What is an example of higher-order thinking?
An individual who expresses higher-order thinking is when they, as learners, gain conscious access to their own minds, move toward greater understanding, and acquire the ability to apply that understanding towards real-world situations. An example of higher-order thinking could be students using tools, such as Inspiration, to organize an outline and creatively express their thoughts and ideas.
4. Locate at least two more articles or resources that either support project based learning or for double credit try to find an author who argues against project based learning. List these in APA format and summarize their key points.
Intel Education. (2006). Harnessing the power of project based learning. Unit and Project Plans. Retrieved October 30, 2009 from http://www.intel.com/corporate/education/emea/eng/ireland/elem_sec/tools_resources/plans/harness.htm
This website provides a thorough definition of what project based learning is, how it can be incorporated into the classroom, the benefits, as well as the challenges, teachers face with project based learning, and references and resources one can refer to in order to better understand project based learning.
Edutopia (2009). Core concept: Project learning. The George Lucas Educational Foundation. Retrieved October 30, 2009 from http://www.edutopia.org/project-learning-introduction
This website provides several videos and examples, studies, and articles supporting the benefits of project learning, generally stating that project learning is a dynamic approach to teaching in which students explore real-world problems and challenges, and inspires students to obtain a deeper knowledge of the subjects they are studying.
Boud, D. & Feletti, G.E. (1997). The challenge of problem-based learning, 2nd ed. London: Kogan Page Limited.
This book examines problem based learning, pointing out the strengths and weaknesses of such a curriculum, and presents 30 case studies from a wide range of professional and higher education institutions.
1. Based on your experiences, what are some ways in which you might apply ideas presented by the authors in this article?
The main idea behind this article is to promote the use of project-based learning in the classroom so that students and teachers can make thinking processes visible to others. I view project based learning as a means of developing children's cognitive, motor, and social skills, and this article stresses the importance of cognitive project-based learning. As a teacher whose depth of study is in Arts and Education, I plan to incorporate the arts into the classroom with the use of project based learning, which will allow students to collaborate, use their hands to create a project, and think of ways to solve a problem or create a project. Students can make their thoughts visual by speaking their minds or use creative technologic programs, such as Inspiration or even Word, Excel, and PowerPoint, to create outlines and organize their thoughts. Students can also use the Internet to research information and learn to better express their ideas. As a teacher, I will provide all of these resources and many more to my students so that they are not limited in their discovery process, and I will coach my students in order to make sure that they grasp the new knowledge and continue to use it in their higher-order of thinking.
2. What is project-based learning and how does it affect the classroom and the way you will teach?
According to the article, "Project-based learning provides a way of learning that seems to be particularly attractive to students who are struggling with conventional school assignments" (Chen, 54). Project-based learning is a dynamic approach to actively engage students to explore real-world problems and challenges, and simultaneously developing cross-curriculum skills while working in small collaborative groups. Project-based learning can stimulate the classroom, as well as create a learning environment in which students will have a desire to explore, investigate, and understand their world, and this is what I hope to achieve in my classroom setting.
3. What is an example of higher-order thinking?
An individual who expresses higher-order thinking is when they, as learners, gain conscious access to their own minds, move toward greater understanding, and acquire the ability to apply that understanding towards real-world situations. An example of higher-order thinking could be students using tools, such as Inspiration, to organize an outline and creatively express their thoughts and ideas.
4. Locate at least two more articles or resources that either support project based learning or for double credit try to find an author who argues against project based learning. List these in APA format and summarize their key points.
Intel Education. (2006). Harnessing the power of project based learning. Unit and Project Plans. Retrieved October 30, 2009 from http://www.intel.com/corporate/education/emea/eng/ireland/elem_sec/tools_resources/plans/harness.htm
This website provides a thorough definition of what project based learning is, how it can be incorporated into the classroom, the benefits, as well as the challenges, teachers face with project based learning, and references and resources one can refer to in order to better understand project based learning.
Edutopia (2009). Core concept: Project learning. The George Lucas Educational Foundation. Retrieved October 30, 2009 from http://www.edutopia.org/project-learning-introduction
This website provides several videos and examples, studies, and articles supporting the benefits of project learning, generally stating that project learning is a dynamic approach to teaching in which students explore real-world problems and challenges, and inspires students to obtain a deeper knowledge of the subjects they are studying.
Boud, D. & Feletti, G.E. (1997). The challenge of problem-based learning, 2nd ed. London: Kogan Page Limited.
This book examines problem based learning, pointing out the strengths and weaknesses of such a curriculum, and presents 30 case studies from a wide range of professional and higher education institutions.
Subscribe to:
Comments (Atom)