Cynthia's Blog for EDT 547

Week 13 Readings

2005-11-25T17:55:00.000-08:00

Week 13: Technology Integration Success Stories:

This week was probably the easiest of all the readings. We got to browse through sites that showed how technology has been successfully integrated into the curriculum. Below, I decided to link to each article and tell you my thoughts on them.

The student projects seemed to be quite an undertaking. They went through a process of learning how to use the recording equipment and researching by asking interview questions using audio equipment. They sent home questionnaires with students to find out where family members were born and mapped them out. The process went on and on. I am impressed with the amount of work put into these projects. You can go to the accents page and listen to some of the audio that students recorded telling where their family members were born. Personally, I liked the game section the best. I could remember playing some of those games when I was little, but the lyrics were different. I like the way they had video and written scripts. When you go to the people page, there are pictures of adults, their histories and then a video with transcripts telling a story. I could definitely identify with the story about being left - handed as I too am left handed. I was too scared to tell my teachers until high school, so now I do everything right handed except write and eat.

After reading, High Tech High by Lawrence Hardy all I could do is say WOW! I immediately turned to my husband and told him that these kids could give us a run for our money. It is about a Charter School in San Diego California where students attend knowing that there will be no art class, music class, physical education, etc. There is also no cafeteria, just a common area with vending machines. Nothing is traditional about this school. It has no bells to tell you that class is over, no hall passes, and what seems to be no restrictions on what they can do. It seems to be a school where trust and learning go hand in hand. I am amazed at the technology these students are using and the fact that they are doing internships with business partners when they are in the tenth grade. This is a wonderful success story for technology.
The Family History Book Project is a wonderful project where students interview their families and write a book about their Family history. I would like to try this with my third grades. I think we could do it if we cut down on the amount of chapters and gave them guidelines to go by.

I have actually used the Martin Luther King Timeline page in my classroom as an example to show them what they can do. It is an excellent example for elementary teachers to use in their classrooms.

The last article, What did you do in the war, Grandma? was my least favorite. I didn't like the way it was set up. It lost me with its' navigation system and was more wordy and less show me what you mean. I have to say that I gave up on reading this one after going back home 4 times. The concept is good, but needs to be displayed in a different way.

Week 12 Readings

2005-11-25T16:51:00.000-08:00

The article, "Beyond Technology: Making a difference in student performance" by Jamie McKenzie is designed to make you think about the disappointments and the successes of technology. It examines what goes wrong in some school districts and what goes right with the use of technology. One point that it makes is that some districts jump the gun and spend money to wire their schools and get technology put into place. The problem is that once in place, very few are using it. They did not have a plan in place. There was no professional development or motivation given to the staff or the students. Other districts have put a plan in place first before installing any technology. The article states that there at two important ideas that support the use of technology:

"1. Primacy of Literacy" - This is the emphasis on Technology as literacy. It focuses on
showing students how to use higher level thinking skills, create questioning strategies, and develop problem solving skills to use on their own. It stresses that it is not technology by itself, but combined with what students are learning that makes a difference. It also stresses the idea that producing self-efficient students who think for themselves, will produce higher test scores.

"2. The urgency of professional development" - This talks for itself, you can not put the technology into place without training teachers how to effectively use it. Without the professional development, technology will not produce results.

This article tries to explain some disappointing reports have been reported from schools using technology. It breaks it down into four reasons:
1. Preparation - teachers felt unprepared to use the technology effectively
2. Use - mostly used by the teacher and not by the student
3. Inclination - the traditional approach versus the constructivist approach; constructivist teachers were more student-centered and allowed students to use the technology more often
4. Learning Outcomes - not enough proof or "research" for administrators to know which strategies are worthwhile

After analyzing disappointing results, the article goes on to tell 10 effective strategies for adopting technology:
1. Putting learning first, set clear goals that are technology enhanced and support the state standards, and focus on student performance.
2. Build support, create teacher help groups, provide data and structured units of learning as proof.
3. Invest in staff growth, not just programs and software, but support.
4. Slow Down - don't try to do too much at one time, have a plan in place and supply classrooms with what they need to be successful (even if you only do one class at a time)
5. "Focus and provide adequate resources. 'Critical mass' involves adequate numbers of computers moved strategically, and it implies adequate support in the form of technical
assistance."
6. Use assessment to steer programs. Even though it may not be test data, rubrics, charts, etc can be used to show progress. This way you can access what works and what doesn't.
7. Shed the ineffectual. Just because a computer is in the room, it doesn't mean it is being used to its full potential.
8. Remember the lessons of the past. Use pilot programs and test them out before investing.
9. Heed research.
10. Ask good questions.

Personally, most of the advice can be put into one sentence, Use common sense! Then again, I can see how some districts want results and are eager to get started adding technology into their schools. For some, waiting a year or more to test something seems to put them more and more behind. For others, waiting to learn from others mistakes gives them an advantage. The bottom line is to research what you want to do, make a plan, implement it in stages and test it to see if it is going to work.

Week 11 Readings

2005-11-25T15:44:00.000-08:00

All of this weeks articles were on the One Computer Classroom. This is something that most teachers face; only having one computer in your classroom for students' use. Some teachers don't even have the luxury of one computer.

I am lucky, I have two student computers in the classroom, a projector, and a SMART Board. But I wasn't always that lucky. When I taught in NC, I didn't have a computer for a few years and then we had to shut down our computer lab to open a classroom and I got a computer for my classroom. I wasn't happy about it. I thought "what can I do with one computer?" I soon learned that there was a lot you can do with one computer, you just have to investigate and work through trial and error. I took a course from Tom Snyder Productions called the "One Computer Classroom." It came with a book with management strategies and ideas of how to effectively use one computer in your classroom for instruction. I highly recommend the class.

The articles focused on how to manage a one computer classroom and ideas on different ways to use it for instructional purposes.
First, is using cooperative groups where collaboration takes place. The teacher must monitor these groups to ensure that all students in the group are engaged and that one student is not "hogging" the computer. A positive for using cooperative groups is it makes it possible to get all students on the computer every week in your classroom. Management of these groups is not always easy. The articles this week give many ideas on how to make that process easier:
* break students into 5 groups so that all groups have taken a turn by Friday
* use seating charts and check off sheets to track students' use of the computers
* make sure you have a mix of those that are familiar with the computer and those who are not
* have a timer set to ensure students know their time limits and keep to them
* bookmark sites that you want students to go to or put them in a folder, this helps save time and can help control where students go on the internet

Another way to use the one computer is to make it into a "presentation station" where you hook up the computer to the TV using a scan converter or projecting the computer onto a an overhead screen. This is a great way to introduce a unit, go over directions with the class, model what you want students to do while in their groups, go through a WebQuest together, and much more.

Other ideas that were mentioned were to:
* keep a computer vocabulary notebook in student friendly language at the computer station
* avoid true/ false and yes/no answers - as they do not provoke as much thought or discussion
* use informational software (such as Inspiration and Kidspiration software, PowerPoint, Microsoft Publisher, Graph Club, mapping Machine, etc) or websites to motivate students

The articles also talked about how the computer an be used as a teacher tool as well:
* class newsletters * communication with parents (e-mail), *grade book - missing assignment print outs and grade printouts for parents and many more.

Whether you have one computer or five, the world that you can open up to your students is priceless. Read the following articles and try it out:

One Computer Classroom - Article 1
One Computer Classroom - Article 2
Strategies and Implications for the One-Computer Classroom
The One Computer Classroom - Strategies
The One Computer Classroom - More Strategies

Week 10 Readings

2005-11-25T15:14:00.000-08:00

The first article, Some Important Media Education Assessment Terms
is a good reference to refer to when you don't understand some of the technology terminology these days. If you are like me, a lot of the time speaking "tech" terms is like speaking another language. The rest of the articles all focus on Authentic Assessments.
Authentic assessments are based on what a student does and the growth he/she shows. While traditional assessments are more paper and pencil multiple choice tests. In today's world, we are so focused on Standardized test and their scores, it makes it hard for teachers to make an argument for authentic assessments. I know in my school we are "stuck" on testing and getting the scores up. We take practice tests, Quarterly district assessments, along with many benchmark tests, classroom tests, and the end of grade test, the Terra Nova. Sometimes it seems like all we do is test or test prep. It gets harder and harder to do the authentic assessment. Personally, I would love to get rid of these tests.
For those that may not know what authentic assessments are, below are some examples:

science experiments

conduct social-science research
write stories and reports
read and interpret literature

solve math problems that have real-world applications

Other types of authentic assessments would include Electronic Portfolios, the use of SMART boards, digital cameras, and other technology to supplement instruction. An important part of this type of assessment is the students' reflections on what they have learned. Students learn how to think for themselves (higher level thinking), develop questions, responses, etc.

The article, The "Authentic Assessment Toolbox" by John Mueller gives a wonderful comparison between Traditional Assessment and Authentic Assessment. It is worth reading at least this part of the article to see how the wording changes and to think for yourself which assessment you believe in. Below is a chart that explains Muellers idea of each assessment:

Traditional ----------------------------- Authentic

Selecting a Response -------------------- Performing a Task

Contrived -------------------------------- Real-life

Recall/Recognition ------------------ Construction/Application

Teacher-structured -------------------- Student-structured

Indirect Evidence -------------------------------------------- Direct Evidence

The problem with authentic assessments are that they take time and are assessed through rubrics. The traditional assessments are cheap to produce, take no time to grade, and give immediate results.
But the positives of authentic assessments are so overwhelming. Students are actively engaged in what they are doing. They produce quality work and are proud of what they have done. They prepare students for the "real - world" where employers want them to produce something, not take a multiple-choice test.

Week 9 Readings

2005-11-25T10:40:00.000-08:00

This weeks readings focused on information overload through technology, how to filter through the information, and how to decipher what is credible.
The first article, "Fishing the Net" by Gerald D. Bailey talks about the importance of children knowing what information to use and what information not to use. It gives you a seven step model to "clarify literacy information."

Step 1: Identifying the right questions
Step 2: Organizing the search
Step 3: Selecting appropriate search tools
Step 4: Analyzing online resources
Step 5: Synthesizing, sorting, and sifting
Step 6: Publishing new information
Step 7: Getting feedback

These seven steps follow a logical order of questioning. Students must understand this process to figure out what information is accurate and what is an opinion. In this class, we had to create a lesson for our students to look at websites with different domain names and figure out the differences between them. At first, I wasn't sure this assignment belonged in a third grade classroom. But, by the end of the assignment, I was glad that I did. My students actually came up with more questions when we did the assignment. It is amazing what they are capable of when you give them a chance.
I think the hardest part of this process is teaching the students what type of questions to ask. When you read this article, it gives you sample questions. No matter what grade level you teach, you could modify them and use them.
This article also makes sure to state that Information literacy does not work by itself. It gives ideas that are important to supporting information literacy:
collaboration, the teacher as the guide, ethics, technology as part of the curriculum, communication skills, presentation skills, and motivational skills, and visual literacy.

The next article, Authenticating Online Information, also focused on figuring out information that is fact and information that is opinion. The first thing this article reminds us of is that "anyone can publish on the web." It doesn't have to factual information, it is a world open to anything. It tells how to find good information and gives the following questions for students to ask:

Who is the source?
What am I getting?
When was it created?
Where am I?
Why am I there?
How can I distinguish quality information from junk?

It also talks about plagiarism and copyright laws. It is so important for teachers to explain and make sure students know these two words. For third graders, this is a very hard concept. We ask students to summarize an article or retell the information and all too often they go back and copy it from the book. We have to emphasize the idea of putting into your own words or citing the information correctly.

In the article, "We Have the Information You Want, But Getting it Will Cost You: Being Held Hostage by Information Overload" by Mark Nelson it talks about the massive amount of information or how the "Internet-turned-Information- Superhighway.'' It discusses how hard it is to find the right information when you need it and how important it is to know how to narrow your search and use the right words to find the information you need.
I can relate to this really well. Before taking the ed. tech courses here at ASU, I had no clue how to really search for information. i would put in the topic I wanted to learn about and would end up with pages and pages of information to sort through. Honestly, I would give up after a few and just make do with what I had. Now, I know so much more about different types of search engines and how to put in key words such as and, or, not etc. It makes life a lot easier when you know what you are doing.

This article also gives you bullets on when Information overload happens:

does not understand available information.
feels overwhelmed by the amount of information to be understood.
does not know if certain information exists.
does not know where to find information.
knows where to find information, but does not have the key to access it.

It all goes back to "dealing with the frustrations of technology." As the amount of information on the WWW grows, so will the need for better "information retreival systems" and the conitinuous learning process of how to use it effectively.

Week 7 Readings

2005-11-25T09:33:00.000-08:00

The articles this week focused on "Understanding by Design", "Backwards Design", and Portfolios. The article "Understanding by Design" by Wiggins and McTighe was a PowerPoint that basically made key points for this type of instruction. One of those key points was the idea that the focus on instruction moves from just "covering the curriculum" to "creating curriculum" and understand with technology. Another key point was the Six Facets of Understanding and the Rubric for them. It went as follows:

Six Facets of Design - Rubric
1. Can explain - has to be accurate
2. Can interpret - has to be meaningful
3. Can apply - effectively
4. Has perspective - is credible
5. Can emphasize - is sensitive
6. Has self knowledge - self - awareness

Then, the article talks about two different approaches that can be used with "Understanding by Design." One approach is that of "an assessor." The assessor thinks in the format of assessment. He/She thinks of performances tasks, understanding and misudrstanding, as well as criteria. The second approach is that of an "Activity Designer." This approach looks at how to make the project interesting, how to engage students interests, the resources it will use, the assignments both in class and out of class to be given, the grading justifications, and the activities that the students will accomplish. In both approaches the "emphasis on student understanding is the key."
This article made me think of me and my role as a teacher. I wanted to figure out which one of these two approaches do I use in my classroom? After pondering for a little while, I have to say that I do both. It depends on the project that we are doing.

The next article, "Understanding by Design (UBD)" talks about the same ideas, but puts them into a web page that are broken down by the following Headings: Unit Design, The Teacher, The Learners, and Classroom Environment. While it is quick and easy to read, it did not provoke as much thought for me. It would be good to use as an introduction to "Understanding by Design."

Another article that I liked was the "Understanding by Design and Backwards Design." The first paragraph states exactly how most teachers feel. It is a little long, but I feel it is important to read:

Current research on intelligence and the brain suggests that we learn best when

we are engaged in meaningful classroom learning experiences that help us

discover and develop our strengths and talents (Silver, Strong and Perini, 1997).

It is through these learning experiences that teachers not only motivate

our quest to learn, but also foster the development of persistence and effort

that is necessary for acquiring skills, knowledge, and attitudes in sufficient

depth for us to be able to apply them in other settings. The prior knowledge

that we bring with us to a new learning situation exerts a tremendous influence

on how we interpret this new experience. In order to successfully learn new

information, we must be able to construct meaning actively and relate it to our

own lives in a meaningful way.

If we could only take those words and really make principals listen to them and understand the meaninng behind them, it would be great!
This article also says that we should focus on the ability of students to understand and use the information instead of memorizing information. The focus of student engagement should be on "real life" tasks that they can relate to and bring understanding to .
Then is talks about the "Backwards Design." It begings with a quote:

"To begin with the end in mind means to start with a clear understanding

of your destination. It means to know where you’re going so that you

better understand where you are now so that the steps you take are

always in the right direction." (Covey, 1994)

With this approach, the teacher starts out with the results that he/she is looking for, then comes up with the curriculum and the assessment piece. It uses three stages: 1. Identify Desired Results 2. Determine acceptable evidence 3. Plan learning experiences.
I think most of us already use this model and didn't realize we were thinking "backwards."

One of the articles that focused on Portfolios that caught my interest was

It’s Elementary! Using Electronic Portfolios with Young Students
John Moritz, M.Ed., and Alice Christie, Ph.D. PDF

This article talks about a study of two elementary classes that are doing electronic writing portfolios. It goes through the process these two classes followed and gives the results of their findings.
It talks about how different people think different things with they hear portfolio. Some may think of it as a collection of work, others think of it as only the best pieces of work, while others may think of it as an assessment piece. It gives the suggestion that labels can help tell what type of portfolio you are using, such as an assessment protfolio, a showcase portfolio, a reflective portfolio, etc.
It also talks about two components that are necessary in a portfolio: the involvement of students in the assessment and evaluation and the involvement of teachers in "authentic planning based on assessments of students performance."
I really enjoyed reading this article. It may be because I am an elementary teacher and could relate to the subject matter, but the process these teachers went through and the findings were interesting. I am hesitant in doing this with third graders because of the amount of time it takes me to go through the written process with 30 students and then having the time for them to type them. I wish there was a compromise or more time.

Week 8 Readings

2005-10-13T18:13:00.000-07:00

The article, "Learning With Confidence: Encouraging Risk and Failure in Learning" by Stephen Yurkiw begins with the idea that mistakes are good. It takes it a step further than the idea that we learn from our mistakes to the idea that our mistakes are valuable because they provide us with lessons that we normally would not get. It is called the "fearless approach" to learning. It quotes Thomas Edison saying, "I have not failed, I've just found 10,000 ways that don't work." This approach "embraces risks" and nurtures "students naturals sense of curiosity."
It goes on to tell how our society is competitive, therefore sometimes leaving behind those students without confidence or who don't know the correct answer. They are afraid of failure and don't trust their "guess." Teachers came up with some "desirable student attitudes and actions":

To read the next section of the textbook with confidence.
To try exercises and not worry about making mistakes.
To speak up eagerly in class and share their thoughts, particularly if they have a different view about a problem or question.
To explain how they solved a problem, even if they are unsure if their approach is "correct".
Instead, the opposite is true, as students would rather not make an attempt at solving a problem than to do something incorrectly (Izen, 1999).

As teachers this article feels that we add to the idea that wrong answers will affect your grade or are terrible. This article feels we should embrace students answers whether or not they are right or wrong and explore why. It also talks about how students can go home and play video games for hours, but are less motivated to do work at school. One answer to this is that those games are fun. Yet aren't they challenging too? This article points out that students aren't afraid to make mistakes with games and enjoy the challenge of figuring them out. We need to do that in the classroom.
Another point that this article makes is that classrooms still tend to be teacher-centered rather than student - centered. I know this is true in some cases, a mixed bag for other teachers, and the opposite for some, but how do we get everyone on the same page?
Next, the article goes into the idea that institutions that train teachers need to address this problem and instruct accordingly, (ASU at the West Campus has this under control). It also talks about classroom management. I have to admit that this one concerns me more than anything. As a mentor teacher to other teachers, I see more and more teachers that do not have classroom management skills. I think colleges need to address this problem. The teacher can have great ideas, but if he/she can not manage the class, none of them are going to actually work.
The main key seems to come back to motivation. Technology is a great way to motivate students. I just got a SMART board installed in my classroom. The motivation of my students has just gone up even more. They love to be actively engaged in the learning process.

"Laptop Lessons: A Year in the Life of Take-it-With-You Technology" by
Stephen J. Valentine is a very easy to read article that makes you laugh and say "I've felt that way, or I 've done that." It talks about computers and the effect they have on the education world and your own world. It tells about using laptops for students to publish a school newsletter and the "chaos" however controlled it causes. It also talks about e-mails and chats and how they become a tool for us to step outside the classroom but still impact our students. We then become a voice instead of or along with being the teacher. This article also hints on the frustrations that technology brings and the way we deal with things we don't understand. I recommend you reading this article and relating to your own experiences. I am currently taking another class, Advanced Web Design, and sometimes feel like throwing the computer across the room. Yet, I sit there until I figure the problem out or go on-line to find help from a colleague. It's funny how everything comes back to technology.

Week 6 Readings

2005-10-13T17:45:00.000-07:00

This weeks articles were all on integrating technology into the curriculum, which should be a banner that hangs in my room. I have become a huge supporter of using technology to enhance a students learning.

I liked the articles on Social Studies, but decided to focus on the article, How Technology Can Enrich Reading and Writing Instruction it states, "The key to successful teaching with technology is to combine smart tools with smart instruction." Then it lists the following advantages of using smart technology in the classroom:

Students' "multiple intelligences" have more opportunities for suitable expression in multimedia and interactive documents.
Students have greater opportunities for process- and project-based learning to engage their reading, writing, speaking, and listening skills.
Students can develop skills that will benefit them greatly at later stages in their education and in the working world.

The article goes on to give teachers credit for their hard work and dedication to teaching the subject and keeping up with the changes that are steadily occuring.

When I was reading the ideas of how to use the computer to enhance Reading and Writing, I couldn't help but think about my own students. Just last week, we were in the lab reading a book about Bats. Every student was engaged in the process. My Ell learners had headphones and were listening to the story while pointing to the words on the screens. When they finished reading the book, they had to complete the What I learned section on their KWL that we had started together as a class. It is amazing how much they write and the information that they maintain when it is done in the computer lab.

This year, I am lucky enough to have a 45 minute computer lab time once a week. I try to hit all the subject areas as much as possible. This week we are going to do a Bat WebQuest. We will see how it goes.

Week 5 readings

2005-10-13T17:18:00.000-07:00

The article, Learner-Centered Classrooms, Problem -Based Learning, and the Contruction of Understanding Meaning by Students gave some simple clear cut bullets for problem-based learning. According to Savoie and Hughes, in order to create such a learning environment there is a process that needs to happen:

Identify a problem suitable for the students.
Connect the problem with the context of the students' world so that it presents authentic opportunities.
Organize the subject matter around the problem, not the discipline.
Give students responsibility for defining their learning experience and planning to solve he problem.
Encourage collaboration by creating learning teams.
Expect all students to demonstrate the results of their learning through a product or performance.

Other points made in the article, such as "the atmosphere should facilitate the exploration of meaning, learning involves a complex system of interactive processess, and that assessment should focus on students' use of knowledge and complex reasoning rather than their own recall" are all excellent points that could be used to support fostering a learner centered classroom.

The article itself is short and sweet, but gives quick bullets that you could use in a Power Point or other presentations.

The other article that I liked was Field Trips Go Virtual. Knowing that I have to create a field trip for this class, I decided to read this one carefully and break it down into the key points:

research the topic and the links thoroughly
make it interesting
goal driven
engaging and meaningful
follow up with other activities

There are many pros and cons for these field trips. A definate pro for having a web-based field trip is the fact that there are no permission slips, no need to call for chaperones, and no worries of kids running off (except for those who roam to another site). One idea that I like from this article is "to come up with a mystery or riddle that students will solve once visiting the online exhibit." I have always provided a goal and specific details for students to look for, but making it a riddle would be a lot of fun for me and the kids. The major con is the amount of time you spend putting it together.

If you are looking for some good examples of field trips, this article also provides links to 7 good field trips.

Week 4 Readings

2005-10-13T16:29:00.000-07:00

This week, I decided to focus on the curriculum mapping articles. I liked the layout of the Multiplication Curriculum Map from Dr. Heidi Hayes Jacobs sample maps. I am hoping to integrate this layout in the way that my grade level maps out our Science curriculum this year. It is easy to follow and gives you an excellent example of how to teach the concepts.
Our school as a whole is just beginning the process of mapping out our curriculum. Before I read the article, Roadmap to Success: A Curriculum Mapping Primer, I thought our mapping process was complete. We had just finished revising/rewriting our pacing guides for all of the subjects except Science. But, according to Dr. Heyes, a pacing guide is only one part of the mapping process, it is the horizontal alignment piece. Now my school needs to go back and align vertically, meaning accross the grade levels. This ensures that the gaps between grade levels are filled in.
Another misconception that I had is that once we completed this mapping process it would be good to go for a few years. That is definately not the case. Dr. Hayes tells us in School Wide Curriculum mapping: Improving Student Learning K-12 to think of it as a "guideline" to go by but not something that is a done deal. "Teachers are always making choices based on the limits of the school year, the school day, class size, and the ability range of learners." These maps will need to change depending on your students needs. Think of it as a lesson plan for the year. Just like your own lesson plans that you write out, changes are made to them daily, sometimes hourly.

Week 3 Readings

2005-09-22T18:37:00.000-07:00

This weeks readings went really quick. The first one was a general overview of constructivism, http://www.utexas.edu/courses/svinicki/382L/summary.html . It is a quick look at what constructivism looks like.

The second article, "The Technology Rich Classroom" was really interesting to me. I just had the opportunity to make my own classroom wish list and orders a Smart Board, iBook laptop, projector, DVD player, document camera, and cart. I was thrilled to be able to order and can't wait to get the items in. Looking at the results of this article, I ordered everything that I need to get started. It was interesting to here that the document camera and the VCR were more useful for the teachers than the students. I also got some ideas on what type of software we need to order for our lab. We have some presentation software, but we do not have any photo manipulation software. Another part of the article that intrigued me was the fact that the teachers did not ask for more computers. They liked the idea of having two or three to a group and having students work collaboratively. http://www.asbj.com/2002/08/0802technologyfocus.html

The third article, "A Multimedia Odyssey" talks about the use of technology and how meaningful it is. The person writing article argues that even though there is not a lot of research to back it up, technology provokes inquiry and "a deeper understanding of the subjects they are learning. This article gives many ideas of how to use technology in the classroom. I want to try the multimedia flower dissections this year.

The two articles on Blogging were helpful but at the same time, as clear as mud. I still need a lot of work in this area. The purpose of blogging rather than e-mailing or chat rooms.

Then of course, last but not least, Wikis. I am still not sure what a Wiki is other than a site where you can go to find information and at the same time you can add to or edit that information.

I am getting better at understanding more of this new technology.

Week 2 Readings

2005-09-22T16:59:00.000-07:00

I have to be honest, when I first saw the amount of reading, I was a little discouraged. But, after I began reading, it went a little faster that I thought it would. The first article "constructivism and technology" was confusing. I wasn't sure what the purpose was. It did make me think about the relationship between constuctivism and technology. Although, I have always thought of them as being part of each other, not what they bring to each other.

I enjoyed reading the "Building Knowledge" article. I could completely relate to this teacher and the student "Tyler." I have a child who is exactly like Tyler and gets excited about anything that has to do with technology. As the teacher talked about the class moving from"teacher-centered, to lecture oriented format to a more student-centered one devoted to problem-based activities, I thought about how my classroom has changed since I have learned more of how to use technology effectively in the classroom. This past week I used a PowerPoint slide as an assessment for my third graders. They had to tell about themselves, insert a picture of themselves taken with the digital camera, and make a slide of their own to be added to a class presentation that we presented at our Open House. It turned out great! The parents were really impressed and we had a higher turn out than normal.

The third article, "School Reform: What role can Technoloogy Play in a Constructivist Setting" also gave some good ideas and points. Most of it is things that you already know but forget. Like the way that technology help shift the focus from competitive to cooperative learning. Another good point is that coaching and helping becomes the focus of the teacher instead of the lecturer in the front of the room. One of the issues at hand is the assessment. Most teachers are uncomfortable with the assessments that come from technology assignments. I know that is took me a while to be comfortable using rubrics. At first, it took me a lot longer to grade assignments, but now I can fly through them as if I had an answer key with me.

The last three articles were on Case studies, which would have been very helpful this summer in a class that I took where we had to write case studies. I have had a hard time figuring out how to use them with my third graders. That will be a task for me to figure out in this class.

My First Posting

2005-09-08T19:06:00.000-07:00

This is my first time ever experimenting with a Blog. I am a little confused about the purpose with e- mail and the blackboard, other than learning a new way of posting ideas. But, I am open to new things. We will see how it turns out after I learn more about Blogging.