If you are looking for a tool to use in the classroom that will promote critical thinking, reasoning and problem solving skills, then the InspireData Database software program is the one! This activity was a fun way to plot and anlayze data. I was impressed with the program design and how much reasoning and problem solving is necessary to establish relationships and compare data.
My group chose to find out if the track type (wood or steel) of a roller coaster would affect the speed of the roller coaster. When we plotted the data of track type, drop, and speed, we found that steel roller coasters had the fastest speed and the highest drop. Our explanation was that steel roller coasters are stronger and can be built taller and that advantage of a higher drop assures speed.
I found it interesting that I was better at analyzing the data when it was converted from a venn diagram to a graph. I like the visual organization that a graph offers using a "X" and a "Y" axis, and it was easier for me to make comparisons on the graph than it was on the venn diagram. Because everyone has a different style of learning and processing, this program is excellent in allowing for this differentiation. I am making it a goal this year to implement this software into my advanced content classes.
Saturday, October 20, 2007
ECOMP 5106 Assignment 3.6 Technology Brochure
The premise of assignment 3.6 Technology Brochure was to encourage us to share any technology resource that we have used ourselves or with our students in class. We had the option of creating a brochure or a word document to showcase the features of our resource and then present and share it with our fellow Lesley classmates. This activity was very rewarding. I walked away from class with a an understanding of a sundry of technology resources.
I chose to present information about a new video editing software program, Adobe Premiere Elements and Adobe Premiere Photoshop Elements. One reason I chose this program was that my school currently has Movie Maker and we are having network issues with the program. Another reason is that I am planning a lesson in my class where the students will need to use a video editing program. The lesson revolves around the students learning how propaganda techniques are used in political advertising. They will design their own political TV commercial using a propaganda technique, video their commercial, import their commercial to the computer using Adobe Premiere Elements, arrange and edit the commercial, add a variety of effects, transitions, music, and add titles and credits. The Instructional Technology teacher at my school applied for a grant using my lesson as a basis for the use of Adobe Premiere Elements. I was able to share the good news with the other teachers in my class, who are also teaching in my county, that we have purchased 5000 rights and teachers will soon be able to apply for the program to be installed in their school.
I felt the technology brochure assignment was very worthwhile since I was able to utilize this list of several good technology resources throughout my teaching career. Two of the technology resources which will benefit me and my students this year are Discovery Education Streaming and Citation Machine.
I chose to present information about a new video editing software program, Adobe Premiere Elements and Adobe Premiere Photoshop Elements. One reason I chose this program was that my school currently has Movie Maker and we are having network issues with the program. Another reason is that I am planning a lesson in my class where the students will need to use a video editing program. The lesson revolves around the students learning how propaganda techniques are used in political advertising. They will design their own political TV commercial using a propaganda technique, video their commercial, import their commercial to the computer using Adobe Premiere Elements, arrange and edit the commercial, add a variety of effects, transitions, music, and add titles and credits. The Instructional Technology teacher at my school applied for a grant using my lesson as a basis for the use of Adobe Premiere Elements. I was able to share the good news with the other teachers in my class, who are also teaching in my county, that we have purchased 5000 rights and teachers will soon be able to apply for the program to be installed in their school.
I felt the technology brochure assignment was very worthwhile since I was able to utilize this list of several good technology resources throughout my teaching career. Two of the technology resources which will benefit me and my students this year are Discovery Education Streaming and Citation Machine.
ECOMP 5106 Assignment 2.7 Word Chains
Assignment 2.7 Word Chains was not only a fun assignment, but also it was a very advantageous one. This activity was designed to show how the thesaurus on word processors can be used to make connections between words and their synonyms.
First, you type in a word and then you use the thesaurus to find a synonym. Then you highlight a synonym and find another synonym for it. You do this to create a list of several words. The word you begin with and the synonym you end up with sometimes have a peculiar connection. The example given in the acitivity began with the word curious and ended with the word intelligent. I started with the word diligent and ended up with the synonym brilliant.
I plan to use this activity with my students when they finish a techhnology assignment on their laptops. I feel they would benefit from this short assignment and they would be able to complete it in a short period of time. The thesaurus is a useful tool for them to learn and it will be fun for them to choose words and make comparisons between the word they started with and the one they ended with. I am also going to share this activity with my fellow teachers as well.
First, you type in a word and then you use the thesaurus to find a synonym. Then you highlight a synonym and find another synonym for it. You do this to create a list of several words. The word you begin with and the synonym you end up with sometimes have a peculiar connection. The example given in the acitivity began with the word curious and ended with the word intelligent. I started with the word diligent and ended up with the synonym brilliant.
I plan to use this activity with my students when they finish a techhnology assignment on their laptops. I feel they would benefit from this short assignment and they would be able to complete it in a short period of time. The thesaurus is a useful tool for them to learn and it will be fun for them to choose words and make comparisons between the word they started with and the one they ended with. I am also going to share this activity with my fellow teachers as well.
ECOMP 5106 Assignment 2.4 Unit Goals and 2.5 Learning Targets
Assignment 2.4 Unit Goals and 2.5 Learning Targets are part of my curriculum unit. If you would like to view these assignments in my curriculum unit, click on them.
Sunday, October 14, 2007
Word Helpful Hints
Throughout ECOMP 5106 I have learned several new pointers when using Word. In addition to my instructor, David Hartranft, showing me some shorcuts while he helped me with problems in class, he gave each of us a handout with helpful hints to use as a reference later.
One valuable hint, for example, is that I learned how to create a table of contents for a Word docucment. Anytime I add a new page to the document, I simply insert a page break, highlight the table of contents, right click on update field and update entire field, and the new page has been added to my table of contents. However, there is an even easier way to create an automatic table of contents (TOC). On the tool bar click insert and click index and tables. I am sure I will use this hint as I continue with my Lesley cources and I am grateful to have learned it early on.
Perhaps the most helpful hint I acquired that will assist me in writing research papers or creating master documents is the use of the paragraph symbol on the tool bar. When I click on the symbol, it highlights all the headers, page sections, spaces between words in the document and much, much more to alert me to any errors in my documents. Page and section breaks are essential for polishing a document. It is very easy to go to the tool bar and insert a new page section and seperate documents.
There are other hints which will help me with writing papers in the future. When creating a heading, it is easy to click on format heading on the tool bar, then click on select format, click styles, and choose a style. Now I know that all heading documents should be in Arial, font 14, and not are bold. Another valuable tip I learned was that all written paper should be in Arial, font 12. Also, I found that if I want to find a word or section or replace a word all I need to do is select edit and select find/replace. When using bullets, I am now able to customize them to relate to the list of items I want to emphasize. I can't wait to use this shortcut the next time I create a new document for my students.
I truly found a plethura of unknown shortcuts when using Word and I am delighted. I plan to show my colleagues and my students these shortcuts as I work with them so that they may benefit from them as much as I have.
One valuable hint, for example, is that I learned how to create a table of contents for a Word docucment. Anytime I add a new page to the document, I simply insert a page break, highlight the table of contents, right click on update field and update entire field, and the new page has been added to my table of contents. However, there is an even easier way to create an automatic table of contents (TOC). On the tool bar click insert and click index and tables. I am sure I will use this hint as I continue with my Lesley cources and I am grateful to have learned it early on.
Perhaps the most helpful hint I acquired that will assist me in writing research papers or creating master documents is the use of the paragraph symbol on the tool bar. When I click on the symbol, it highlights all the headers, page sections, spaces between words in the document and much, much more to alert me to any errors in my documents. Page and section breaks are essential for polishing a document. It is very easy to go to the tool bar and insert a new page section and seperate documents.
There are other hints which will help me with writing papers in the future. When creating a heading, it is easy to click on format heading on the tool bar, then click on select format, click styles, and choose a style. Now I know that all heading documents should be in Arial, font 14, and not are bold. Another valuable tip I learned was that all written paper should be in Arial, font 12. Also, I found that if I want to find a word or section or replace a word all I need to do is select edit and select find/replace. When using bullets, I am now able to customize them to relate to the list of items I want to emphasize. I can't wait to use this shortcut the next time I create a new document for my students.
I truly found a plethura of unknown shortcuts when using Word and I am delighted. I plan to show my colleagues and my students these shortcuts as I work with them so that they may benefit from them as much as I have.
ECOMP 5106 Inspiration Web of my Curriculum Unit
I created an Inspiration Web of my Curriculum Unit.
If you would like to view the Inspiration Web, click on it.
If you would like to view the Inspiration Web, click on it.
ECOMP 5106 Final Reflection Paper
My learning experiences during the course, Designing Curriculum to Integrate Technology, were many. I was challenged and learned the Teaching for Understanding process of designing a lesson plan to incorporate technology. When I look back to the beginning of the course, I am reminded of how anxious I was to transform my lesson plan topic (Is Seeing Believing?) into a Teaching For Understanding lesson. Since I have always been a fan of Backward Design but never had the opportunity to use it to design a complete lesson, I was eager to learn the ins and outs of the Teaching For Understanding model. I can proudly say that this class lead me down the road to becoming profecient in designing lessons through backward design and incorporating technology to enhance student learning. The book, The Teaching For Understanding Guide, was an invaluable resource, but the actual application of the steps and help with each of them from the instructor in class was most beneficial.
To begin the backward design process, it was helpful to brainstorm several essential questions that I wanted the students to be able to answer at the end of the lesson. At first I was not sure how to narrow the list of essential questions down to one or two. With the instructor's help and looking at examples of essential questions, I realized that one (How do we know what to believe in science?) encompassed all the other questions. Perhaps the most valuable exercise that prepared me for choosing unit goals for my students was assignment 2.1, What is understanding? I was asked to examine a skill in which I felt profecient, explain how I got good at the skill, illustrate how I developed an understanding of the skill, explain how I knew I was good at it, and show evidence that proves I was good at it. This activity really made me think and relate my understanding of a skill to my students' understanding of a topic. I realized that there are many steps toward developing an understanding of a topic and that application of the understanding is imperative. Most importantly, the asssignments in class in which I created a master Word document to record my thoughts on understanding, generative topics and essential questions, unit goals, learning targets, and integrating technology into lessons, helped me learn the Teaching for Understanding framework more than I realized. Having to reason through each step and then write about each step was what made me truly understand the framework. In addition, an underlying benefit to keeping my thoughts and curriculum unit in a master document was that I learned about organizing a master document with a title page and a table of contents.
Once I selected the unit goals, I examined the various learning targets and levels of skills my students would be asked to perform. This step in the design process proved to be an eye-opening experience. I was familiar with the levels of Bloom's, yet I did not realize how important it was to make sure the student use a variety of levels, especially the upper levels that promote critical thinking skills and deep understanding of a topic. I learned to eliminate goals that only targeted the knowledge and comprehension level. Instead, I chose goals which encorporated knowledge and comprehension as well as reasoning, disposition, and product or performance.
The technology software tool that helped me the most in the design process was creating an Inspiration mind map of the topic, essential questions, goals, learning targets, and activities. Inspiration was the perfect software tool to use to layout the lesson. I am a visual person so being able to see the entire map with the goals was a tremendous help. With Inspiration I could see where to place activities and incorporate technology into the activities so that they reinforced the goals.
The Inspiration mind map also made it easier to plan to incorporate technology that enhanced student learning. Planning the acitivities and adding technology to the activities was my favorite part of the Teaching for Understanding model. Since I was so enthusiastic about incorporating technology into my lesson to enhance student learning, I knew I could transfer that enthusiasm to my students and they would enjoy using the technology as well as develop a deeper understanding of the topic because of it. I made sure the students became critical thinkers when analyzing Internet and various multimedia sources by teaching them how to evaluate a written document. After researching and analying resources it was essential that the students were able to question and argue the science topics they researched, so I incorporated an informal debate before the students were asked to use Word and write a point/counterpoint paper and a persuasive paper. Finally, the students would use Word to design a Cryptid Hunter Kit and then plan a Power Point slide show to explain the validity of the kit in a presentation to fellow Cryptozoologists at a convention.
Because I was asked to use the state standards to find goals for my students, I am now very familiar with the standards and can see their value. I have printed the state standards in science, language arts, and reading and I plan to use these standards as a guide for each of my lessons. In the future I plan to evaluate each lesson I teach and make sure that the lesson goals are planned around the state standards. Choosing goals from the state standards is the largely the utmost way to ensure the students are prepared for the state tests in the spring and will assure that valuable class time is used wisely.
ECOMP 5106 Assignments 3.2, 3.3, 3.4, and 3.5 and The Curriculum Unit
Assignments 3.2 (Activities and Performances), 3.3 (Sequence Table for Curriculum Unit), 3.4 (Culminating Performances), 3.5 (Assessment Decisions), and my Curriculum Unit are in my Curriculum Unit.
Click on my Curriculum Unit to view these assignments.
Click on my Curriculum Unit to view these assignments.
ECOMP 5106 Performance of Understanding
The table of Performance and Understanding lists the types of student performances, the activities in my curriculum unit, the goals that are addressed, the technology used in the unit, and the assessment strategies. If you would like to view the Performance and Understanding table, click on it.
Saturday, October 13, 2007
ECOMP 5106 Assignment 3.1 Six Questions (Bloom’s)
Knowledge Level Question
What is a cryptid?
Comprehension Level Question
Differentiate between informational text and fictional text.
Application Level Question
How would you apply what you have learned about skepticism in science to real world situations?
Analysis Level Question
Compare and contrast the various multimedia tools to use for presentations.
Synthesis Level Question
Design a cryptid hunter kit that cryptozoologists would use to capture the cryptid you researched?
Evaluation Level Question
Support your opinion on whether or not you believe the cryptid you researched is real or a hoax.
What is a cryptid?
Comprehension Level Question
Differentiate between informational text and fictional text.
Application Level Question
How would you apply what you have learned about skepticism in science to real world situations?
Analysis Level Question
Compare and contrast the various multimedia tools to use for presentations.
Synthesis Level Question
Design a cryptid hunter kit that cryptozoologists would use to capture the cryptid you researched?
Evaluation Level Question
Support your opinion on whether or not you believe the cryptid you researched is real or a hoax.
ECOMP 5106 Technology Plan
ECOMP 5106 Technology Plan
To view my Technology plan for my Curriculum Unit click on my Master Document.
To view my Technology plan for my Curriculum Unit click on my Master Document.
ECOMP 5106 Assignment 2.3 Essential Questions
For the topic Is Seeing Believing? I have chosen the following as an essential question: How do we know what to believe in science?
This essential question encompasses the topic of the curriculum unit which is a novel study. The book, Cryptid Hunters, by Roland Smith is an intriguing story about a scientist who has dedicated his life to studying cryptids and protecting them from exploitation. As the students read the novel about cryptids and complete a variety of activities to reach the understandings, they will be mystified and anxious to learn more about the phenomena. One activity the students must complete involves research of cryptids and then a presentation which will reveal their plan for finding a cryptid. Even though the students will research what is known about cryptids, they will have to develop a plan of action for capturing a cryptid based on their own beliefs.
This essential question encompasses the topic of the curriculum unit which is a novel study. The book, Cryptid Hunters, by Roland Smith is an intriguing story about a scientist who has dedicated his life to studying cryptids and protecting them from exploitation. As the students read the novel about cryptids and complete a variety of activities to reach the understandings, they will be mystified and anxious to learn more about the phenomena. One activity the students must complete involves research of cryptids and then a presentation which will reveal their plan for finding a cryptid. Even though the students will research what is known about cryptids, they will have to develop a plan of action for capturing a cryptid based on their own beliefs.
ECOMP 5106 Assignment 2.2 Generative Topic Statement
1. What is the topic of your curriculum unit?
This is the topic of my choice for my curriculum unit on cryptids.
Is Seeing Believing?
2. Please explain why you think your topic is "Generative". You should re-read information on Generative Topics if you do not understand this question.
I feel the students will not be able to elicit just one answer to the question, Is Seeing Believing? The students will have several elements to consider when posing an answer to the question. There are individual perceptions to consider; for instance, the human brain perceives things differently and background information as well as religious beliefs for each student varies greatly. The mind can conjure up many misconceptions when presented with the unknown. This topic will allow the students to expand their thinking skills and grasp an understanding that without substantiated proof not all in science is believable.
3. Why do you believe the curriculum topic you have chosen is appropriate for your students?
The topic is open ended and intriguing and it will hook the students into wanting to explore the answer. Exploring this topic will require the students to consider different perspectives of people and their beliefs with more understanding. At the age of eleven or twelve, sixth grades are lured by topics pertaining to the unknown. Because this topic is tied to an unexplained phenomenon it will capture their attention.
4. Describe the ways in which the topic you have chosen is interesting to you as the teacher.
Since I choose to major in science, I have always had a passion for studying anomalies. Through my excitement about this topic I hope to inspire the students become inquisitive about science and realize that the prevailing issue is that discoveries in science have come so far, who knows when a new technological discovery or scientific invention will bring about our next big discovery. Uncovering the information behind a phenomenon is the fun part; the difficult part is using reasoning and problem solving skills to decide if the information is valid or substantiated.
5. What do you believe are the "Enduring Understandings" for this topic? You should read information on "Enduring Understandings" before you answer this question.
The students will understand that not all in science is true. The students will be able to transfer the understanding that not all in science is true into other situations in the real world. For example: Is propaganda in advertising, in politics, and in government all true? Another understanding is that the students will be able to realize that background information, religion and environment influence people’s perceptions. In addition, the students will be able to show empathy toward others and their understanding of a topic even if it may not be similar to their own.
This is the topic of my choice for my curriculum unit on cryptids.
Is Seeing Believing?
2. Please explain why you think your topic is "Generative". You should re-read information on Generative Topics if you do not understand this question.
I feel the students will not be able to elicit just one answer to the question, Is Seeing Believing? The students will have several elements to consider when posing an answer to the question. There are individual perceptions to consider; for instance, the human brain perceives things differently and background information as well as religious beliefs for each student varies greatly. The mind can conjure up many misconceptions when presented with the unknown. This topic will allow the students to expand their thinking skills and grasp an understanding that without substantiated proof not all in science is believable.
3. Why do you believe the curriculum topic you have chosen is appropriate for your students?
The topic is open ended and intriguing and it will hook the students into wanting to explore the answer. Exploring this topic will require the students to consider different perspectives of people and their beliefs with more understanding. At the age of eleven or twelve, sixth grades are lured by topics pertaining to the unknown. Because this topic is tied to an unexplained phenomenon it will capture their attention.
4. Describe the ways in which the topic you have chosen is interesting to you as the teacher.
Since I choose to major in science, I have always had a passion for studying anomalies. Through my excitement about this topic I hope to inspire the students become inquisitive about science and realize that the prevailing issue is that discoveries in science have come so far, who knows when a new technological discovery or scientific invention will bring about our next big discovery. Uncovering the information behind a phenomenon is the fun part; the difficult part is using reasoning and problem solving skills to decide if the information is valid or substantiated.
5. What do you believe are the "Enduring Understandings" for this topic? You should read information on "Enduring Understandings" before you answer this question.
The students will understand that not all in science is true. The students will be able to transfer the understanding that not all in science is true into other situations in the real world. For example: Is propaganda in advertising, in politics, and in government all true? Another understanding is that the students will be able to realize that background information, religion and environment influence people’s perceptions. In addition, the students will be able to show empathy toward others and their understanding of a topic even if it may not be similar to their own.
ECOMP 5106 Exploring Technology Integration
1. What evidence do you see and read that technology tools are being used effectively?
Effective use of technology is present in an elementary school in South Gate, California. A federal grant rewarded to the school enabled teachers to get the most current technology tools available. Using computers, laptops, LCD projectors, and digital cameras, one teacher recounted how he witnessed first hand his mostly Latino classroom students’ interest rise and their level of comprehension increase simply by using the Internet to find visual images of what they were reading in their classroom textbooks. He modeled how to use the Internet as an effective tool for information searches. In addition, he used the projector as a hands-on tool to play games that increased vocabulary. Union City, New Jersey implemented the Project Explore program that raised their writing and math test scores. What I found most exciting about this program was that it sited teacher training for ways to implement technology into classroom lessons as one of the three main components of the success of the program. I am a huge proponent of allowing time for teachers to be trained on ways to implement technology in their classroom before asking them to use it.
Another example of how technology is being used effectively can be seen at Madison Junior High School in Illinois. There the physical education department resembles a health club with the latest technology to maintain health. The school has a computer-based fitness facility that monitors student fitness. Rather than focus on physical skills necessary for competing athletically like most PE departments do, Madison Junior High is concentrating on the physical well-being of the students.
2. What evidence do you see and read that curriculum standards are being addressed?
In both of the above mentioned examples where technology is being used, the activities were designed to meet the curriculum standards. Students in both schools were able to use technology to master the state standards. Math and science scores are improving with the use of technology and teachers are covering the required standards through technology. The scores improved for both at risk and advanced students. Project-based learning uses a hands-on approach to push students beyond what they and do in the classroom. Math, writing, reading, and other disciplines which use technology prove that students’ state test scores rise when they use technology to solve problems that are real world. In one case where state test scores rose and curriculum standards were met was at the Mott Hall School in New York. They adopted a standards-based projects approach with a one-laptop-per-student model which addressed state standards. Now, other schools in the area are adopting the same model.
Several articles site gains in test scores since technology has been implemented. In one such article about an elementary school in Virginia, which has used technology and project-based learning for three years in a row, there has been a rise in test scores in math, science and English. They noted as well that attendance is up and students are engaged in learning. Another school in West Virginia moved computers into the classroom and they have used technology through computer-based learning for the past eight years. They began the project in kindergarten and each year they have added more computers and introduced new technology programs. They also saw a rise in state test scores. One article pointed out that United streaming and educational videos from The Smithsonian, The Library of Congress, and images from the Hubble Space Telescope have all enhanced learning in the classroom. The article pointed out that using these types of technology tools, no matter how qualified the teacher is in the subject, students benefit from the diverse, up to date multimedia outside sources. Research from these articles also showed that multimedia use offers long-term effects on understanding and that students are able to retain information, apply problem-solving skills and extend ideas in other subject areas. Other research proved that math and writing skills improved with the use of computers at school and at home.
3. How would you adapt what you see and read to your own classroom and school?
In my classroom when the students are working on technology assignments and need to save their work, I am going to ask students to bring a flash drive so they can back up their saved work. After reading several accounts where teachers asked their students to become more responsible for their written work and learn to edit their work until it is polished, I feel one way to accomplish this goal with my students is to ask them to take work home on a flash drive and edit it. In addition, I will ask the students to email assignments if they want me to edit their work or if their printers are not working. When I read some examples of using the video camera in class, I was amazed to see its effectiveness. I am planning on using the video camera this year so I can attach some of what the students are doing in my classroom to my blog for parents to stay up to date on what is happening in my classroom. What intrigued me the most was when I read in one of the articles which stated that parents no longer have to ask their children what they did in school; instead, they will be able to ask questions based on what they know happened in class that day because they played the video of the class activity. I am also going to use my blog more to send handouts home for the students in case they misplace one. One thing that touched my heart was an article that sited a student from Virginia making a comment about a project-based activity. The student commented that she could find more information on a topic with the Internet than by reading about it in a book.
In my school we have one laptop cart per team to share. Perhaps one day my county will reconsider laptops for each student. There are several examples of how effective laptops can be in the classroom. As I mentioned earlier, The Mott Hall School is one example where technology use improved student learning and test scores. The proof that they are using technology effectively is in the fact that other schools are adopting their model.
4. What other topics that enhance integration with technology came up as you were reading (for example, project-based learning, school-to-career programs, emotional intelligence)?
What intrigued me most about research on using technology tools in the classroom was when I read how using technology helps students prepare for the outside world. Currently, I teach a sixth grade seminar class and one of our objectives is to teach the students various skills they that will make them successful in middle school and beyond. We are incorporating more technology into our lessons with this goal in mind. Technological advancements are evident everywhere in our daily lives and in the future they will be even more prevalent. One of the articles I read stated another benefit of using technology in the classroom: Technology allows teachers and students to use time differently. With project-based learning, students work independently and teachers facilitate which allows them time to work more with individuals and with groups. Another advantage is that students can find information quickly and they are able to take work home and edit it. Most importantly, they learn problem solving through exploration and interpretation, and they can practice the application of information. Also, I read that students are able to make connections between subjects or ideas when using project-based learning.
Another piece of interesting news I found in one article stated that students who were exposed to project-based learning may not have shown more improvement on test scores when compared to students who did not use project-based learning; yet, when asked about a topic a year later, the students who engaged in project-based learning activities were able to explain the topics more thoroughly and could relate them to what they were currently studying. Additionally, I found that project-based learning is also called experimental learning or problem-based learning. Since I have had some training in Understanding by Design, when I plan a lesson or redesign a lesson, I incorporate problem-based learning and the students must research and then propose a solution. These types of lessons are very conducive to incorporating technology either in the process of solving the problem or when presenting the proposal to the problem.
Effective use of technology is present in an elementary school in South Gate, California. A federal grant rewarded to the school enabled teachers to get the most current technology tools available. Using computers, laptops, LCD projectors, and digital cameras, one teacher recounted how he witnessed first hand his mostly Latino classroom students’ interest rise and their level of comprehension increase simply by using the Internet to find visual images of what they were reading in their classroom textbooks. He modeled how to use the Internet as an effective tool for information searches. In addition, he used the projector as a hands-on tool to play games that increased vocabulary. Union City, New Jersey implemented the Project Explore program that raised their writing and math test scores. What I found most exciting about this program was that it sited teacher training for ways to implement technology into classroom lessons as one of the three main components of the success of the program. I am a huge proponent of allowing time for teachers to be trained on ways to implement technology in their classroom before asking them to use it.
Another example of how technology is being used effectively can be seen at Madison Junior High School in Illinois. There the physical education department resembles a health club with the latest technology to maintain health. The school has a computer-based fitness facility that monitors student fitness. Rather than focus on physical skills necessary for competing athletically like most PE departments do, Madison Junior High is concentrating on the physical well-being of the students.
2. What evidence do you see and read that curriculum standards are being addressed?
In both of the above mentioned examples where technology is being used, the activities were designed to meet the curriculum standards. Students in both schools were able to use technology to master the state standards. Math and science scores are improving with the use of technology and teachers are covering the required standards through technology. The scores improved for both at risk and advanced students. Project-based learning uses a hands-on approach to push students beyond what they and do in the classroom. Math, writing, reading, and other disciplines which use technology prove that students’ state test scores rise when they use technology to solve problems that are real world. In one case where state test scores rose and curriculum standards were met was at the Mott Hall School in New York. They adopted a standards-based projects approach with a one-laptop-per-student model which addressed state standards. Now, other schools in the area are adopting the same model.
Several articles site gains in test scores since technology has been implemented. In one such article about an elementary school in Virginia, which has used technology and project-based learning for three years in a row, there has been a rise in test scores in math, science and English. They noted as well that attendance is up and students are engaged in learning. Another school in West Virginia moved computers into the classroom and they have used technology through computer-based learning for the past eight years. They began the project in kindergarten and each year they have added more computers and introduced new technology programs. They also saw a rise in state test scores. One article pointed out that United streaming and educational videos from The Smithsonian, The Library of Congress, and images from the Hubble Space Telescope have all enhanced learning in the classroom. The article pointed out that using these types of technology tools, no matter how qualified the teacher is in the subject, students benefit from the diverse, up to date multimedia outside sources. Research from these articles also showed that multimedia use offers long-term effects on understanding and that students are able to retain information, apply problem-solving skills and extend ideas in other subject areas. Other research proved that math and writing skills improved with the use of computers at school and at home.
3. How would you adapt what you see and read to your own classroom and school?
In my classroom when the students are working on technology assignments and need to save their work, I am going to ask students to bring a flash drive so they can back up their saved work. After reading several accounts where teachers asked their students to become more responsible for their written work and learn to edit their work until it is polished, I feel one way to accomplish this goal with my students is to ask them to take work home on a flash drive and edit it. In addition, I will ask the students to email assignments if they want me to edit their work or if their printers are not working. When I read some examples of using the video camera in class, I was amazed to see its effectiveness. I am planning on using the video camera this year so I can attach some of what the students are doing in my classroom to my blog for parents to stay up to date on what is happening in my classroom. What intrigued me the most was when I read in one of the articles which stated that parents no longer have to ask their children what they did in school; instead, they will be able to ask questions based on what they know happened in class that day because they played the video of the class activity. I am also going to use my blog more to send handouts home for the students in case they misplace one. One thing that touched my heart was an article that sited a student from Virginia making a comment about a project-based activity. The student commented that she could find more information on a topic with the Internet than by reading about it in a book.
In my school we have one laptop cart per team to share. Perhaps one day my county will reconsider laptops for each student. There are several examples of how effective laptops can be in the classroom. As I mentioned earlier, The Mott Hall School is one example where technology use improved student learning and test scores. The proof that they are using technology effectively is in the fact that other schools are adopting their model.
4. What other topics that enhance integration with technology came up as you were reading (for example, project-based learning, school-to-career programs, emotional intelligence)?
What intrigued me most about research on using technology tools in the classroom was when I read how using technology helps students prepare for the outside world. Currently, I teach a sixth grade seminar class and one of our objectives is to teach the students various skills they that will make them successful in middle school and beyond. We are incorporating more technology into our lessons with this goal in mind. Technological advancements are evident everywhere in our daily lives and in the future they will be even more prevalent. One of the articles I read stated another benefit of using technology in the classroom: Technology allows teachers and students to use time differently. With project-based learning, students work independently and teachers facilitate which allows them time to work more with individuals and with groups. Another advantage is that students can find information quickly and they are able to take work home and edit it. Most importantly, they learn problem solving through exploration and interpretation, and they can practice the application of information. Also, I read that students are able to make connections between subjects or ideas when using project-based learning.
Another piece of interesting news I found in one article stated that students who were exposed to project-based learning may not have shown more improvement on test scores when compared to students who did not use project-based learning; yet, when asked about a topic a year later, the students who engaged in project-based learning activities were able to explain the topics more thoroughly and could relate them to what they were currently studying. Additionally, I found that project-based learning is also called experimental learning or problem-based learning. Since I have had some training in Understanding by Design, when I plan a lesson or redesign a lesson, I incorporate problem-based learning and the students must research and then propose a solution. These types of lessons are very conducive to incorporating technology either in the process of solving the problem or when presenting the proposal to the problem.
ECOMP 5106 Assignment 2.1 What is Understanding?
When asked to identify what it is that I love to do and do well, I would have to say that I love to design and create apparel for me and others to wear. This has been a passion of mine since I was in grade school. I began my “designing” career by making outfits for both my Barbie doll and my dog to wear. I entertained my family with my unique and bazaar designs. Being somewhat of a ham since I was the middle child I craved attention, I planned elaborate fashion shows for my family. I would tell them where my idea came from for the apparel and when and where the subject of my designs would wear them. My family would always affirm my desires to be a clothing designer by applauding loudly and throwing flowers at me after the show. It turned out that I not only did learn to design and create my own clothing, but also I majored in fashion design in college.
My mother was a self-learner when it came to sewing and she wanted me to learn from someone who was a professional. My cousin worked for a dry cleaner where she did all of the alterations. I would see her on weekends and she would instruct me on how to cut out a pattern on fabric, follow the pattern instructions and use the sewing machine properly. One huge incentive for making my own outfits for school was the fact that I was very skinny and tall and buying clothing, especially jeans that were long enough, was very difficult. Another reason was that my family lived on only my father’s income and it was not feasible for my sister and me to have a closet full of outfits. It was the high school formals that really inspired me to learn how to sew since buying a gown that was a show stopper was out of the family budget. Up until my junior year I was following sewing instructions from store bought patterns and it was not until my cousin helped me make my first pattern for the gown I wore to the winter formal that I realized my passion for designing unique apparel. This process of designing and sewing my own clothing was not an easy process but it was very rewarding when I received compliments and was asked to design apparel for others.
Since my love for designing clothing was so intense, I decided to pursue a degree in fashion design. That was where I developed and mastered my understanding of the design process. My parents encouraged me to also major in marketing to have a background that would one day serve me well if I ever decided to open my own business. A trip to New York with my fellow design classmates during spring break one year was an eye opening experience, to say the least. Since I was a small town girl attending a large university, West Virginia University, I was overwhelmed by the reception I received from the cool and unfriendly people of New York. As I look back at the experience now, I realize that the people were not inhospitable at all but were simply living their usual busy lives in the clothing industry. However, visiting the big apple was one reason I did not pursue my idea of a design career.
I chose to enter the field of retail in Atlanta and work my way up to being a buyer instead of going the route of a designer. When I found the retail business was not challenging enough, I decided to work as a flight attendant and go back to school simultaneously and get a teaching degree. However, I never lost my love for making my own apparel and still to this day when I want to wear something unique, I will conjure up an idea and create it. I have found that rushing through the process of designing and making my own clothing is not beneficial. There have been times when the article of clothing I made was not up to my usual high standards and I would not wear it. In the past few years, I have also taught my niece and several of my friends to sew. It is very rewarding and enjoyable to pass on my knowledge of clothing design. Additionally, when I shop the sales racks at the mall and I can’t find my size in a design I like, I simply buy any larger size and alter it to fit. Once, the secretary at my school knew that I made some of my own clothing and she asked me if I would make her gown to wear to her son’s wedding. As a favor to her, since she is a very special person, I made her gown and we both were pleased with the way it fit her figure so well. What made the outcome so rewarding was when other teachers witnessed the altering and fitting sessions at school, they too started asking me if I could do altering or hemming for them. My time away from school did not allow me the privilege to become the school alterations expert, so I had to decline.
I have plunged into teaching with the same passion I had for creating clothing. Now, I enjoy designing lesson plans that allow the students to be creative in their final products either by solving a problem or creating a plan of action. I also enjoy the Professional Learning Community model at my school because it allows me to collaborate with other professionals in my subject area. When I think back to my experience with understanding the concepts involved with designing and creating apparel, I had several “ah ha!” moments as well as many moments when I pulled my hair out. I found myself constantly reflecting on what I had learned. The times when I could explain what I wanted to accomplish and then solve all of the problems that arose were very rewarding and they helped build my sense of self-worth. If I were to correlate the way I plan a teaching lesson now with the way I learned and understood clothing design, I would say that instruction, modeling, practicing a concept, and applying the concept to a new and different idea are valuable tools. More importantly, the most valuable tool will be when the students have an “ah ha” moment or change an idea completely after considering the problem and the solution.
My mother was a self-learner when it came to sewing and she wanted me to learn from someone who was a professional. My cousin worked for a dry cleaner where she did all of the alterations. I would see her on weekends and she would instruct me on how to cut out a pattern on fabric, follow the pattern instructions and use the sewing machine properly. One huge incentive for making my own outfits for school was the fact that I was very skinny and tall and buying clothing, especially jeans that were long enough, was very difficult. Another reason was that my family lived on only my father’s income and it was not feasible for my sister and me to have a closet full of outfits. It was the high school formals that really inspired me to learn how to sew since buying a gown that was a show stopper was out of the family budget. Up until my junior year I was following sewing instructions from store bought patterns and it was not until my cousin helped me make my first pattern for the gown I wore to the winter formal that I realized my passion for designing unique apparel. This process of designing and sewing my own clothing was not an easy process but it was very rewarding when I received compliments and was asked to design apparel for others.
Since my love for designing clothing was so intense, I decided to pursue a degree in fashion design. That was where I developed and mastered my understanding of the design process. My parents encouraged me to also major in marketing to have a background that would one day serve me well if I ever decided to open my own business. A trip to New York with my fellow design classmates during spring break one year was an eye opening experience, to say the least. Since I was a small town girl attending a large university, West Virginia University, I was overwhelmed by the reception I received from the cool and unfriendly people of New York. As I look back at the experience now, I realize that the people were not inhospitable at all but were simply living their usual busy lives in the clothing industry. However, visiting the big apple was one reason I did not pursue my idea of a design career.
I chose to enter the field of retail in Atlanta and work my way up to being a buyer instead of going the route of a designer. When I found the retail business was not challenging enough, I decided to work as a flight attendant and go back to school simultaneously and get a teaching degree. However, I never lost my love for making my own apparel and still to this day when I want to wear something unique, I will conjure up an idea and create it. I have found that rushing through the process of designing and making my own clothing is not beneficial. There have been times when the article of clothing I made was not up to my usual high standards and I would not wear it. In the past few years, I have also taught my niece and several of my friends to sew. It is very rewarding and enjoyable to pass on my knowledge of clothing design. Additionally, when I shop the sales racks at the mall and I can’t find my size in a design I like, I simply buy any larger size and alter it to fit. Once, the secretary at my school knew that I made some of my own clothing and she asked me if I would make her gown to wear to her son’s wedding. As a favor to her, since she is a very special person, I made her gown and we both were pleased with the way it fit her figure so well. What made the outcome so rewarding was when other teachers witnessed the altering and fitting sessions at school, they too started asking me if I could do altering or hemming for them. My time away from school did not allow me the privilege to become the school alterations expert, so I had to decline.
I have plunged into teaching with the same passion I had for creating clothing. Now, I enjoy designing lesson plans that allow the students to be creative in their final products either by solving a problem or creating a plan of action. I also enjoy the Professional Learning Community model at my school because it allows me to collaborate with other professionals in my subject area. When I think back to my experience with understanding the concepts involved with designing and creating apparel, I had several “ah ha!” moments as well as many moments when I pulled my hair out. I found myself constantly reflecting on what I had learned. The times when I could explain what I wanted to accomplish and then solve all of the problems that arose were very rewarding and they helped build my sense of self-worth. If I were to correlate the way I plan a teaching lesson now with the way I learned and understood clothing design, I would say that instruction, modeling, practicing a concept, and applying the concept to a new and different idea are valuable tools. More importantly, the most valuable tool will be when the students have an “ah ha” moment or change an idea completely after considering the problem and the solution.
ECOMP 5106 Assignment 1.2 Thoughts on Technology Integration
Even though I feel technology is invaluable when it comes to improving student learning, I do not see how it is feasible to implement it into every unit. Most disciplines have strict time restraints to finish a certain amount of topics before state testing. Students enjoy using the computers and various computer programs and are motivated to learn; however, the technology skill level of each student varies and it is rare to plan a lesson to be completed by a certain due date and meet the deadline. Therefore, allowing extra time for technology cab is a problem when a curriculum has to be covered by the end of the year or before the state tests are given.
I feel that teachers should choose to use technology only when it will require the student to think outside the box. Still, I don’t agree with some teachers who limit the use of technology lessons to their advanced students only. I feel that all students can be taught how to use their critical thinking and problem solving skills and technology implemented correctly can do that. Implementing technology more effectively in our classrooms can be a step toward closing the gap between the technology skill level of our graduating students and those of other nations. Even though we have several advanced students, our students compared on a national level are lagging behind when it comes to technology. I find it very interesting that we have so many foreign students who attend our universities, graduate as top students, take their learned skills back to their native countries and have prosperous careers. I have to attribute this to the fact that our universities are preparing students to be critical thinkers and they must be providing the necessary technology skills since so many foreign students who attended our universities are the ones inventing and growing more with technology.
One thing I would like to see changed at my school when it comes to integrating technology into the classroom is the amount of time spent on training and the quality of the training. I feel that in order to ask teachers to implement technology, it is all about how comfortable a teacher feels in using it. I have been there, but I was lucky to have had a technology specialist available when I planned my first technology lessons. I can remember my apprehension about using a new piece of technology and to some extent I still feel that sense of uneasiness every time a new computer program is introduced. I have expressed the importance of teacher training and comfort level to my principal and she was in agreement with me. Time for training is also a problem. Time to plan with other teachers and time to prepare new technology lessons is essential. I am anxious to begin the technology training this year at my school with the arrival of new Smart Boards and I can only hope that everyone else will have the same enthusiasm I have toward them.
I feel that teachers should choose to use technology only when it will require the student to think outside the box. Still, I don’t agree with some teachers who limit the use of technology lessons to their advanced students only. I feel that all students can be taught how to use their critical thinking and problem solving skills and technology implemented correctly can do that. Implementing technology more effectively in our classrooms can be a step toward closing the gap between the technology skill level of our graduating students and those of other nations. Even though we have several advanced students, our students compared on a national level are lagging behind when it comes to technology. I find it very interesting that we have so many foreign students who attend our universities, graduate as top students, take their learned skills back to their native countries and have prosperous careers. I have to attribute this to the fact that our universities are preparing students to be critical thinkers and they must be providing the necessary technology skills since so many foreign students who attended our universities are the ones inventing and growing more with technology.
One thing I would like to see changed at my school when it comes to integrating technology into the classroom is the amount of time spent on training and the quality of the training. I feel that in order to ask teachers to implement technology, it is all about how comfortable a teacher feels in using it. I have been there, but I was lucky to have had a technology specialist available when I planned my first technology lessons. I can remember my apprehension about using a new piece of technology and to some extent I still feel that sense of uneasiness every time a new computer program is introduced. I have expressed the importance of teacher training and comfort level to my principal and she was in agreement with me. Time for training is also a problem. Time to plan with other teachers and time to prepare new technology lessons is essential. I am anxious to begin the technology training this year at my school with the arrival of new Smart Boards and I can only hope that everyone else will have the same enthusiasm I have toward them.
ECOMP 5106 Assignment 1.1 Technology Autobiography
I have been teaching in middle school for sixteen years and have had the opportunity to teach language arts, science, and seminar, which is a combination of reading, language arts and science. In each of those disciplines I have been able to incorporate technology. I am still not proficient, but I am working toward that goal. When I think back to the first encounter I had with technology, I am reminded of time when I had to create a technology assignment for my students to follow. I had only been teaching life science for three years. I wanted to use the computers in the media center. I remember that I had to convince the media specialist that my students would benefit from learning how to use the publisher program as well as the research process. We took longer than I planned to complete the assignment but after the presentations I knew it was all worth it. The media specialist complimented my students as we left the media center. I was hooked on using technology even if it was just researching and using publisher to create a newsletter.
I transferred the next year to my current school which was a brand new school and it was filled with computers—three in every room, two computer labs, and a media center available with computers for research. Most importantly, a teacher position was available for a technology specialist. She was my most valuable resource since I was anxious to use technology in my classroom but I was now teaching both earth science and language arts to gifted students. Not only was I new to the gifted program, but also I was a novice at most of the computer programs—Power Point, Publisher, Inspiration, Excel, and Access. These programs are more familiar to me now, but I still want and need to learn more about each of them. The technology specialist taught me some important lessons. One lesson was to always create a folder for each lesson and save every piece of teacher-created technology. I made her laugh when I did not save a handout on identifying adverbs, which I created for my language arts students. I did not think I would be teaching language arts again the next year, so I printed without saving. It wasn’t until she had some suggestions for me and asked where I saved the assignment, that she realized I only had a hard copy. Every time we had an in-service at school to introduce a new computer program, she used her experience with me as an example for always saving and backing up work. Another valuable lesson she taught me was to incorporate technology slowly and to evaluate each activity for it ability to enhance student learning before implementing it.
As I continued to teach gifted students, I realized how much technology can enhance a lesson and offer opportunities for students to think critically. Every year I have made it my goal to add a piece of technology to one lesson. Planning a technology lesson is time consuming and can be challenging because it must be geared toward state standards as well as it must enhance student learning. When I plan a culminating activity that incorporates technology, I offer my students a variety of presentation choices in order to reach their various levels of ability. I have found that most of my students are familiar with Power Point, Publisher, and Inspiration. Some are even able to bring a recorded video from home and import it into a multimedia program such as Movie Maker. Each year I learn some new technology techniques from my students and that enables me to add more technology to my lessons. Teaching a seminar class allows me the freedom to add technology to my lessons and not worry about time constraints that other disciplines have to cover a topic before the state testing in the spring. What interests me the most when it comes to adding technology to enhance my lessons is presenting a problem to the students, allowing them to do some research, having them formulate a solution to the problem, and then present their solution using various multimedia programs.
Even though my school does not have a technology person at this point, I can really appreciate the need for one. Currently, my school has become a 21st Century School and will be the recipient of various new pieces of technology. One piece of technology that we will be receiving is a Smart Board. I am anxious to learn how to use this interactive board.
The main incentive for completing my masters in technology is to learn how to use many new computer techniques and be able to incorporate them into my teaching. I feel that technology is a motivator for students to learn. Also, I feel that even though the technology I teach my students now may be obsolete by the time they graduate high school, I want to instill in them a love of technology and I want to enhance their critical thinking skills.
I transferred the next year to my current school which was a brand new school and it was filled with computers—three in every room, two computer labs, and a media center available with computers for research. Most importantly, a teacher position was available for a technology specialist. She was my most valuable resource since I was anxious to use technology in my classroom but I was now teaching both earth science and language arts to gifted students. Not only was I new to the gifted program, but also I was a novice at most of the computer programs—Power Point, Publisher, Inspiration, Excel, and Access. These programs are more familiar to me now, but I still want and need to learn more about each of them. The technology specialist taught me some important lessons. One lesson was to always create a folder for each lesson and save every piece of teacher-created technology. I made her laugh when I did not save a handout on identifying adverbs, which I created for my language arts students. I did not think I would be teaching language arts again the next year, so I printed without saving. It wasn’t until she had some suggestions for me and asked where I saved the assignment, that she realized I only had a hard copy. Every time we had an in-service at school to introduce a new computer program, she used her experience with me as an example for always saving and backing up work. Another valuable lesson she taught me was to incorporate technology slowly and to evaluate each activity for it ability to enhance student learning before implementing it.
As I continued to teach gifted students, I realized how much technology can enhance a lesson and offer opportunities for students to think critically. Every year I have made it my goal to add a piece of technology to one lesson. Planning a technology lesson is time consuming and can be challenging because it must be geared toward state standards as well as it must enhance student learning. When I plan a culminating activity that incorporates technology, I offer my students a variety of presentation choices in order to reach their various levels of ability. I have found that most of my students are familiar with Power Point, Publisher, and Inspiration. Some are even able to bring a recorded video from home and import it into a multimedia program such as Movie Maker. Each year I learn some new technology techniques from my students and that enables me to add more technology to my lessons. Teaching a seminar class allows me the freedom to add technology to my lessons and not worry about time constraints that other disciplines have to cover a topic before the state testing in the spring. What interests me the most when it comes to adding technology to enhance my lessons is presenting a problem to the students, allowing them to do some research, having them formulate a solution to the problem, and then present their solution using various multimedia programs.
Even though my school does not have a technology person at this point, I can really appreciate the need for one. Currently, my school has become a 21st Century School and will be the recipient of various new pieces of technology. One piece of technology that we will be receiving is a Smart Board. I am anxious to learn how to use this interactive board.
The main incentive for completing my masters in technology is to learn how to use many new computer techniques and be able to incorporate them into my teaching. I feel that technology is a motivator for students to learn. Also, I feel that even though the technology I teach my students now may be obsolete by the time they graduate high school, I want to instill in them a love of technology and I want to enhance their critical thinking skills.
Thursday, September 20, 2007
Final Project Reflection
Final Project Reflection
When it came to choosing a final project for ECOMP 7007, I was elated to see that the project choices available included creating a WebQuest. This past year I used a WebQuest on civil disobedience that my colleague found on the Internet. I was pretty excited about the way it prompted my students to use their higher order thinking and problem solving skills as well as their creativity skills. So, that is why I was motivated to design my own WebQuest.
With the idea of promoting higher order thinking skills and integrating technology, I wanted to redesign a previous lesson I have taught on propaganda. I began by reviewing the lesson which included teaching the propaganda strategies and showing examples of product advertisements where various propaganda techniques were used. This lesson culminated with the students creating a unique product that their peers would use and then designing a print advertisement using one of the propaganda techniques to “sell” their product. The students enjoyed this lesson and were very inventive when it came to developing ingenious products to make their lives easier. However, I knew this lesson could be revised using technology.
First, I set out to find a Webquest template. After reading Five Rules for Writing a Great Webquest by Bernie Dodge and I chose to use his Webquest template. As a result of reading several tutorials on designing Webquests, and previewing examples of other teacher designed Webquests, I had a better understanding of how a Webquest can promote critical thinking. I designed the “Land the Account” Political Propaganda Webquest for the students to follow a step by step process that would require learners to think critically about propaganda use in the world around them. I wanted the students to explore the importance of curiosity, honesty, openness, and skepticism in advertising and exhibit these traits in their own efforts to understand how political propaganda influences people’s vote. The premise of the three assignment options, which will be linked to the Webquest and printed for each student, is that the students imagine that they own an advertising agency and they have been chosen by presidential campaign managers as a possible agency to promote the presidential candidates in the next election. There are three assignment options from which the students choose only one. The first is a partner activity and includes designing a television commercial and a print advertisement. The second is also a partner activity and it involves creating a radio commercial and a print advertisement. The third is an independent assignment, since some students prefer to work alone on an assignment, and it requires that the student pretend he/she can’t talk and must create a portfolio of eight political print advertisements.
As a hook to get the students interested in the topic of political propaganda, the Webquest begins with the students linking to a propaganda quiz with a series of questions that will determine how brainwashed the students are when it comes to political advertising influencing their vote. The voting and campaigning process is somewhat familiar to sixth graders since campaigning for student body representatives begins the third week of school. Once the students complete the propaganda quiz, they are prompted to link to the answers to the quiz. They will be surprised when they find out that if they answered yes to any of the questions, then they have been brainwashed by some type of political propaganda in the past.
In order for the students to begin the assignment, I provided links to online research of the various types of propaganda techniques. I created a propaganda techniques handout on which the students will take notes as they find information on each technique. Also, I designed a class work rubric to grade each student as they work independently or with a partner in the classroom throughout the entire lesson. The rubric will provide guidelines for classroom behavior as well as time management.
After researching propaganda techniques, the students have the opportunity to view examples of the various propaganda techniques used in political advertising by linking to online political advertisements. One of the links takes them to presidential political television ads which span from 1951 to present. Another link takes them to the current presidential candidate’s television advertisements. In addition, there are two links to radio presidential advertisements. Also available is a teacher resource folder which will contain political advertisements such as mailbox flyers and political print advertisements from past elections.
After viewing various examples of political advertisements, the students must choose one of the three assignment options. I designed a rubric for each of the three assignment options and provided a link to each on the Webquest; however, I feel it is important to give a copy of each of the rubrics to the students so they have a hard copy of the printed guidelines. The rubrics are very detailed with guidelines so the students can see exactly what is required for each option. Once the assignment choice is made, the students will enter the planning phase and I will have time guidelines for them to meet in order to complete the assignment. I will also show them how to use various online tools to create a television or radio commercial: Moviemaker, the free Audio Editor and Recorder, audacity, Jing which captures and shares video from your computer, Animoto which allows you to select pictures, pick a sound track, select some effects, and it will mix a video for you with the spot-free version which is limited to 30 seconds, and a screen cast on how to make a public service announcement.
The last phase of the assignment is for the students to plan the presentation to the campaign managers. I will arrange for each group or individual to present final products to the campaign managers (teachers and administrators from my school). The managers will also have a hard copy of the rubric so they can judge the final presentations. As a follow up extension assignment, I will ask the students to use their newfound skills in identifying propaganda in politics, to brainstorm some other areas in their lives where propaganda is present. They will have to compile a list of places where they see propaganda, clarify the propaganda technique, justify how it is used to influence people and share their ideas with your classmates at the culmination of the lesson.
In order for any teacher to use the Land the Account Webquest, (especially the two seminar teachers I work with) I added to the Webquest a Learner Advice/Teacher section which included essential questions, performance standards, and teacher materials and resources. Even though the propaganda Webquest took several hours to complete, I enjoyed creating it and I am anxious to use it in my classroom. I believe the students will enjoy the lesson and in turn the assignments will foster critical thinking and problem solving. The Webquest is on my school Web page and all of the seminar advanced content students will have access to it.
The difficult part came when I attempted to upload my Webquest and the documents I wanted to link to the Webquest to a free Website called Weebly.com. After completing the Webquest and all the handouts, as well as linking them to the Webquest, I found that when I saved the Webquest to my flash drive, none of the links worked. I took the advice of my instructor to save the Webquest and the linked documents into one file and then reset the links and all was well. However, when my Weebly.com Website was completed and I was ready to create a page for the Webquest and each of the linked documents, I found that each page of the free Website would only accept small documents of one to three pages and it would not transfer my formatting. My propaganda Webquest is nine pages and one document, the propaganda techniques notes page, is four pages long. The Weebly Website would not hold either of them without distorting the format.
To solve the problem of not being able to upload too large a document, I separated my Webquest into a student page and a teacher page. Next, I removed all my hyperlinks on my Webquest and created new links on the Webquest to the pages on my Weebly Website. I saved my Webquest as a Web page and then uploaded it to my Weebly Website. This time I was successful and all of the links worked properly. I am pleased and proud to say that anyone may now access the Political Propaganda Webquest which I created. I will be using this Webquest in the next few weeks and I am anxious to guide my students through it. I hope to attain my goal of increasing the student’s critical thinking and problem solving skills through the use of this Webquest in my classroom.
When it came to choosing a final project for ECOMP 7007, I was elated to see that the project choices available included creating a WebQuest. This past year I used a WebQuest on civil disobedience that my colleague found on the Internet. I was pretty excited about the way it prompted my students to use their higher order thinking and problem solving skills as well as their creativity skills. So, that is why I was motivated to design my own WebQuest.
With the idea of promoting higher order thinking skills and integrating technology, I wanted to redesign a previous lesson I have taught on propaganda. I began by reviewing the lesson which included teaching the propaganda strategies and showing examples of product advertisements where various propaganda techniques were used. This lesson culminated with the students creating a unique product that their peers would use and then designing a print advertisement using one of the propaganda techniques to “sell” their product. The students enjoyed this lesson and were very inventive when it came to developing ingenious products to make their lives easier. However, I knew this lesson could be revised using technology.
First, I set out to find a Webquest template. After reading Five Rules for Writing a Great Webquest by Bernie Dodge and I chose to use his Webquest template. As a result of reading several tutorials on designing Webquests, and previewing examples of other teacher designed Webquests, I had a better understanding of how a Webquest can promote critical thinking. I designed the “Land the Account” Political Propaganda Webquest for the students to follow a step by step process that would require learners to think critically about propaganda use in the world around them. I wanted the students to explore the importance of curiosity, honesty, openness, and skepticism in advertising and exhibit these traits in their own efforts to understand how political propaganda influences people’s vote. The premise of the three assignment options, which will be linked to the Webquest and printed for each student, is that the students imagine that they own an advertising agency and they have been chosen by presidential campaign managers as a possible agency to promote the presidential candidates in the next election. There are three assignment options from which the students choose only one. The first is a partner activity and includes designing a television commercial and a print advertisement. The second is also a partner activity and it involves creating a radio commercial and a print advertisement. The third is an independent assignment, since some students prefer to work alone on an assignment, and it requires that the student pretend he/she can’t talk and must create a portfolio of eight political print advertisements.
As a hook to get the students interested in the topic of political propaganda, the Webquest begins with the students linking to a propaganda quiz with a series of questions that will determine how brainwashed the students are when it comes to political advertising influencing their vote. The voting and campaigning process is somewhat familiar to sixth graders since campaigning for student body representatives begins the third week of school. Once the students complete the propaganda quiz, they are prompted to link to the answers to the quiz. They will be surprised when they find out that if they answered yes to any of the questions, then they have been brainwashed by some type of political propaganda in the past.
In order for the students to begin the assignment, I provided links to online research of the various types of propaganda techniques. I created a propaganda techniques handout on which the students will take notes as they find information on each technique. Also, I designed a class work rubric to grade each student as they work independently or with a partner in the classroom throughout the entire lesson. The rubric will provide guidelines for classroom behavior as well as time management.
After researching propaganda techniques, the students have the opportunity to view examples of the various propaganda techniques used in political advertising by linking to online political advertisements. One of the links takes them to presidential political television ads which span from 1951 to present. Another link takes them to the current presidential candidate’s television advertisements. In addition, there are two links to radio presidential advertisements. Also available is a teacher resource folder which will contain political advertisements such as mailbox flyers and political print advertisements from past elections.
After viewing various examples of political advertisements, the students must choose one of the three assignment options. I designed a rubric for each of the three assignment options and provided a link to each on the Webquest; however, I feel it is important to give a copy of each of the rubrics to the students so they have a hard copy of the printed guidelines. The rubrics are very detailed with guidelines so the students can see exactly what is required for each option. Once the assignment choice is made, the students will enter the planning phase and I will have time guidelines for them to meet in order to complete the assignment. I will also show them how to use various online tools to create a television or radio commercial: Moviemaker, the free Audio Editor and Recorder, audacity, Jing which captures and shares video from your computer, Animoto which allows you to select pictures, pick a sound track, select some effects, and it will mix a video for you with the spot-free version which is limited to 30 seconds, and a screen cast on how to make a public service announcement.
The last phase of the assignment is for the students to plan the presentation to the campaign managers. I will arrange for each group or individual to present final products to the campaign managers (teachers and administrators from my school). The managers will also have a hard copy of the rubric so they can judge the final presentations. As a follow up extension assignment, I will ask the students to use their newfound skills in identifying propaganda in politics, to brainstorm some other areas in their lives where propaganda is present. They will have to compile a list of places where they see propaganda, clarify the propaganda technique, justify how it is used to influence people and share their ideas with your classmates at the culmination of the lesson.
In order for any teacher to use the Land the Account Webquest, (especially the two seminar teachers I work with) I added to the Webquest a Learner Advice/Teacher section which included essential questions, performance standards, and teacher materials and resources. Even though the propaganda Webquest took several hours to complete, I enjoyed creating it and I am anxious to use it in my classroom. I believe the students will enjoy the lesson and in turn the assignments will foster critical thinking and problem solving. The Webquest is on my school Web page and all of the seminar advanced content students will have access to it.
The difficult part came when I attempted to upload my Webquest and the documents I wanted to link to the Webquest to a free Website called Weebly.com. After completing the Webquest and all the handouts, as well as linking them to the Webquest, I found that when I saved the Webquest to my flash drive, none of the links worked. I took the advice of my instructor to save the Webquest and the linked documents into one file and then reset the links and all was well. However, when my Weebly.com Website was completed and I was ready to create a page for the Webquest and each of the linked documents, I found that each page of the free Website would only accept small documents of one to three pages and it would not transfer my formatting. My propaganda Webquest is nine pages and one document, the propaganda techniques notes page, is four pages long. The Weebly Website would not hold either of them without distorting the format.
To solve the problem of not being able to upload too large a document, I separated my Webquest into a student page and a teacher page. Next, I removed all my hyperlinks on my Webquest and created new links on the Webquest to the pages on my Weebly Website. I saved my Webquest as a Web page and then uploaded it to my Weebly Website. This time I was successful and all of the links worked properly. I am pleased and proud to say that anyone may now access the Political Propaganda Webquest which I created. I will be using this Webquest in the next few weeks and I am anxious to guide my students through it. I hope to attain my goal of increasing the student’s critical thinking and problem solving skills through the use of this Webquest in my classroom.
Saturday, August 25, 2007
Mary and Stacy WWW Class Presentation
Mary and Stacie showed us the site Biology4 Kids. She pointed out that the site was very informative but was not very interactive until the students take the quizzes on the various science topics. Also, she mentioned that you have to scroll down to the bottom of the page to click on the table and navigate. However, she did mention that the navigation was not that easy and that students could easily navigate from the site. It does have a site map which makes it easier to navigate. When watching the videos, slow loading is a problem.
We were divided into two groups to review the scientific method. One group read the information and the other group watched a video. After completing the assignment, we each received a remote for Beyond Question Student Response System. The teachers had fun playing with the student response system, but some of the remote responses were not responding and that was frustrating.
The program is primarily for students or children instead of teachers. The videos are good if you can get them to load. Mary shared how you use it in your science class. She directs students to the site to begin their research. The Beyond Question allows both the teacher and the students immediate feedback.
We were divided into two groups to review the scientific method. One group read the information and the other group watched a video. After completing the assignment, we each received a remote for Beyond Question Student Response System. The teachers had fun playing with the student response system, but some of the remote responses were not responding and that was frustrating.
The program is primarily for students or children instead of teachers. The videos are good if you can get them to load. Mary shared how you use it in your science class. She directs students to the site to begin their research. The Beyond Question allows both the teacher and the students immediate feedback.
Friday, August 24, 2007
Final project topic
I am planning on doing a WebQuest on a propaganda unit that we have in our subject area. I am concentrating on propaganda in politics. I have started finding links to 2008 political campaign commercial/advertisements and will have the students view and then design their own political advertisements.
Sunday, August 19, 2007
An article every educator can relate to
I found myself smiling as I read Ken Vesey's article, The Internet-only Research Approach: Does the Web Really Have All There Is to Say? It brought back memories of having to sit on the first day of preplanning and listen to speakers go on and on about the latest trend in education. The first day of preplanning is hardly the time to present new technology or teaching strategies. The author pointed out that when the speakers began talking about WebQuests, the teachers in the auditorium began to squirm. How unfortunate it is that such a valuable tool as a WebQuest was presented in such a way. On the first day most teachers are concentrating on what they will be teaching, how many students they will teach and if they will have a good or a bad year, not on new teaching strategies that they feel are being forced on them.
The author played the devil's advocate, as most educators would do in this situation, and found fault in the sample lesson plans that were presented to them. First, he acknowledged that when teachers saw how easy it was to link to sites in the WebQuest and their visual appeal, they were intrigued. Then, he pointed out that the presenters did not mention the fact that the information linked was limited in its value since there were no actual documents or primary sources which could be found in library references. He also noted that some of the links were littered with advertisements while others were written by people with little notoriety.
Explaining how valuable WebQuests can be should require more time than just one day of preplanning. Introducing new technology-based strategies to teachers is important since these types of strategies will prepare out students for a future in an information-rich world.
The author played the devil's advocate, as most educators would do in this situation, and found fault in the sample lesson plans that were presented to them. First, he acknowledged that when teachers saw how easy it was to link to sites in the WebQuest and their visual appeal, they were intrigued. Then, he pointed out that the presenters did not mention the fact that the information linked was limited in its value since there were no actual documents or primary sources which could be found in library references. He also noted that some of the links were littered with advertisements while others were written by people with little notoriety.
Explaining how valuable WebQuests can be should require more time than just one day of preplanning. Introducing new technology-based strategies to teachers is important since these types of strategies will prepare out students for a future in an information-rich world.
Great article for evaluating Websites
One of Holly's required readings, The ABC's of Website Evaluation, by Kathy Schrock is going to be very helpful to my subject area this year. We are going to incorportate more technology into our curriculum and will have to not only teach the ins and outs of using laptops but also surfing the web. Evaluating websites will be an important lesson. I have found that most students Google a topic, read only the first article and take what the author says as truth and nothing but the truth. This article gives us a launching pad to plan our lesson. From this article we will be able to formulate a checklist for students to use to evaluate a site.
The most important fact that the article points out is that if students learn how to evaluate online information, they are using critical thinking skills which can be very useful in the information age they live in.
Ms. Scrock's article is also filled with helpful sites to find evaluation surveys.
The most important fact that the article points out is that if students learn how to evaluate online information, they are using critical thinking skills which can be very useful in the information age they live in.
Ms. Scrock's article is also filled with helpful sites to find evaluation surveys.
A must read before designing a Webquest
I found the most helpful article on designing Webquests from My lesley databases. The article, Inquiry-Based Learning and Technology: Designing and Exploring WebQuests, written by Jan Lacina, explained very clearly why teachers like Webquests. Most importantly, it pointed out that WebQuests use technology activities to interest students while promoting reading in the content areas as well as engaging students in cooperative learning and all of the information comes from previewed links provided by the teacher comes from sources on the Web. Also it stated that Webquests foster higher level thinking skills (analysis, synthesis, and evaluation) which is the most important tool that students can take with them in the future.
The article also provided a link to Bernie Dodge's site:
(http://webquest.sdsu.edu/webquest.html) to see templates he has provided for the novice developer of WebQuets. Teachers can also view other Quests on this site.
It also gave more detail about the five components of a Webquest, but perhaps the most useful part of the article to me was the five pieces of advice to teachers before they begin to create a WebQuest (time to view other Quests, organize steps for students to follow, don't include too many resources that confuse students, be a facilitator but first model how to use the Quest, always have a contingency plan and print copies of the Webquest in case of technical failure, and show great amounts of enthusiasm to excite the students).
In case you want to read the entire article, go to Myleslie databases, clicked on Places to Start, clicked on Academic Search, clicked on the Advanced Search tab at the top and typed in Inquiry-Based Learning and Technology: Designing and Exploring WebQuests.
The article also provided a link to Bernie Dodge's site:
(http://webquest.sdsu.edu/webquest.html) to see templates he has provided for the novice developer of WebQuets. Teachers can also view other Quests on this site.
It also gave more detail about the five components of a Webquest, but perhaps the most useful part of the article to me was the five pieces of advice to teachers before they begin to create a WebQuest (time to view other Quests, organize steps for students to follow, don't include too many resources that confuse students, be a facilitator but first model how to use the Quest, always have a contingency plan and print copies of the Webquest in case of technical failure, and show great amounts of enthusiasm to excite the students).
In case you want to read the entire article, go to Myleslie databases, clicked on Places to Start, clicked on Academic Search, clicked on the Advanced Search tab at the top and typed in Inquiry-Based Learning and Technology: Designing and Exploring WebQuests.
Super Read!
I am sure that many of my classmates feel the same as I do about one of the tutorials, A Future Fiction, written by David F. Warlick. Don't we all hope that this is in the near future and we will be able to experience it? I found myself drawn to the fiction story he so vividly told. This story supports the fact that when teachers are facilitators and students use a variety of technological devices, that the student's are able to display their creativity and porblem solving skills. That concept is hard to grasp by many veteran teachers, however, as new educators are trained technology will be ever present and the possibility of having a classroom such as Mr. Warlick describes is a definite possibility. I also noticed that all students were involved in the group project and that even those labeled as the slow learners did very well on the project. I have witnessed in my class that technology use does promote student learning and improve attendance. I couldn't help but wish that I would someday play out the scenario described in the story in my own classroom. There's still hope!
Saturday, August 18, 2007
WWW Class Presentation
For the class website presentation, Caroline Dean and I will be sharing the Scholastic web page. It is filled with teacher lesson plans and ideas as well as student activities for all disciplines. Caroline was drawn toward the language arts section whereas I went straight to the science lab experiments. We are both excited about sharing all the valuable information that the site provides.
Sunday, July 15, 2007
RSS feeds for weather updates
Because my mother lives in Panama City, FL, I am nervous about hurricanes from June to November. I found a RSS feed for the National Hurricane Center and USATODAY.comweather. I can keep up with any tropical developments in the Atlantic and the Gulf of Mexico. I also was interested to keep up with the local weather at my school in Acworth so I found a feed for Acworth weather.
Learning how to use telecommunication tools
Whew! That word came to mind when I was asked how familiar I was with blogging, wikis, flickr, furling, portaportal, rss, and bloglines. The only word I could identify with was blogging. Therefore, I knew the class, ECOMP 7007 Telecommunications: Curriculum in a Global Context, would be an eye opener and would help me expand the use of technology in my classroom. So far, I have learned how to use several of these tools to help keep me organized and plan lesssons. I am still in the beginner stage but learning something new constantly. It is definitely a challenge that I know will keep me up to date with what my classroom students and peers are doing.
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