Monday October 27, 2008 Emerging Technology
Wow, the technology out there is amazing. When I saw that we had the show and tell project, I had no idea how much I would learn. This is why collaboration is so important. I may not have found the technology and/or interesting websites that my class colleagues have found without hours of searching. And the I may not have even thought to look for what was shared. But now I have several potentially useful websites or information on technology I could use to increase student learning in my classroom. How cool is that?
I will continue the collaboration tree and share the information with my colleagues at my school.
Posted by snteague ( Oct 27 2008, 09:03:13 PM EDT ) Permalink Comments [2]
Sunday October 05, 2008 Keeping Up With Blogs is Hard :)
Wow, I don't know how people keep up with blogs. It's not like reading and responding to emails, which I can easily get 10-15 of those a day at work. With emails, they are usually a quick read and while you may go back and forth for a bit, it still doesn't seem to take lot of time.
But blogging is so different. While it is very interesting to read others opinions and being able to comment on them is cool, it is so time consuming. It's like reading papers as if I am an English teacher :) But as a math teacher, I don't like to read so much :) I've even thought about keeping one with my students to discuss math concepts or issues they may have with math concepts, but I've shied away from it due to my fear of will I be able to keep up with it.
Am I alone in this?
Posted by snteague ( Oct 05 2008, 03:20:26 PM EDT ) Permalink Comments [6]
Sunday September 21, 2008 Computer Skills Testing
Beginning in the 8th grade since 1996, students have been required to take the Computer Skills Test. This test is a graduation requirement. Until I became the Testing Coordinator for my school and as a high school teacher, I wasn't aware of this test. Originally the test was paper and pencil and had two parts, multiple choice and performance. Now the test is completely online. If students don't pass the test in the 8th grade, they are giving two chances each school year in high school to pass the test.
Here's the interesting part: a lot of students are not being very succesful with this test...at least not at my school. Last year, of all the students I tested, about half of them didn't pass. From the outside, one would think that students are very technologically proficient and as a matter of fact, they think they are too, but not based on this test. Students spend a lot of time surfing the Internet. They know how to download music and videos. They know how to use instant messenging lingo. They know how to keep a blog on their facebook or myspace page. But are those skills helpful in the 21st Century?
In some aspect maybe. They do need to know how to communicate with people around the world. But those skills aren't being tested. They don't know about creating a spreadsheet, correctly typing a letter or resume, or creating graphs. Why don't they think these skills are important? Why, well probably because they live for the moment and not the future. At the moment they don't need to create a graph for their friends and they certainly don't send them official letters anymore. As a matter of fact, I had a student ask me how much a stamp cost! Now granted, the price has changed a couple of times, but this kid had no idea how much it was.
Anyway, I think I digressed. My point is this: Students need to understand that to be proficient in the 21st Century skills needed for the "real world", they've got to know more than how to surf and blog. This is where teachers come into play. Teachers want to include more technology into the curriculum, which is a great idea of course. But don't only include the things they already know how to do such as create a blog. At least try to include, if possible, other skills they may need outside of school and their circle of friends. But in order for teachers to do this, they need to be proficient as well.
Posted by snteague ( Sep 21 2008, 09:19:12 AM EDT ) Permalink Comments [6]
Wednesday September 17, 2008 21st Century Skills #1
I decided to do my podcast on an initial perspective of what is meant by "21st Century". My plan is to continue it with the next podcast we have to complete.
Now I just need to figure out how to add the podcast :)
Here's what I had to say in my podcast since I still can't figure out how to attach it...
As an educator, I am intrigued by the increase in the use of the ?21st Century? in relation to what students learn, how they will learn, and by whom they will learn from. In September 2006, the North Carolina State Board of Education approved several goals for North Carolina public schools that included the adjective 21st century many times. One such goal states the underlying statement ?Every teacher will have the skills to deliver 21st Century content in a 21st Century context with 21st Century tools and technology that guarantees student learning?. Those outside of education and for that matter maybe even some in education may wonder, well what does it mean to use the 21st Century as an adjective as stated in the goals, other than the obvious meaning of course. Well, first it?s important to talk about the changes that have occurred in the 21st Century. Technology?technology?technology. Technology is used a lot more in our everyday lives than ever before. We use the Internet to communicate, to make travel arrangements, to manage accounts and to gather instant information. We have meetings with people around the world without even being in the same room. Cell phones today allow us to communicate with family and friends without even talking. They also allow us easy access to the Internet. New and improved calculators allow students to do more than perform basic operations. They allow students to investigate, manipulate, and interpret mathematical concepts like never before. Blogging, wikis, and podcasting allow us to express ourselves to the entire world from the privacy of our own homes. With such easy access to the world, it is important that our students are able to keep up. Hence the need for our students to be well versed in 21st Century skills.
Posted by snteague ( Sep 17 2008, 09:45:49 PM EDT ) Permalink Comments [0]Using the Internet in the Classroom
Description
According to Webopedia (http://www.webopedia.com/TERM/I/Internet.html), the Internet is a ?global network connecting millions of computers?, not to be confused with the World Wide Web which is a ?system of Internet servers that supports specially formatted documents?. These documents are formatted using Hypertext Markup Language.
The World Wide Web boasts a multitude of readily available websites, search engines, photos, video and audio clips, and other resources. Many people use the Internet for entertainment and financial purposes, to keep informed of local or world news, and for communicating. Therefore, it is only logical that the use of the Internet has matriculated into education.
In the past many people may not have access to the Internet, but today access is available within the home, libraries, Internet cafes, and schools allowing more and more people to fully take advantage of all that the Internet has to offer.
Key Findings
One such way that teachers are able to take full advantage of the Internet is by creating WebQuest for students. A WebQuest is an ?inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web? (http://edweb.sdsu.edu/webquest/overview.htm).
Bernie Dodge discusses five general guidelines in his article ?Five Rules for Writing a Great WebQuest?. These rules include finding great sites to use, orchestrating the learners and resources, challenging the learners to think, proper use of the medium, and scaffolding high expectations from the learner. With the guidelines, a teacher should be able to design and properly implement WebQuests into any curriculum.
It is important for students to practice accurate researching techniques. Student should not take for granted the information presented on the Internet after a search using one of many search engines. It is necessary for students to understand the importance is checking the reliability and credibility of the source prior to confidently using it as a valid source. If students are not taught to pay attention to where to source originated and only rely on the fact that it was the first or second item from a search using a popular search engine, then they are not likely to pay attention to the credibility of the source. By using WebQuests, teachers are able to guide students in their research of a specified subject or topic through prearranged websites that they are familiar with and have previously researched.
Through WebQuests, teachers can also lead students to sites that allow them to discuss topics with professionals. For example, if students are studying and researching forensic science, a teacher may find a site where students can ask questions of a forensic scientist.
Another resource the Internet provides is online digital archives. According to Mark Hofer?s ?Online Digital Archives?, a digital archive is ?a web-based collection of a wide variety of digital media focused around a common topic?. He also states that ?for digital archives to effectively support teaching and learning, activities must be structured in a way to leverage the potential of these resources in ways that are meaningful for students?. By incorporating digital archives into the curriculum, students can find more meaning in the subject or topic being discussed.
Reflection
I think the Internet is an excellent source for students and teachers not only for communicating and personal research, but also as a resource in the classroom. As I stated about, there are many sites and resources available for implementation. Personally, I use the Internet everyday. I am constantly communicating with family and friends as well as researching new ideas for the classroom. I have used the Internet within my curriculum and look forward to better improving my activities with WebQuests, digital archives and telecollaboration.
I currently have a project were students investigate crimes using mathematics such as using Newton?s Law of Cooling to determine whether a vehicle was turned off when a hit and run suspect said it was and using linear functions to determine the height of a person based on the length of bones such as the femur bone. This ?CSI Project? also includes the students investigating the history and laboratory units of the FBI. I currently use the websites http://www.fbi.gov/kids/6th12th/6th12th.htm and http://www.fbi.gov/hq/lab/org/labchart.htm to have the students research the history and a specific unit such as the Chemistry Unit. Using the first website, the students answer a list of questions as they read over a case and the history of the FBI. Then the students use the second website as one of several sources to research their unit. The students then present the unit to the class using a PowerPoint presentation or some other method to present their information.
As I read the articles on WebQuests and digital archives, I thought this would be a good change to the project. I could set up a WebQuest FBI sites and forensics as well as include video clips and photos to enhance the research. I began searching for digital archives and ideas of a WebQuest, but was not as successful with my search as I had hoped. I did look at one of the sites suggested by one of my group members http://www.pbs.org/teachersource/math.htm where they had a lesson plan that included a interactive case and video. However, I was unable to finalize my plans for this addition before my project began last week so for this semester, I have used the same sites as before, but I look forward to incorporating a WebQuest to this project.
Posted by snteague ( Sep 17 2008, 09:31:15 PM EDT ) Permalink Comments [0]
Laptops in the Classroom
Description
As a portable computer, a laptop can be used within a classroom by the teacher alone or by individual students without using a lot a space. All students are allowed to use curriculum based software, word-processing, spreadsheets and presentation applications, as well as the Internet without being relocated to a computer lab or a reserved area in the classroom. Also, all students have the resources available to them despite their differences outside of the classroom.
Key Findings
As technology continues to play a vital part in education, many states and school districts are incorporating programs into the curriculum that require or at least encourage the use of technology in all schools and by all teachers. As stated in the article, ?Lessons Learned about Providing Laptops for All Students? by Bonifaz and Zucker, ?a comprehensive systematic approach is needed if the initiative is to achieve the desired goals. No one component is sufficient for a successful initiative?? It is also important that the school has leadership in order to have a successful laptop initiative where the primary goals are established, suitable training is available to both teachers and parents, and the program is properly monitored and evaluated as changes may occur. The article ?Research: What It Says About 1 to 1 Learning? (Apple Computer) states ??there is evidence that particular program designs and factors affecting teacher attitudes and beliefs influence a program?s implementation and success?. I think this is very important because if teachers don?t ?buy in? to an idea then the lack of support will allow the idea to fail which is why professional development is very important. Teachers should be taught not only how to use the hardware or software, but also how to integrate the technology into their curriculum.
Both articles also mention the importance of a one to one student to computer ratio. The goals of one to one ratios include ?improving academic achievement through use of technology, increasing equity of access to digital resources, increasing economic competitiveness by preparing students for today?s workplace, transforming the quality of instruction? according the Apple Computer article. The primary goal of many instructors is to prepare their students for the real-world. As it becomes more evident that technology plays a major role in education, it is imperative that each student is given the opportunity to access the resources and knowledge obtained by using technology. With competition for entrance into to well-known schools and high paying jobs increasing, it is not surprising that researchers ?revealed an increase in the occurrence and quality of informal, project-based and small group interactions between teachers and students participating in the program [Project Hiller]? (Apple Computer).
Reflection
My school has a lot of resources available for student achievement such as 2 computer labs for use by teachers during classroom instruction and by students in their spare time during lunch or after school. I have used the computer lab on several different occasions for a variety of reasons. However, I have only used laptops on one occasion. Students worked in groups on presentations, brochures and websites. Because it was a group project, each student did not need a laptop, but I look forward to finding other uses for laptops in my curriculum.
So far this semester, I have used the laptops on two occasions. The first time was during my catapult project. In groups, students create a catapult capable of shooting a table tennis ball between 50 cm and 300 cm. The students then use mathematics to determine the accuracy of their catapult, to maximize and minimize profits, and to make other general connections with math. Finally, the students present their product to the class. The students created a company name and product name used on brochure and PowerPoint presentations. During the project, it became necessary for different students in the group to work on the presentation and/or brochure or website, while the other students in the group continued to work on the catapult and its accuracy. So that the other teacher that I collaborated with and I could have students doing both, we used the laptops. The students enjoyed using them in the classroom to work on their assignments. The other teacher and I were able to monitor all students as they worked between the two classrooms and in the hallways.
The second occasion was with the pendulum project that I mentioned in the simulation weblog. After the students created their own pendulum, made their observations and answered the questions, they then went into the classroom to use the laptops to view the simulation and answer several questions. It was beneficial to have the laptops because the students would just come into the classroom to ?play? with the simulation on the laptops and then move on to the rest of the project. I didn?t have to have 10 computers taking up a lot of space in the classroom. Once students completed that aspect of the project, the laptops were quickly packed up and ready to return to the library.
Later in the semester, my students will work on a magazine project were the students will create a math magazine. With this project, I will also use the laptops. The students will work within the classroom on the many parts of the magazine.
Although I don?t think I have used the laptops to their fullest potential in the classroom so far, I think they have be useful for my students in such a way that I didn?t have to physically move the class to another location for them to use such applications as Microsoft Word and PowerPoint.
Posted by snteague ( Sep 17 2008, 09:28:47 PM EDT ) Permalink Comments [0]
Monday November 27, 2006 Using Concept Mapping in the Classroom
Description
A concept map is a type of graphic organizer that allows students to organize their thought visually. As stated in Jonassen's "Computers as Mindtools for Engaging Learners in Critical Thinking", concept mapping is a "study strategy that requires learners to draw visual maps of concepts connected to each other via lines". Concept mapping allows students to link concepts to sub concepts, describe their relationships using propositions and/or phrases and create cross links. Students can use concept mapping to brainstorm ideas prior to writing papers or as a note taking technique. Concept mapping engages students in an activity that uses critical thinking and summarizing skills, modeling and communicating skills, and may assist with language ability.
Key Findings
In the article "What a Concept' by
Concepts can certainly be completed on paper, but with the use of software applications that allow students to create concept maps students are able to focus more on linking concepts and sub concepts rather than on the artistry behind the map. Jonassen states that the programs available for use in the classroom "enable learners to interrelate the ides "in multidimensional networks of concepts, to label the relationships between those concepts, and to describe the nature of the relationships between all of the ideas in the network". The ability to easily manipulate the graphics and add/delete using the software can also make concept mapping more fun for students. By using handheld computers in the classroom, teachers are allowed more flexibility with integration and less physical movement. If more instruction is required before the use of concept mapping, teachers would be able to switch gears and work more on the concept without feeling that they are being inconvenience because they have already reserved time in the library or computer lab. With the handhelds teachers would also not have to take time away from instruction to lead students to and from a computer lab.
Reflection
Although I have use graphic organizers in my classroom, I have not used concept mapping in my classroom. In reading the articles and learning more about the idea of concept mapping, I think it could be very useful in many curriculums. Many students have trouble organizing their thoughts and thinking critically. With concept mapping students are required to use both of these skills.
While I can easily see the use of concept mapping as a brainstorming technique or as a note taking technique in classes such as English or Social Studies, I do think it may be a little more difficult for me to integrate its use in mathematics. In the Algebra II curriculum there are five main concepts that students should be comfortable with including graphing, simplifying, evaluating, solving, and writing models. With concept mapping, it may be possible for students to organize this information. With more research and a well organized plan, I think I could incorporate this strategy into my curriculum.
Posted by snteague ( Nov 27 2006, 09:16:48 PM EST ) Permalink Comments [0]
Sunday November 26, 2006 Using Simulations in the Classroom
Description
According to De Jong and van Joolingen (1998), ?a computer simulation is a program that contains a model of a system or a process.? According to Cyber Media Creations (http://www.cybermediacreations.com/elearning/glossary.htm), simulations are ?highly interactive applications that allow the learner to model or role-play in a scenario and enable the learner to practice skill or behaviors in a risk-free environment?. The ?risk-free environment? could be very important in a science classroom where the material necessary for students to fully understand a concept may not be readily available. Students can also manipulate a situation without causing a ?true? damage. In a mathematics classroom, students can also use simulations to show real-world connections with math and science without the focus being on the experiment itself as would be the focus in a science classroom.
Key Findings
The William Dwyer case study states that although simulations ?tend to favor group interactions? individuals can also benefit from them. However, it is very important that the students are motivated and posses metacognitive skills to be successful.
Comparatively, teachers also need to posses motivation and the necessary skills in order for simulations to greatly benefit student learning. As discussed in many case studies and articles we?ve read during this course, it can be difficult for teachers to change their way of teaching to incorporate such technology into their curriculum. Teachers need to be willing to try something new. They also need to have support from their administration, technology committee, and the software professionals.
Researchers have found that simulations are beneficial before and after formal instruction. When used before instruction, students become ?active creators of knowledge? (Hargrove and Kenton) which allows students to be in command of what they learn and how they learn it. Research has shown that when students are more involved in the learning cycle, they are more successful and are more motivated to learn more in depth.
Reflection
I think the use of simulations in a classroom can be greatly beneficial to student-centered learning. Students constantly want to apply what they learn in school to the ?real? world. Without this connection, many students lose focus and desire to learn the concepts teachers are covering in their classrooms. With the use of simulations, teachers can make these connections for the students without trying to gather unattainable resources or disrupting the classroom.
I have searched for simulations for use in my classroom in the past and came across the website http://explorelearning.com. This website uses ?gizmos? to show students the connections between the concepts they in class and real-world applications. Although I found these gizmos to be useful, it is unfortunate that the cost is a little pricey.
I have since found a free pendulum simulation that I use for a project. In groups, the students create their own pendulum and conduct two experiments to discover whether the length of the pendulum or the weight attached to pendulum affects the period. After the students conduct their experiments and make decisions, they then use the simulation that allows them to change the length and weight to see what observations they should have made. Some students are surprised to see that what they originally thought to be true was actually not. Although I have the simulation, I still like the students to conduct their own experiment because it then allows them to discuss why their observations my have differed from the simulation.
Posted by snteague ( Nov 26 2006, 05:07:49 PM EST ) Permalink Comments [0]
Saturday November 04, 2006 Electronic Response Systems in the Classroom
Description
Electronic response systems allow student to immediately respond anonymously to an instructor?s multiple choice question or to a poll. Standard systems have wireless capabilities and are portable. The systems also allow the instructor to display a histogram of the responses for class discussions.
Key Findings
According to the article, ?Learning From Past and Present: Electronic Response Systems? by Judson, ?instructors often used the systems to aid in the flow of instruction?an electronic system allowed students to control the conveyor belt of knowledge?. The instructor is then able to ascertain how well the students are keeping up with the pace of the class and the students would feel a sense of confidentiality which is important to many students.
The instructor could also have a predetermined percentage to guide the lesson in determining how much repetition is necessary. Many times instructors are not fully aware until after an assessment whether a concept should have been covered more in depth. Many teachers may ask during a lesson ?do you understand? with the hope that the majority of the students will respond positively, but unfortunately those that do not understand are less likely to respond because of the fear of being alone.
The article also states the ?among recent examinations of the use of the electronic response systems?students enjoy using the systems and consider the systems useful?. When students find use in a method or technology that is used in the classroom, it is very likely to improve student achievement as discussed in the Judson article. According to the article ?Increasing interactivity in lectures using an electronic voting system? by Draper and Brown, while both instructor and learner found the handsets to be useful it is important to realize that instructors ?come with a niche-specific idea of how to use the equipment?and ?no technical difficulties obtrude on the learning situation?.
Reflection
The Draper article states ?we began from the view that success depended on putting pedagogy first, technology second?. Many times teachers, such as me, want to integrate more technology into the curriculum, but that integration does not always put the pedagogy first. As I stated above, the article mentions that it is important for teachers to have goals for how they want to integrate the technology into the curriculum before using it and the desire outcome.
As an Algebra II teacher, I think the electronic response system could be very useful in my classroom when students are asked about the pace of the class or to allow me to see how well the students are retaining the information presented. For example, usually the day before a quiz I review the concepts that will be tested. The ERS could be used to help quickly assess the students on the concepts allowing me to quickly respond to students concerns without wasting time on the concepts many students already feel comfortable with.
Although the system sounds very useful and according to the articles the students appreciate the systems both academically and socially, I think it would be very important for me to research its usefulness more for a class such as Algebra II that requires more than lecturing. But I do think as with many other hardware, research and proper training will be necessary to ensure the success of academic achievement.
Posted by snteague ( Nov 04 2006, 11:28:27 PM EST ) Permalink Comments [1]