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]