Thursday, December 15, 2011
End of class reflection
I was very much looking forward the class, since it is such a strong interest of mine, but the beginning of this class was incredibly frustrating. Between the first two classes being cancelled and having an assignment due to present the first day we met as a full class (some of us did gather on the evenings of the two classes that were cancelled to work on the assignments given). Not knowing exactly what the expectations were for that assignment was a bit stressful.
I am happy to say that I am glad that the class took a turn for the better and as the course went on it seemed to get better. The collaborative nature of the course was something I really enjoyed, I liked having time to work together during class on the projects. I also really enjoyed hearing from others about what they did and how they presented it.
I am happy to say that I am glad that the class took a turn for the better and as the course went on it seemed to get better. The collaborative nature of the course was something I really enjoyed, I liked having time to work together during class on the projects. I also really enjoyed hearing from others about what they did and how they presented it.
Collaborative Reflection
I really enjoyed working on the author study collaborative project with Jen, Jennifer, and Dawn. We created a plan and worked on the pieces in smaller groups and then put them all together. It worked great -- almost like a jigsaw method! Working collaboratively always produces a superior product, since you can brainstorm together and utilized individual strengths of the group.
I look forward to hearing what the other groups have been working on. I always learn so much from the rest of the cohort, and seeing and hearing what is going on in other grades.
I look forward to hearing what the other groups have been working on. I always learn so much from the rest of the cohort, and seeing and hearing what is going on in other grades.
Week 6 Reflection
1. Does the Digital Divide exist in your school?
At our preschool which includes 60 families, this year we have only one family that does not have access to email. In the years past, we typically have around 3-4 families who do not have access to email. Because we have the large percent of families who are able to communicate via email, a lot of our documentation and school-wide communication happens via email.
In our wider school, I am sure that there is a larger percentage of families who are not online. With more and more school assignments requiring access to a computer, there needs to be school-based back-ups and time allowed to use them. Personally, right now the printer at our house is not communicating with the computers, which means that anything that my kids need to print out for school needs to be printed elsewhere. My daughter reports that the school frowns on printing out work at school on the day that it is due, even if it was completed prior. In middle school, my children's instrumental classes require the use of a computer to complete the assignments. Both kids seem to enjoy the actual assignments because it is almost a videogame type of activity, where the student plays a piece of music into the microphone and then gets a score based on the notes, tempo, etc. The immediate feedback is wonderful and the student can redo the assignment until it is mastered. One drawback is that when our internet was down and an assignment is due, we have to schedule time before/after school to complete the assignment at school.
2. What instructional strategies and approaches promote literacy integration while addressing the participation gap?
I think the best instructional strategy is the incorporation of technology within the fabric of the class. When there is class-time or school-time that can be used for tech time it can help to give computer time to those without access at home.
3. What responsbility do you have to bring technology experiences into your classroom?
I think that all teachers have some responsibility bringing technology into the classroom. This may be in different formats and look different at various grade levels based on the availability of tech tools. In the primary grades, it may be basic mouse manipulation, being able to drag and drop and navigate on the computer screen. In the upper elementary grades, basic keyboarding and simpler tools can be added to the curriculum. In the middle schools years, using more expressive tech tools to present information. In the high school years, students can really take an even more creative role in using technology for the presentation of school work.
At our preschool which includes 60 families, this year we have only one family that does not have access to email. In the years past, we typically have around 3-4 families who do not have access to email. Because we have the large percent of families who are able to communicate via email, a lot of our documentation and school-wide communication happens via email.
In our wider school, I am sure that there is a larger percentage of families who are not online. With more and more school assignments requiring access to a computer, there needs to be school-based back-ups and time allowed to use them. Personally, right now the printer at our house is not communicating with the computers, which means that anything that my kids need to print out for school needs to be printed elsewhere. My daughter reports that the school frowns on printing out work at school on the day that it is due, even if it was completed prior. In middle school, my children's instrumental classes require the use of a computer to complete the assignments. Both kids seem to enjoy the actual assignments because it is almost a videogame type of activity, where the student plays a piece of music into the microphone and then gets a score based on the notes, tempo, etc. The immediate feedback is wonderful and the student can redo the assignment until it is mastered. One drawback is that when our internet was down and an assignment is due, we have to schedule time before/after school to complete the assignment at school.
2. What instructional strategies and approaches promote literacy integration while addressing the participation gap?
I think the best instructional strategy is the incorporation of technology within the fabric of the class. When there is class-time or school-time that can be used for tech time it can help to give computer time to those without access at home.
3. What responsbility do you have to bring technology experiences into your classroom?
I think that all teachers have some responsibility bringing technology into the classroom. This may be in different formats and look different at various grade levels based on the availability of tech tools. In the primary grades, it may be basic mouse manipulation, being able to drag and drop and navigate on the computer screen. In the upper elementary grades, basic keyboarding and simpler tools can be added to the curriculum. In the middle schools years, using more expressive tech tools to present information. In the high school years, students can really take an even more creative role in using technology for the presentation of school work.
Wednesday, December 14, 2011
Week 5 Reflections
1. Should all teachers be encouraged to create online activities for students within traditional classrooms?
I don't think that teachers should be required to create online activities, I do think that teachers should be encouraged to create online activities. More importantly, in my opinion is that teachers be encouraged (perhaps even *required*?) to accept online work done by students. When students are given clear rubrics about the information required by a project, all teachers should accept the work in whatever format that the student chooses to complete it in -- whether that is a glog, a poster, a fictional facebook profile, a digital story, etc. As long as the criteria of the project and the standards are being met, students should be given a certain amount of freedom in presentation. Of course, this is more clearly directed to upper middle/high school students, since younger students are still learning how various media works.
2. At what grade level should educators begin teaching students how to use social networks?
This is a difficult situation, since most commercial social networking site (facebook, my space, etc) have a 13 year old requirement, there is a built in feature that true 'authentic' type of social networking could not start until later middle school/high school. BUT, there are some sites that allow children of all ages, with parent permission to use their social networking sites. Edmodo is one that allows teachers and students to communicate about assignments and schedules as well as allowing educators to connect with other educators in a social networking format.
3. How can teachers use social networking sites as teaching and learning tools?
Teachers can use social networking sites to connect with students who function in the 24/7 environment that allows them the flexibility to connect in ways that are natural to them. Using social media to communicate with students about feedback on classwork and homework, can be convenient. Teachers can also use social media bookmarking sites, such as del.ic.ious to collect websites to use with a particular unit of study, or examples of other works to support the classroom learning.
I don't think that teachers should be required to create online activities, I do think that teachers should be encouraged to create online activities. More importantly, in my opinion is that teachers be encouraged (perhaps even *required*?) to accept online work done by students. When students are given clear rubrics about the information required by a project, all teachers should accept the work in whatever format that the student chooses to complete it in -- whether that is a glog, a poster, a fictional facebook profile, a digital story, etc. As long as the criteria of the project and the standards are being met, students should be given a certain amount of freedom in presentation. Of course, this is more clearly directed to upper middle/high school students, since younger students are still learning how various media works.
2. At what grade level should educators begin teaching students how to use social networks?
This is a difficult situation, since most commercial social networking site (facebook, my space, etc) have a 13 year old requirement, there is a built in feature that true 'authentic' type of social networking could not start until later middle school/high school. BUT, there are some sites that allow children of all ages, with parent permission to use their social networking sites. Edmodo is one that allows teachers and students to communicate about assignments and schedules as well as allowing educators to connect with other educators in a social networking format.
3. How can teachers use social networking sites as teaching and learning tools?
Teachers can use social networking sites to connect with students who function in the 24/7 environment that allows them the flexibility to connect in ways that are natural to them. Using social media to communicate with students about feedback on classwork and homework, can be convenient. Teachers can also use social media bookmarking sites, such as del.ic.ious to collect websites to use with a particular unit of study, or examples of other works to support the classroom learning.
Sunday, December 11, 2011
Reflection on Instructional Strategy
Our group used the internet to teach students about the letters in their name. It was an age appropriate activity engaging students in an exploration about something that they care a lot about. Students from a very young age enjoy learning about themselves beginning with their name. By using StarFall, students would be able to explore the sounds of the letters in their name. Differenting the learning can easily be done by teacher scaffolding for students needing more help and adding last names to the students who are able to handle more than just their first name.
Week 4 Questions
1. The role of the teacher in helping students make meaning of primary source material?
One of the basic responsibilities of teachers in helping students become technologically literate, is that of teaching them how to critically analyze the source material they use. While this is a role of teachers regardless whether it is online material or newspapers or journal articles, it does become more important when the material is obtained from the internet. The ease of push-button publishing makes it more fuzzy to identify true information and editorialized opinions or hidden agendas.
2. Differences between blogs, wikis and web-based word processors.
Blogs are a way to easily publish material to the web, by using blogging interfaces and templates to make entries. Blogs can be a form of online journalling, which can either be for the general world-wide audience or a more private group, such as friends and family. Blogs are a way to easily share information with people of a similiar interest. Blogs could be used in a classroom setting as an online form of a book club or literature circle, where students could interact with one another about a specific book.
Wikis are a way to collaborate together with others as a form of communication. I personally get frustrated by the markup language in wikis, mainly because it is so different from html markup code. Because I am (was) fairly fluent in html, wikis were always a bit clumsy because I it felt so awkward from what I was used to. For example, to make something in bold for a wiki you enclose it in ''' marks, like this: '''sampe''' To do that in html, you have to use partnered tags, like this: <bold>sample</bold> Of course, this is just my own personal issue and doesn't really mean that wikis are difficult to learn and use.
Wikis could be used in a classroom setting for a place to pubish completed work done by students to share with others in the school or community. It is a way that the community could be aware of what students are working on.
Web-based word processors create and use documents that are housed in the cloud, which means that they can be accessed anywhere that a person has an internet connection. One strong advantage to using a web-based word processor is that a student doesn't have to worry about forgetting their document or not having it on their flash drive. Another advantage is that because many of them save automatically, there is little worry about losing their changes from forgetting to save. Students could use web-based word processors to work on papers andprojects from home and school. Depending on hte type used, some, like Google Documents, can allow multiple users to access the same document, which can be a terrific benefit when working collaboratively with others.
One of the basic responsibilities of teachers in helping students become technologically literate, is that of teaching them how to critically analyze the source material they use. While this is a role of teachers regardless whether it is online material or newspapers or journal articles, it does become more important when the material is obtained from the internet. The ease of push-button publishing makes it more fuzzy to identify true information and editorialized opinions or hidden agendas.
2. Differences between blogs, wikis and web-based word processors.
Blogs are a way to easily publish material to the web, by using blogging interfaces and templates to make entries. Blogs can be a form of online journalling, which can either be for the general world-wide audience or a more private group, such as friends and family. Blogs are a way to easily share information with people of a similiar interest. Blogs could be used in a classroom setting as an online form of a book club or literature circle, where students could interact with one another about a specific book.
Wikis are a way to collaborate together with others as a form of communication. I personally get frustrated by the markup language in wikis, mainly because it is so different from html markup code. Because I am (was) fairly fluent in html, wikis were always a bit clumsy because I it felt so awkward from what I was used to. For example, to make something in bold for a wiki you enclose it in ''' marks, like this: '''sampe''' To do that in html, you have to use partnered tags, like this: <bold>sample</bold> Of course, this is just my own personal issue and doesn't really mean that wikis are difficult to learn and use.
Wikis could be used in a classroom setting for a place to pubish completed work done by students to share with others in the school or community. It is a way that the community could be aware of what students are working on.
Web-based word processors create and use documents that are housed in the cloud, which means that they can be accessed anywhere that a person has an internet connection. One strong advantage to using a web-based word processor is that a student doesn't have to worry about forgetting their document or not having it on their flash drive. Another advantage is that because many of them save automatically, there is little worry about losing their changes from forgetting to save. Students could use web-based word processors to work on papers andprojects from home and school. Depending on hte type used, some, like Google Documents, can allow multiple users to access the same document, which can be a terrific benefit when working collaboratively with others.
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