I'm not going to say that it's easy to make a video that caters to younger students, but when my group started brainstorming, we lamented the fact that, as future high school teachers, we had to make a video based around very complex content standards. We eventually settled on the standards relating to Greek thought and its impact on Western civilization. Someone introduced the idea of using Plato and Aristotle as actual characters in the video, and our idea evolved from there.
Since I was going to play Plato and Aristotle, it fell to me to write their dialog. I decided to write their introductions to be like public service announcements or something close to that, where Plato and Aristotle are teaching kids about the importance of law and how tyrants are bad. Kind of like Bill Nye for civics, and done in sort of a tongue in cheek manner that might play well to older students.
Creating a storyboard helped us to come up with ideas and it gave us a visual guideline to follow while filming. We decided to shoot a couple of extra short scenes to round out the video, but the storyboard helped to keep the main ideas clear. I like that storyboarding is just a very basic outline that we could then build on top of. I don't know if a real movie storyboard includes every single shot, I assume it does, but because we had limited space we eventually chose to go beyond what we had drawn out because we felt like we needed more.
It'll be interesting to see how the editing pans out, but there are a lot of tools there that will really make the video work, if I can put them to good use.
Sunday, November 9, 2008
Sunday, November 2, 2008
Week 10 Blog: Wikis and the Digital Divide
Wiki
When you work in a group to complete a project, it can be difficult to organize people's schedules to meet up and discuss the project, exchange ideas, and create content. With a wiki, the barriers to collaboration are much easier to overcome. When we began working on this web page project, I wasn't sure what it would be like. I was concerned that it would be hard to get people motivated to work on the project if we couldn't discuss it in person, but so far it has been pretty easy to add and edit content. Because group members can work on the page at any time that is convenient for them, we can get more work done more quickly. I'm more of a night person, so I can add content late and people who do more work in the morning or during the day can look at what I've done and give feedback. Putting together a page like this on my own would take up a lot of my time and energy, but with a small group collaborating online, I can spend some time each day on the page, but I don't have to kill myself creating content.
Digital Divide
I think this week's article made an interesting point about giving students access to computers. Availability of funds is obviously a major issue when it comes to providing students access to technology, but Swain and Pearson point out that the way technology is organized and implemented is more important than just having lots of computers. For instance, some schools have large computer labs, but school administrations choose to limit access by locking the labs before and after school, or only allowing access by appointment. Even if a school has only a few computers, providing students with supervised access continuously throughout the day can go a long way towards closing the divide and giving more students meaningful interactions with computers and the internet.
When you work in a group to complete a project, it can be difficult to organize people's schedules to meet up and discuss the project, exchange ideas, and create content. With a wiki, the barriers to collaboration are much easier to overcome. When we began working on this web page project, I wasn't sure what it would be like. I was concerned that it would be hard to get people motivated to work on the project if we couldn't discuss it in person, but so far it has been pretty easy to add and edit content. Because group members can work on the page at any time that is convenient for them, we can get more work done more quickly. I'm more of a night person, so I can add content late and people who do more work in the morning or during the day can look at what I've done and give feedback. Putting together a page like this on my own would take up a lot of my time and energy, but with a small group collaborating online, I can spend some time each day on the page, but I don't have to kill myself creating content.
Digital Divide
I think this week's article made an interesting point about giving students access to computers. Availability of funds is obviously a major issue when it comes to providing students access to technology, but Swain and Pearson point out that the way technology is organized and implemented is more important than just having lots of computers. For instance, some schools have large computer labs, but school administrations choose to limit access by locking the labs before and after school, or only allowing access by appointment. Even if a school has only a few computers, providing students with supervised access continuously throughout the day can go a long way towards closing the divide and giving more students meaningful interactions with computers and the internet.
Thursday, October 23, 2008
Week 9 Blog: Midterm Reflection
I was pretty mad that I biffed it so hard on the file extension questions. I have a really good memory and I usually get questions like that no problem, but I didn't take the time to make sure that I remembered them correctly. I think it's OK though because I showed that I can use all the different software tools effectively. I was annoyed with myself because for the first minute or so of the first part of the midterm I couldn't figure out how to format my word document. Then I remembered that macs have the menu bar at the top of the screen detached from the document window, so that made me feel kind of dumb, but I'm just glad that I got it done without too much fuss.
Sunday, October 19, 2008
Week 8 Blog
Creating Valuable Class Web Sites
By Elizabeth A. Baker
Baker discusses 3 different options for setting up a class website. Each option has its own advantages and disadvantages. The first option involves setting up a website on a free server, through something like Geocities, Tripod, or FreeWebs. The upside is that you can set up a website for free on some of these sites, but your site may have advertising bars which is often less than desirable. These sites are also much less robust than other website providers. The second option is to create a site on a preexisting website like Blogger.com or Livejournal.com. These templates are more robust and they have tools which allow students to submit material online and interact with the course work in online discussion boards. These sites also have a limited number of features for customization. Both the first and second options are advantageous if you can't afford to purchase server space or if your school does not provide space on its server. The third option is to purchase a software application like Dreamweaver or Frontpage to create your own custom website. These applications give you many more tools for customization, but they can cost a hefty chunk of change, and if your school doesn't provide server space then you will have to buy your own.
I think if I'm operating on the assumption that I'm going to be in the teach profession for a long time, I would go ahead and buy one of the more sophisticated software tools because the long term payoff is probably worth the investment. If I create my own site and I have my own paid for server space, then I don't have to worry about advertisements or limited space or other things that might cut into the site's effectiveness.
By Elizabeth A. Baker
Baker discusses 3 different options for setting up a class website. Each option has its own advantages and disadvantages. The first option involves setting up a website on a free server, through something like Geocities, Tripod, or FreeWebs. The upside is that you can set up a website for free on some of these sites, but your site may have advertising bars which is often less than desirable. These sites are also much less robust than other website providers. The second option is to create a site on a preexisting website like Blogger.com or Livejournal.com. These templates are more robust and they have tools which allow students to submit material online and interact with the course work in online discussion boards. These sites also have a limited number of features for customization. Both the first and second options are advantageous if you can't afford to purchase server space or if your school does not provide space on its server. The third option is to purchase a software application like Dreamweaver or Frontpage to create your own custom website. These applications give you many more tools for customization, but they can cost a hefty chunk of change, and if your school doesn't provide server space then you will have to buy your own.
I think if I'm operating on the assumption that I'm going to be in the teach profession for a long time, I would go ahead and buy one of the more sophisticated software tools because the long term payoff is probably worth the investment. If I create my own site and I have my own paid for server space, then I don't have to worry about advertisements or limited space or other things that might cut into the site's effectiveness.
Wednesday, October 8, 2008
Week 7 Blog
World Wide Web article
For a long time, the more sophisticated functions of computer networks have been the domain of highly trained programmers and network administrators, but this article elaborates on different ways that lay people (specifically teachers) can benefit from the use of databases and web interfaces without having to learn complicated coding languages. Richard Repp paints a picture of how internet forums and online course materials, organized in a database, can enhance learning and teaching. When I was in high school I saw very little use of internet tools to facilitate learning outside the classroom. Very few teachers at my high school had websites or discussion forums that they used in the learning process. Almost 6 years later, it seems like everyone and their dog has a website, and in my experience as a substitute teacher and observing classes for other CSUSM courses I've seen first hand how teachers are incorporating web based learning materials into their lesson plans.
Database
Beth Holmes lists her 21st century skills that will replace the three "R's". She identifies the six "C's" for 21st century students. They are "compute, communicate, conclude, confirm, categorize, and classify." This is interesting to me because reading, writing, and arithmetic, at the most basic level, fall under the "Knowledge" category of Bloom's Taxonomy, while words like classify, conclude, and communicate fall in the higher levels of the Taxonomy, in the areas of application and evaluation. Holmes identifies the proper collection and sorting of information to be the foundation of this new learning paradigm. She says, "being able to manage information and data promises to be among the most challenging of those literacies [the six C's], because today's students will face enormous choices as they search through information resources." To this end, she feels that the creation and manipulation of databases should be an integral part of the classroom experience
Bells and Whistles
A database created strictly for the preservation of mass amounts of data is fine, but a database that can be utilized to draw new conclusions from given data is even better. Best of all is a database designed to facilitate and streamline that process to enhance learning and the creation of new knowledge. This article outlines the benefits of a database and showcases some of the exciting ways that information can be accumulated and sorted by a good database. Like the previous database article, this piece argues for the inclusion of databases in lesson plans in order to teach students how to effectively organize data and how to sort useful information.
For a long time, the more sophisticated functions of computer networks have been the domain of highly trained programmers and network administrators, but this article elaborates on different ways that lay people (specifically teachers) can benefit from the use of databases and web interfaces without having to learn complicated coding languages. Richard Repp paints a picture of how internet forums and online course materials, organized in a database, can enhance learning and teaching. When I was in high school I saw very little use of internet tools to facilitate learning outside the classroom. Very few teachers at my high school had websites or discussion forums that they used in the learning process. Almost 6 years later, it seems like everyone and their dog has a website, and in my experience as a substitute teacher and observing classes for other CSUSM courses I've seen first hand how teachers are incorporating web based learning materials into their lesson plans.
Database
Beth Holmes lists her 21st century skills that will replace the three "R's". She identifies the six "C's" for 21st century students. They are "compute, communicate, conclude, confirm, categorize, and classify." This is interesting to me because reading, writing, and arithmetic, at the most basic level, fall under the "Knowledge" category of Bloom's Taxonomy, while words like classify, conclude, and communicate fall in the higher levels of the Taxonomy, in the areas of application and evaluation. Holmes identifies the proper collection and sorting of information to be the foundation of this new learning paradigm. She says, "being able to manage information and data promises to be among the most challenging of those literacies [the six C's], because today's students will face enormous choices as they search through information resources." To this end, she feels that the creation and manipulation of databases should be an integral part of the classroom experience
Bells and Whistles
A database created strictly for the preservation of mass amounts of data is fine, but a database that can be utilized to draw new conclusions from given data is even better. Best of all is a database designed to facilitate and streamline that process to enhance learning and the creation of new knowledge. This article outlines the benefits of a database and showcases some of the exciting ways that information can be accumulated and sorted by a good database. Like the previous database article, this piece argues for the inclusion of databases in lesson plans in order to teach students how to effectively organize data and how to sort useful information.
Sunday, October 5, 2008
Week Six Blog
Based on the reading materials, my understanding is that Bloom’s Taxonomy puts questions into different categories depending on the way the question engages the student with the material. Knowledge questions rely on straight recall of information, and according to the research cited by the readings, this type of question make up the bulk of most tests. Comprehension questions ask the student to interpret information and express deeper meanings. Application questions ask students to use information to solve problems and apply information to specific situations. Analytical questions require the extraction of meaning and the structuring of information. Synthesis questions ask the student to derive new meanings from given facts or older ideas. Synthesis questions combine knowledge from multiple sources. Finally, Evaluative questions compare ideas and evidence in order to choose between competing theories.
With any system of classification, it can be difficult to say for certain if the existing framework represents an adequate diagnostic tool. Since I only found out about Bloom’s Taxonomy today, I can’t say if it represents the best way of classifying test questions. However, it has been in use since 1956, and if the wealth of institutions that cite it are an indication, it must have some value. I can definitely see many of these categories being put to use in the coursework for this class. We learn about a new piece of software or about some teaching tool in class, and then we are asked to apply that knowledge at home in our hands-on assignments. We’ve also done a lot of synthesizing, taking old information, for example information about Microsoft Word or Excel, and applying it to our work as teachers. The fact that Knowledge questions make up the vast majority of test questions in education was not surprising to me, but it was very interesting because with the exception of TV quiz shows, there’s very little real-world use for the straight recall of information without any additional engagement with that material.
Sunday, September 28, 2008
Week 5 Blog
The thing that struck me the most about this week's reading was how well the project discussed teaches to different intelligences. The inclusion of field trips to the creek site and engaging with the environment teaches to naturalistic learners, as well as kinesthetic learners, while the use of statistical data and formulas appeals to logical learners. The creation of causal maps incorporates visual learning, and the use of small group work to prepare those maps appeals to interpersonal students. The presentation aspect can also appeal to interpersonal students and linguistic learners. Intrapersonal learners have plenty of opportunities to engage with the material one-on-one and to help get things done in a group setting. Musical learners could....write a song about the creek? I don't know, that one is tough.
The incorporation of technology in the classroom is what makes this project possible. By incorporating tools from the Web-based Inquiry Science Environment with a project inspired by the Aquatic Outreach Institute, Ms. Owen has enhanced her students' learning experience through the use of database tools. She also expresses interest in incorporating powerpoint into future iterations, which can also be good for visual learners, interpersonal learners, and linguistic learners.
The incorporation of technology in the classroom is what makes this project possible. By incorporating tools from the Web-based Inquiry Science Environment with a project inspired by the Aquatic Outreach Institute, Ms. Owen has enhanced her students' learning experience through the use of database tools. She also expresses interest in incorporating powerpoint into future iterations, which can also be good for visual learners, interpersonal learners, and linguistic learners.
Sunday, September 21, 2008
Week 4 Blog (OMG I'm a Caveman LOL)
The only time I've ever used Excel for a practical purpose was when I worked for a construction company and they asked me to make a list of material prices for a job we were bidding on, so I didn't need to delve into the application's more robust features. Last week's class was a real eye opener for me because I learned how to put two cool programs through their paces. I won't talk about it too much because this blog is supposed to be about Excel, but I am looking forward to fiddling with Word to lay out a cool newsletter. But with Excel I was mostly surprised by how easy it is to set up charts with all sorts of useful information. If I had to do those kinds of charts by hand or with a less robust program I'd be sitting there with a calculator and scratch paper writing down totals and averages. I think the most interesting thing is that using Excel illustrated very clearly to me how technology can facilitate teaching and make the teacher's job less cluttered with busy work, but these programs and resources can't make me a better teacher by themselves. Every week I realize more and more how far I am from putting together a real plan for teaching. There are too many things that I haven't thought about or haven't thought about enough.
This week's article gave me a wake up call in that sense, as well. I'm on the Internet a lot and I know how to use a search engine. I also know that far too many people, even at the university level, rely too heavily on questionable internet sources in their research. But even though I'm aware of that danger, and I have a pretty good idea of how to avoid it, I haven't thought clearly about how I would steer young students through that minefield. I remember that when I was in high school my teachers had access to the Princeton Review and other pay databases, so I can hold out some hope that when I get a teaching assignment, my district will provide access to those resources. But what if I work in a district with a smaller budget and they don't provide me with resources that I can pass on to my students? I didn't know about Argos, but as an aspiring History teacher I'll definitely keep that one in mind, and Northern Lights sounds like a good resource, as well. In general, though, I feel like there's nothing wrong with learning how to use library resources effectively, and every school and most neighborhoods have some kind of library, so if I can't make sure that my students have access to reliable internet sources, they'll have to crack open the books.
This week's article gave me a wake up call in that sense, as well. I'm on the Internet a lot and I know how to use a search engine. I also know that far too many people, even at the university level, rely too heavily on questionable internet sources in their research. But even though I'm aware of that danger, and I have a pretty good idea of how to avoid it, I haven't thought clearly about how I would steer young students through that minefield. I remember that when I was in high school my teachers had access to the Princeton Review and other pay databases, so I can hold out some hope that when I get a teaching assignment, my district will provide access to those resources. But what if I work in a district with a smaller budget and they don't provide me with resources that I can pass on to my students? I didn't know about Argos, but as an aspiring History teacher I'll definitely keep that one in mind, and Northern Lights sounds like a good resource, as well. In general, though, I feel like there's nothing wrong with learning how to use library resources effectively, and every school and most neighborhoods have some kind of library, so if I can't make sure that my students have access to reliable internet sources, they'll have to crack open the books.
Sunday, September 14, 2008
Week 3 Blog
I can relate to a lot of the things talked about in the online article, but I remember my computer experiences from elementary and middle school as being more recreational than educational. On page 9 the article mentions programs like Where in the World is Carmen San Diego?, as well as other familiar programs like Oregon Trail and other BASIC programs. I used those programs in 2nd and 3rd grade, but I remember them as being free time activities, not learning programs. But then again maybe the point was to get me to learn while having fun. The sad thing is I learned how to code in BASIC and to some extent in HTML, but that wasn't until 1999, when I was in high school. This article makes me wonder if my school districts weren't far behind the curve on integrating technology into the classroom.
I like the fact that this class is making me think a lot about the nuts and bolts of teaching. I had no idea how many online resources there are for planning lessons and setting up assignments. Rubistar, Taskstream, and the Yahoo teaching groups are all resources I'm sure I'll use to help make my first years in the classroom go much smoother. I guess what this weeks lessons taught me is how much I don't know about preparing to teach.
I like the fact that this class is making me think a lot about the nuts and bolts of teaching. I had no idea how many online resources there are for planning lessons and setting up assignments. Rubistar, Taskstream, and the Yahoo teaching groups are all resources I'm sure I'll use to help make my first years in the classroom go much smoother. I guess what this weeks lessons taught me is how much I don't know about preparing to teach.
Week 1 Blog
The first week of classes was somewhat difficult, largely because of all the new technology I found myself dealing with. Before this semester I had used webct in a very limited capacity and figuring out the interface took some time, but once I learned where everything was located, navigating through the different modules and using all of the features has become a non-issue. I'm impressed by how much easier it is to keep track and complete assignments on webct. I'm eager to make full use of the different accessories on Taskstream and Iste.org. When I work as a substitute teacher I find that most of the technology used in the classroom is multi-media stuff like video/dvd, powerpoint, slideshows, etc., but during the first week of classes I subbed in a special education class at Canyon Crest Academy, and one of the teachers showed me how they had set up websites to post coarsework and to allow students to keep track of their grades. I thought that was a very forward thinking use of technology and I can't wait to use those sorts of tools in my future work as a teacher. I'm confident that this course will help me to better utilize those tools.
Sunday, September 7, 2008
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