I think that in today’s ever-changing world it is necessary for students to become accustomed to learning, teaching, and exploring with technology from early on. Technology is everywhere…from automated doors, to computers parking our cars for us, to computers scanning our eyes for security purposes. We cannot escape technology; it is now integrated into almost every profession imaginable. Therefore, students need to become as familiar and proficient as possible with technology to assure that they do not fall behind the rest of the world. Skills in technology assure job security for the future!
I think general class discussion we have had throughout the semester thus far, along with the surveys we took at the beginning of the semester really have got me thinking about the need for technology in the classroom. Another factor that really showed me the possibilities for technology in the classroom as well as the ways in which technology is spreading to all areas was the group presentations. I saw the new and different ways technology can be introduced to students- in a way that is fun and exciting. There is technology out there that can make a paper book seem inconvenient, that revolutionizes the way a teacher instructs- making a blackboard seem archaic, and that can make student’s Mp3 players an instructional tool- not a nuisance. Technology is evolving everyday, so it is crucial that teachers and students keep up with the latest trends.
How do you effectively get a classroom full of students using laptops to focus and not get off task?
Friday, October 26, 2007
How can you effectively integrate technology into your teaching and learning?
I believe that using technologies that appeal to the students is the best way to use it as a teaching tool. Using Mp3 players, smart boards, showing or having them create digital stories, teaching through a webquest, or allowing them to use creative software such as Photoshop or GarageBand is a great way to get the students involved, learning and interested in the subject at hand. I think it is also important to try new methods, even if you have not mastered it- it gives you and the students the chance to learn as you go.
I think the work we have done so far on our webquests as well as the research and presentations we did on our group presentations really helped me realize this. This work showed me how easy it really can be to integrate technology in the classroom and how easy it can be to learn these technologies, at least in part, and use them effectively to enhance the lessons you are teaching. Also, reading and thinking about the uses of Type I and Type II technologies in the classroom - then reflecting on our experiences with them helped me to further explore this area.
What is the best way to work with students in your class who may not be familiar with these technologies- without slowing the rest of the class down?
I think the work we have done so far on our webquests as well as the research and presentations we did on our group presentations really helped me realize this. This work showed me how easy it really can be to integrate technology in the classroom and how easy it can be to learn these technologies, at least in part, and use them effectively to enhance the lessons you are teaching. Also, reading and thinking about the uses of Type I and Type II technologies in the classroom - then reflecting on our experiences with them helped me to further explore this area.
What is the best way to work with students in your class who may not be familiar with these technologies- without slowing the rest of the class down?
Which strategies are most effective for maintaining order in the classroom?
I think establishing rules the first day of school and making them extremely clear to the entire class is a very important first step in maintaining classroom order. Students need to know what is expected of them. It would also be a great idea to involve the class in creating some of these rules and guidelines, when students feel that they have created something and have a responsibility they will be more likely to be cooperative and responsive. I think it is also important to establish a routine for your class. When students know what is coming next they can be better prepared to begin, which will decrease the amount of confusion and chaos.
Reading chapters in “Classroom Management” was very helpful in shedding some light on how to structure an efficient, comfortable classroom.
What can we expect as future teachers when entering schools, in the way of typical policies on classroom rules?
Reading chapters in “Classroom Management” was very helpful in shedding some light on how to structure an efficient, comfortable classroom.
What can we expect as future teachers when entering schools, in the way of typical policies on classroom rules?
How can I productively react when students misbehave or act up?
Since I missed some class time and have fallen a bit behind- I have not read up on this area yet. I do look forward to it however, since this is an area I want to learn much about - and is a huge issue in my mentor’s classroom.
So, my question is …how do you keep the misbehavior from spreading like wildfire to the other students, who may have learning disabilities and other issues that make it difficult to focus?
So, my question is …how do you keep the misbehavior from spreading like wildfire to the other students, who may have learning disabilities and other issues that make it difficult to focus?
Monday, October 15, 2007
“How to Help Someone use a Computer”
- “You are the voice of authority. Your words can wound.“ (things you have to tell yourself)
- “Attend to the symbolism of the interaction. Try to squat down so your eyes are just below the level of theirs. When they're looking at the computer, look at the computer. When they're looking at you, look back at them.“ (important rule)
When informing our classmates on e-books it will be important to keep eye contact with them to show openness and make them feel comfortable, and we will speak to them in a way that shows we are peers.
Citation: http://polaris.gseis.ucla.edu/pagre/how-to-help.html
Friday, October 12, 2007
Type I & Type II Uses of Technology in Education
Although Type I and Type II Usage of Technology can and perhaps should be used together, they are very different in their individual applications. Type I uses appear to merely assist teachers in instructing the same components in the same manner, while Type II uses comprise new, cutting edge methods of teaching. Type I uses include users in a reactive manner, where they simply respond to what the program is asking them to do; whereas Type II uses make the user the manager of what takes place with the programs, the computer is reacting to what they are doing. Overall, Type I uses have users reacting to the programs, and Type II uses have people reacting, interacting, and using problem solving skills.
The following are a few examples of each:
Type I
The following are a few examples of each:
Type I
- In typing/computing class in high school (1995) we simply had our teacher walking around the room reading specific sentences that we were to type while not looking at the keyboard.
- My first year (1997) at UMO I had a Computers 101 class, that taught the basics of how to use Microsoft Excel, Word, Access. We learned things like how to click a mouse, how to open a window, how to type a document, etc… It was a tool for the teachers, they read us the basics, but it was easier to use the computers to actually learn the components involved rather than having them read to us on how to click a mouse.
- When we first got a computer in our school (elementary) we used it to learn, complete math problems, & sentence structure. It was a kind of a fill in the blank, flash card program, that our teachers really could have done themselves. However, it was a privilege we got for when we finished our regular class work.
Type II
- At UMO in one of my Forest courses we used a GPS MapInfo program to map out tree stands, highlighting different species of trees, bodies of water, geological features, and basic lay of the land. We could use these to calculate the number of board feet one could get out a certain area, & we could see how best to manage a forest with selective cutting.
- TK20, an electronic portfolio, is a great interactive way to collect work and showcase to others what you have accomplished.
- Taking an online course would be an interactive , problem solving way to use technology for education.
Citation:
Maddux, Cleborne D., and D. Lamont Johnson. "Type II Applications of Technology in Education: New and Better Ways of Teaching and Learning." Computers in the School: 1-5.
Sunday, September 30, 2007
Chapter 10~ Quick Response
“Arrange internships for students” (178). Participating in learning outside the school is a great way to gain invaluable experience and knowledge.
What better way to learn than to get involved in a field that interests you? By students getting involved with internships they gain experience in areas of interest to them and possibly make contacts that will be useful to them upon entering the job field. An internship is also a great way to discover whether an area of interest is right for you. Perhaps through working in a pharmacy, a student decides this is not the route she wants to follow; then she can put her focus elsewhere when applying for colleges and deciding majors. Internships are valuable for both narrowing down which areas would be best to pursue in college and which are not of interest at all. This could potentially save a lot of headaches in the future, and help to direct and motivate students in work and in school.
What better way to learn than to get involved in a field that interests you? By students getting involved with internships they gain experience in areas of interest to them and possibly make contacts that will be useful to them upon entering the job field. An internship is also a great way to discover whether an area of interest is right for you. Perhaps through working in a pharmacy, a student decides this is not the route she wants to follow; then she can put her focus elsewhere when applying for colleges and deciding majors. Internships are valuable for both narrowing down which areas would be best to pursue in college and which are not of interest at all. This could potentially save a lot of headaches in the future, and help to direct and motivate students in work and in school.
Chapter 9 ~ Quick Response
“She’s only gone to school five days this whole year, and her grades are still passing” (165). What??!! How is this possible?
Each student should be valued, respected, and accounted for. How is it possible that a student could miss more school than they have attended and they still have a passing grade? How is that helping the student? How can the teacher justify that?? There are students in the class showing up and participating everyday, how does that validate the hard work that they are putting in?? It doesn’t. Why try? Why show up? What is the incentive? The student who is in class everyday should be validated for that and the student who is missing everyday should be held accountable for such behavior. Also, what if this student is having serious troubles at home? Is anyone checking on that? How is continuing to give them a grade going to help a potential serious problem at home?
Each student should be valued, respected, and accounted for. How is it possible that a student could miss more school than they have attended and they still have a passing grade? How is that helping the student? How can the teacher justify that?? There are students in the class showing up and participating everyday, how does that validate the hard work that they are putting in?? It doesn’t. Why try? Why show up? What is the incentive? The student who is in class everyday should be validated for that and the student who is missing everyday should be held accountable for such behavior. Also, what if this student is having serious troubles at home? Is anyone checking on that? How is continuing to give them a grade going to help a potential serious problem at home?
Chapter 8~ Quick Response
“Give us alternative methods to present our knowledge” (153). The more aspects of real life and variety of subject matter a teacher can incorporate into teaching students who are still learning the English language, the more successful they can be.
I think the more ways a teacher can introduce English to the student the better. Perhaps there are other methods such as computers or art that can make the subject matter more interesting or more understandable and that speak more clearly to the student . The more saturated their life becomes with the language the easier it is to learn and absorb.
I think the more ways a teacher can introduce English to the student the better. Perhaps there are other methods such as computers or art that can make the subject matter more interesting or more understandable and that speak more clearly to the student . The more saturated their life becomes with the language the easier it is to learn and absorb.
Chapter 7~ Quick Response
The idea of a suggestion box is a new and an intriguing one to me.
I like this idea. I think ideally it could be a great resource for the teacher and a great opportunity for the student. There will always be some students who will take advantage of this tool and use it inappropriately, but I would hope that the majority would respect it. I think so frequently teachers forget to check in with the students to see if the concepts of class are clear. This is a great way to get feedback about potential problems. This method is also good for the students because their questions/problems can get resolved/addressed and it is an anonymous way to submit concerns weighing on them.
I like this idea. I think ideally it could be a great resource for the teacher and a great opportunity for the student. There will always be some students who will take advantage of this tool and use it inappropriately, but I would hope that the majority would respect it. I think so frequently teachers forget to check in with the students to see if the concepts of class are clear. This is a great way to get feedback about potential problems. This method is also good for the students because their questions/problems can get resolved/addressed and it is an anonymous way to submit concerns weighing on them.
Chapter 6 ~ Quick Response
“Get us in the habit of free writing” (119). Writing is essential to all aspects of school, so the more time students have to work on this skill the better off they are going to be across the board.
Free writing is a great chance for students to be creative, to express their feelings and thoughts, and to brainstorm on important topics. If students are allowed to write freely about subjects important to them they will be more receptive. The more the students write, the better they get, then hopefully the more they enjoy writing even for assigned papers. A great way to start students free writing is by using a journal. This is a tool just for them, somewhere private for them to express themselves and experiment. If they choose, they could take excerpts and share them or use them in an assignment given. Writing becomes a skill that they have control over and enjoyment in.
Free writing is a great chance for students to be creative, to express their feelings and thoughts, and to brainstorm on important topics. If students are allowed to write freely about subjects important to them they will be more receptive. The more the students write, the better they get, then hopefully the more they enjoy writing even for assigned papers. A great way to start students free writing is by using a journal. This is a tool just for them, somewhere private for them to express themselves and experiment. If they choose, they could take excerpts and share them or use them in an assignment given. Writing becomes a skill that they have control over and enjoyment in.
Chapter 5 ~ Quick Response
“Use a rubric to assess our work” (98). A rubric is a great tool which clearly outlines the expectations of the assignments given to students. It is good for these to be used by the teacher and also by the students if they are working in groups assessing each other.
I think a rubric is crucial to the classroom, not only for the teacher but for the students as well. A rubric gives the teacher a clearly specified set of grading elements so they can go down the list checking off which elements were completed and to what degree. This is also very important to the student; it assures there is fair grading across the entire spectrum of students. With a rubric expectations are clear, and there is little room for error- there is not question of what is to be expected.
I think a rubric is crucial to the classroom, not only for the teacher but for the students as well. A rubric gives the teacher a clearly specified set of grading elements so they can go down the list checking off which elements were completed and to what degree. This is also very important to the student; it assures there is fair grading across the entire spectrum of students. With a rubric expectations are clear, and there is little room for error- there is not question of what is to be expected.
Chapter 4~ Quick Response
“Like when they use red and write in big letters- I don’t want no one hollering at me on paper!” (65) When correcting papers perhaps, there is another method available to mark up papers and give comments without sending the possible negative psychological message the red pen does.
My mentor teacher has a great alternative to the red pen- it’s the green pen. Instead of saying “bad,” “stop,” “danger” she is saying “good,” “go,” “safe.” She calls her approach “greenlining.” When possible, she sits down with the student for a conference to make corrections, suggestions, and positive comments with the green pen. So instead of getting back a paper covered in red and having to decipher it, the students get verbal feedback and a paper with a more comforting and encouraging feel.
My mentor teacher has a great alternative to the red pen- it’s the green pen. Instead of saying “bad,” “stop,” “danger” she is saying “good,” “go,” “safe.” She calls her approach “greenlining.” When possible, she sits down with the student for a conference to make corrections, suggestions, and positive comments with the green pen. So instead of getting back a paper covered in red and having to decipher it, the students get verbal feedback and a paper with a more comforting and encouraging feel.
Chapter 3 ~ Quick Response
“Let students know your plan for the class” (38). It is incredibly important to let students know what to expect for the day, that way they have a plan laid out before them to help reach a goal.
This idea is so important to success, both for the teacher and for the students. Without clear guidelines students can become confused and unsure of what the goal is for the day. By writing a class schedule on the board this also helps keep the teacher on task so they can manage their time and prioritize the aspects of the material which are most important.
This idea is so important to success, both for the teacher and for the students. Without clear guidelines students can become confused and unsure of what the goal is for the day. By writing a class schedule on the board this also helps keep the teacher on task so they can manage their time and prioritize the aspects of the material which are most important.
Wednesday, September 12, 2007
Chapter 2~ Quick Response
Is it necessary for students to like a teacher? "Kids expect adults to give us [students] directions and boundaries, but it's a balance" (p.19).
I think this statement is so true. I have had teachers or professors from both ends of the spectrum and some in the middle. The teachers I have had who just wanted to be the students' "buddy" did not command or recieve much respect; nor did I learn much from them. The teachers I have had who were strictly "business" also were not effective in my eye. No one really wants to learn from someone who appears to have absolutely no interest in who you are as a person. It's is hard to take either version of a teacher seriously and really strive to work hard for yourself and for them, it is hard to sit and listen intently, and it is hard to focus fully on the materials fully- you are more concerned at times with the relationship, or lack thereof you have with them. I think it is crucial to strike a balance! Be friendly, respectful, and interested, but also be focused, dependable, and responsible. That, I beleive is the "key" to successful teacher-student relationships.
I think this statement is so true. I have had teachers or professors from both ends of the spectrum and some in the middle. The teachers I have had who just wanted to be the students' "buddy" did not command or recieve much respect; nor did I learn much from them. The teachers I have had who were strictly "business" also were not effective in my eye. No one really wants to learn from someone who appears to have absolutely no interest in who you are as a person. It's is hard to take either version of a teacher seriously and really strive to work hard for yourself and for them, it is hard to sit and listen intently, and it is hard to focus fully on the materials fully- you are more concerned at times with the relationship, or lack thereof you have with them. I think it is crucial to strike a balance! Be friendly, respectful, and interested, but also be focused, dependable, and responsible. That, I beleive is the "key" to successful teacher-student relationships.
Chapter 1~ Quick Response
"Have students keep a journal...making time in class for students to keep a journal can offer a teacher an invaluable look at who their students are" (p. 7).
Journals are a great way to "check in" with your students, on a number of areas. You can gather information on how they are feeling personally, how they are grasping the subject matter, how effective are you at presenting the materials, among other valuable pieces of information to help you be a more successful teacher. I have had a number of classes which incorporated journals or commonplace books; and I found that I tended to perform better in those classes. I think a journal can also be a great asset to students as well. It is a place for students to candidly express how they are enjoying, or not enjoying the material and how well they are understanding it. It is also a place for them to be creative in their thoughts, to write in a free, unconstrained manner, brainstorming possibilities for further exploration.
Journals are a great way to "check in" with your students, on a number of areas. You can gather information on how they are feeling personally, how they are grasping the subject matter, how effective are you at presenting the materials, among other valuable pieces of information to help you be a more successful teacher. I have had a number of classes which incorporated journals or commonplace books; and I found that I tended to perform better in those classes. I think a journal can also be a great asset to students as well. It is a place for students to candidly express how they are enjoying, or not enjoying the material and how well they are understanding it. It is also a place for them to be creative in their thoughts, to write in a free, unconstrained manner, brainstorming possibilities for further exploration.
Monday, September 10, 2007
Copyright & Fair Use LR
#12)Again, the lines seem blurry. One could edit and insert themselves into an episode of “Frontier House,” or tape a movie (already out on DVD) and use that as a tool in a project, but is not able to take that same movie and copy it from the actual DVD version. What is the difference? They are the same movie, only one is on a DVD and one is in your television programming for the evening.....
I would think that the movie production company, the director, etc… would be the folks in charge of setting these rules and regulations. To me it makes no sense. “Mary Poppins” is the same movie whether it is viewed online, on the TV, on a DVD, or on a VHS tape. Where does the change come? Only where money is exchanged? Regardless of where ”Mary Poppins” comes from, the same material is being used in the class project. Why does it matter? The same amount of money was made to produce the movie, the same actors are in it (the TV version does not star Mary-Kate and Ashley Olsen), everything is the same. Why is one permissible and the other is not. You could argue that if you used the DVD version at least you paid your $19.95 to view it as opposed to viewing it for free on the television. Where is the line, who makes it, and why is it there?
I would think that the movie production company, the director, etc… would be the folks in charge of setting these rules and regulations. To me it makes no sense. “Mary Poppins” is the same movie whether it is viewed online, on the TV, on a DVD, or on a VHS tape. Where does the change come? Only where money is exchanged? Regardless of where ”Mary Poppins” comes from, the same material is being used in the class project. Why does it matter? The same amount of money was made to produce the movie, the same actors are in it (the TV version does not star Mary-Kate and Ashley Olsen), everything is the same. Why is one permissible and the other is not. You could argue that if you used the DVD version at least you paid your $19.95 to view it as opposed to viewing it for free on the television. Where is the line, who makes it, and why is it there?
Copyright & Fair Use SR
5. “The number of students who can use a software program simultaneously is restricted to the number of copies the school owns”
So, does that mean that Jack cannot look on with Jill at her computer to view what this CD-ROM has to offer? Does that also mean that Mrs. Crabapple cannot project that same CD-ROM on a screen for the entire class to view. Does she have to have 20 other copies, paid for in full, stored in her desk just to cover the number of students in the class? Not sure the reasoning here makes sense.
7. I am very surprised that it is okay to post copyrighted material without permission online for students' family and/or faculty to view! We see later on, however, that it is not ok to pass along via the web copyrighted materials such as clip art. Not sure if I completely understand how one is acceptable and the other is not.
10. As I mentioned above I cannot see a huge difference in using copyrighted material on a website for student’s family and faculty without permission is ok, but creating a website and sharing that information with other teachers is not ok. To me the line seems very fine in these instances of sharing online materials with others.
11. I am shocked that this is permissible. To take an already created and aired television programs and then to turn around and edit it, not only in length of programming, but by also adding in external materials not related to the original product seems not up to standard in my eyes.
12. Again, the lines seem blurry. One could edit and insert themselves into an episode of “Frontier House,” or tape a movie (already out on DVD) and use that as a tool in a project, but are not able to take that same movie and copy it from the actual DVD version. What is the difference? They are the same movie, only one is on a DVD and one is in your television programming for the evening.
14. I find this to be crazy. It is not ok to allow kids to watch Disney DVD’s bought by the PTA at a back to school night event? This is not considered to be for entertainment use? What other use is it, if not entertainment. It wasn’t stated that any money exchanged hands for the child care services. For what other use would the PTA have bought those DVD’s?
16. There are so many twists and turns here in the Copyright Regulations. A teacher can use a machine “that defeats the copy protection on DVDs, CD-ROMs, and just about everything else,” if they are using it as classroom material. However, they cannot take that same material and that same machine and make a copy for themselves. So, I take from this a teacher can make a copy of “The Last of the Mohicans” to use in class, but is not permitted to later take that movie and watch it for her own amusement. Not realistic.
17. I am a bit surprised that it is ok to take pictures of specific streets and businesses to use in a web project. When one takes a photo of a specific person in public it is mandatory, as far as I know, to get them to sign a release for you to use that photograph of them. So, why is that not so with a specific business? That business’ name is copyrighted. Not sure I fully understand.
So, does that mean that Jack cannot look on with Jill at her computer to view what this CD-ROM has to offer? Does that also mean that Mrs. Crabapple cannot project that same CD-ROM on a screen for the entire class to view. Does she have to have 20 other copies, paid for in full, stored in her desk just to cover the number of students in the class? Not sure the reasoning here makes sense.
7. I am very surprised that it is okay to post copyrighted material without permission online for students' family and/or faculty to view! We see later on, however, that it is not ok to pass along via the web copyrighted materials such as clip art. Not sure if I completely understand how one is acceptable and the other is not.
10. As I mentioned above I cannot see a huge difference in using copyrighted material on a website for student’s family and faculty without permission is ok, but creating a website and sharing that information with other teachers is not ok. To me the line seems very fine in these instances of sharing online materials with others.
11. I am shocked that this is permissible. To take an already created and aired television programs and then to turn around and edit it, not only in length of programming, but by also adding in external materials not related to the original product seems not up to standard in my eyes.
12. Again, the lines seem blurry. One could edit and insert themselves into an episode of “Frontier House,” or tape a movie (already out on DVD) and use that as a tool in a project, but are not able to take that same movie and copy it from the actual DVD version. What is the difference? They are the same movie, only one is on a DVD and one is in your television programming for the evening.
14. I find this to be crazy. It is not ok to allow kids to watch Disney DVD’s bought by the PTA at a back to school night event? This is not considered to be for entertainment use? What other use is it, if not entertainment. It wasn’t stated that any money exchanged hands for the child care services. For what other use would the PTA have bought those DVD’s?
16. There are so many twists and turns here in the Copyright Regulations. A teacher can use a machine “that defeats the copy protection on DVDs, CD-ROMs, and just about everything else,” if they are using it as classroom material. However, they cannot take that same material and that same machine and make a copy for themselves. So, I take from this a teacher can make a copy of “The Last of the Mohicans” to use in class, but is not permitted to later take that movie and watch it for her own amusement. Not realistic.
17. I am a bit surprised that it is ok to take pictures of specific streets and businesses to use in a web project. When one takes a photo of a specific person in public it is mandatory, as far as I know, to get them to sign a release for you to use that photograph of them. So, why is that not so with a specific business? That business’ name is copyrighted. Not sure I fully understand.
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