General Thoughts
I like the idea of using authentic assessment. When I was younger, I always felt like traditional assessments were boring and easy. I don't think that I payed much attention to what I was learning because I simply studied the information so that I would be able to reproduce it on a test. I think authentic assessments would have helped make learning more contextual and engaging for me. I think that many students would understand the purpose of learning when teachers use authentic assessment and they would be able to demonstrate their knowledge in a more complete and meaningful way.
I also like that assessment can be used for formative information. I just learned about that concept in my science methods class and think that it could be a very useful tool for teachers.
E-Portfolios
I really like the idea of e-portfolios but I wonder what grades they would be appropriate for. I guess it depends on the level of scaffolding the teacher would offer students, but I can't imagine a kindergartner or a first grader putting together a portfolio.
I like that by using the portfolio, the teacher can comprehensively look at student work and understanding. I also like that the grade is not based upon discrete assignments, but on a holistic product. I think that as a teacher, I would be hesitant to tell students that I am grading them on their progress not their product. I have had some high school and college classes where the teacher used this method of grading and it just made me try less at the beginning. I'm not sure if elementary students would understand this reasoning, but I am still wary.
I think that if using an e-portfolio, I'd kind of want to make it like a website so that students could share their artifacts with others as well as family members. I think this would be a great way to get parental involvement but I wonder if this changes the title from a "portfolio" to something else.
I also worry about available technology and wonder if this would be a limiting factor in whether I am able to have my students create portfolios. What if the school does not supply the necessary technology such as photoshop or a scanner. I wonder if there would be a way to obtain this soft/hardware with limited cost or if there is a free source for this technology.
Technology Based Rubrics
Before reading this section, I had no idea that rubrics could be created online or that there was a database of already completed rubrics for the teacher to search through. I think that this is a really interesting idea, but like the book, I have hesitations. I question how relevant pre-made rubrics could be for each classroom environment because of the diversity of experience and student population. I think that the rubrics would be more general and as a teacher, I would want to use specific rubrics to help in grading as well as student understanding of feedback. I would probably use the pre-made rubrics as a guide when beginning to write rubrics, but I would not use them to assess students unless I was really running low on time.
I think that the rubric generators are a better way to use the technology. They allow teachers to create their own specific criteria but also scaffold the process and make sure the user has precise elements defined and graded.
My only question with using rubrics is how can they be converted into a grade? I know the last bullet under the Good Rubrics section says to not convert rubrics into grades, but the classroom/school community runs on grades. How can students be given a report card without any letter grades on it?
Clickers
The first exposure I have had with clickers was when I was a freshman in college. I thought they were a really neat idea, but I would have never thought to use them in the elementary classroom. Now that I read the section however, I think that they would be a great addition to any classroom.
When I think about clickers, I see their initial benefit as a quick and easy way to give your students a formative assessment. The teacher is able to keep track of who responded and what answer they gave and so looking back at the data, the teacher would be able to figure out which students were confused and which ones are confident about their knowledge.
I agree that the use of clickers can be a good way to get students all thinking about the problem, even those who may need more time to arrive at their answer. However, I see this system as flawed. If students know that the answer will be given soon, some students may not bother responding to the clicker question. Other students may talk loudly among themselves and thus answers can easily be spread.
I also like that clickers do not require fancy or expensive equipment; all the teacher really needs is a computer, the clicker software, and an LCD projector. This is really good for teachers, especially those working in lower income schools, because it allows for an engaging and interesting activity without too much cost.
Computer Based Tests and Surveys
I've never really thought about computer testing other than simple multiple choice formats that are not that relevant to a technological and researched based education classroom. I am interested in learning more about the computerized adaptive testing (CAT) because I think it could be a great tool to scaffold learning and output measures. Often students feel frustrated because the test they take is either too complicated or too easy. This type of testing would remedy both problems because students who were gifted and may find the test too easy, would be able to go on to more difficult and advanced applications of the information. Students on the other hand, who are confused about the information, or those who may still be on a lower level of understanding, would benefit from more simple and straightforward questions.
However this usage creates more questions. How would students be graded? Would it be like the GRE where students who could only answer lower level question would be penalized and (even if they got all their simple questions correct) get a non-perfect grade? Or would students be given a particular test based on their own abilities and however they scored on the test, not as a relative measure, would be their final grade?
This section also talked about serveys. I think that surveys can be a quick and easy way for teachers to tell if students are understnading the concepts. I think they would be a good means for formative assessment and I think that they can even allow for more extended answers. As shown in figure 10.10, some sites even allow open ended essay questions in their surveys. A teacher could really use this to her benefit but I think this would be a time investment.
Tuesday, April 7, 2009
Thursday, April 2, 2009
Chapter 9: Visualizing with Technology
Visualizing Scientific Ideas with Computers
I think that this section was not really relevant to elementary school students. While both the chemistry and geography visualizing tools are interesting, I think that actually using them intensively would be too much for children. Even in college chemistry, I was not that confident using models of atoms. I think that the modeling software would be okay for teachers to use as an introduction to chemistry topics such as bonding but I don't think there are very many chemistry topics in elementary school.
I know that map reading and geography are concepts discussed heavily in elementary social studies, but I feel like the complicated maps of the suggested websites are too much for children. I sometimes look at Google earth but just for fun. I could not imagine using it for educational purposes. Maybe I would be more convinced if the book went into more depth about how to use the actual software in elementary classrooms.
Visualizing Mathematical Ideas with Technology
I also feel like this section was focused on technology that was too dense for elementary students. I went to both the Mathematica and MathLab websites and both seemed to be geared towards companies or professionals. I feel like investing in this type of program for elementary students would be a waste of money because it probably will be expensive and not get used to its full potential.
However, I did like the section on Tinker Plots. In our math class, we talked about how statistics often gets relegated to the end of the elementary curriculum and delved into only if there is excess time. I think statistics is an importatnt subject for students to know and the Tinker Plots software allows students to explore the polling/graphing capabilities of statistical knowledge.
Visualizing with Digital Cameras and Mobile Phones
Although this section of the book was relatively short, I feel like it has the most potential to be used in the elementary grades. Many families own a digital camera and some students may even have a cell phone with camera capabilities. These resources could be tapped in any classroom.
I really like the idea of students acting as reporters and finding pictures that capture the essense of their message. I feel like reporting involves the integration of many subjects such as language arts, science, mathematics (if students analyze data), and literature. I think a really awesome idea for an elementary classroom would be for students to put out a weekly newspaper that includes whats happening in the classroom, school-wide, and students' reactions to world news. This type of project would integrate many subjects and would be a way to bring parents into the school community.
Visualizing with Video
While I think video can be used effectively in the classroom setting, I feel like the types of uses for video explained in this section would be more suited for use in the computer/technology class. The uses are more in depth than I'd expect in a general education classroom however, I could definitely see collaboration between the technology teacher and the general education teacher.
For the digital story example, I could see the general classroom working on a collaborative writing assignment which would be used as the basis for the digital story. The content could be personal or academic but the class would be working together with the goal of a video in mind. When the class went to the computer/technology class, they could take their stories and the technology teacher could help children become familiar with the technology and create a video.
I think that the video feedback discussed in this chapter is also a beneficial use of video. This video could be used in the general classroom because it is not too time consuming nor difficult to understand. Video feedback could be used to enhance students' public speaking skills or interpersonal interaction. The teacher could video tape students but then offer private time for students to watch the video. I think it would allow students time to reflect on their actions but without a hostile or judgmental environment.
I think that this section was not really relevant to elementary school students. While both the chemistry and geography visualizing tools are interesting, I think that actually using them intensively would be too much for children. Even in college chemistry, I was not that confident using models of atoms. I think that the modeling software would be okay for teachers to use as an introduction to chemistry topics such as bonding but I don't think there are very many chemistry topics in elementary school.
I know that map reading and geography are concepts discussed heavily in elementary social studies, but I feel like the complicated maps of the suggested websites are too much for children. I sometimes look at Google earth but just for fun. I could not imagine using it for educational purposes. Maybe I would be more convinced if the book went into more depth about how to use the actual software in elementary classrooms.
Visualizing Mathematical Ideas with Technology
I also feel like this section was focused on technology that was too dense for elementary students. I went to both the Mathematica and MathLab websites and both seemed to be geared towards companies or professionals. I feel like investing in this type of program for elementary students would be a waste of money because it probably will be expensive and not get used to its full potential.
However, I did like the section on Tinker Plots. In our math class, we talked about how statistics often gets relegated to the end of the elementary curriculum and delved into only if there is excess time. I think statistics is an importatnt subject for students to know and the Tinker Plots software allows students to explore the polling/graphing capabilities of statistical knowledge.
Visualizing with Digital Cameras and Mobile Phones
Although this section of the book was relatively short, I feel like it has the most potential to be used in the elementary grades. Many families own a digital camera and some students may even have a cell phone with camera capabilities. These resources could be tapped in any classroom.
I really like the idea of students acting as reporters and finding pictures that capture the essense of their message. I feel like reporting involves the integration of many subjects such as language arts, science, mathematics (if students analyze data), and literature. I think a really awesome idea for an elementary classroom would be for students to put out a weekly newspaper that includes whats happening in the classroom, school-wide, and students' reactions to world news. This type of project would integrate many subjects and would be a way to bring parents into the school community.
Visualizing with Video
While I think video can be used effectively in the classroom setting, I feel like the types of uses for video explained in this section would be more suited for use in the computer/technology class. The uses are more in depth than I'd expect in a general education classroom however, I could definitely see collaboration between the technology teacher and the general education teacher.
For the digital story example, I could see the general classroom working on a collaborative writing assignment which would be used as the basis for the digital story. The content could be personal or academic but the class would be working together with the goal of a video in mind. When the class went to the computer/technology class, they could take their stories and the technology teacher could help children become familiar with the technology and create a video.
I think that the video feedback discussed in this chapter is also a beneficial use of video. This video could be used in the general classroom because it is not too time consuming nor difficult to understand. Video feedback could be used to enhance students' public speaking skills or interpersonal interaction. The teacher could video tape students but then offer private time for students to watch the video. I think it would allow students time to reflect on their actions but without a hostile or judgmental environment.
Thursday, March 26, 2009
Chapter 8: Designing with Technology
I'm not really sure what I think about this chapter in general. I realize that technology can help students learn and that various technologies, although they may take extra time and effort than traditional methods, can help students internalize information better. But, I wonder what is the point of using design technology. I feel like this technology is not going to help children learn content knowledge in the various subject areas, teaching children to use it will just help children know how to use it. I don't see how the skills can be generalizable to other areas.
Drawing Design Ideas with Computer Aided Design Software
When reading about the CAD programs, I really liked how there were programs adapted for younger students. When reading about design technology, I always worry that they will be too complicated for students to be able to use.
If students need to design something, I do think that using design software is best because it creates more professional looking outcomes. When I was a student, I liked things I drew to be precise and I used to get hung up on trying to draw perfection. I think that often students have this feeling and using the design software will be able to alleviate problems and let students move more quickly through the design process.
I also thought it was good that some CAD programs provided students with feedback about whether their object is true to the constraints of the real world. I think this is very important for children to realize and would help them practice their visual/spatial reasoning skills.
Testing Designs and Building Mental Models with Simulation Software
When beginning to read this section I felt that using this type of technology in the classroom would be better than some others because the book said it was a good way to investigate science and engineering topics. However, at the end of the section, the book said that often it is difficult to integrate science and math topics into design because that doesn't usually happen in the real world. I just don't know what to think.
After reading the trebuchet section, I feel like students might learn some science and math topics if they were well integrated, but I don't see any overt content learning. The car design competition might be more closely related to integrated content and designing but I wonder how many of these activities would be available to students. Also, I wonder how teachers can get more information about these types of competitions and what the cost (monetary as well as educational time) would be.
I do think that if planning a design activity where in students are going to actually construct the final product, teachers should use some type of simulation program. Like they mentioned in the trebuchet section using a simulation that allows students to test their prototype will vastly cut down on wasted time and time spent on manipulation/error.
Developing Programming Skills while Designing in the Media Arts
This section was mainly about Scratch. Although when first beginning to use Scratch, I thought it was too difficult and I was frustrated, looking back, I actually enjoyed learning it. Because we were college students, we manipulated and learned it on our own, however I think that elementary students would need more targeted instruction. I think that creating a project with them collaboratively ( in order to expose them to the thinking and tools of the program) would be a better starting point.
I feel like learning to use Scratch helped me to develop logical thinking skills and that students will be able to benefit from this experience also. Users must tell the computer exactly what to do and this requires discecting an action into appropriate commands (a good skill for younger students to be exposed to and learn). Scratch is also good for younger students because it provides feedback. Although it is not immediate, any time students want to test what they have done, they can click on the presentation mode button. Also, Scratch is better for students because of its cartoon like appearance and colorful commands. I think that this is much more interesting and easy to look at than simple program code.
I also really like the idea of iStopMotion but wonder if something similar were available for use on a PC. Many schools do not have Macs and I think that would be such a fun and interesting program for students to use.
Designing Music with Composition Software
I like the idea of developing musical awareness, but as a classroom teacher, I feel like I would be under qualified to guide students' explorations into music. I feel like this software would be better suited to be used by a music teacher wanting to incorporate technology and gain student interest in her curriculum.
From their descriptions, I feel like the Impromptu program would be very similar to Scratch and thus students would need an adequate amount of time to become acquainted with its interface and understand its use.
Because of my earlier hesitation, I think that I would be more comfortable using the online music activity also described in this section. I like the simple buttons and cute icons (such as a turtle for slow music and a rabbit for fast) and the colors are kid friendly. I think it is much more simpler than the Impromptu program and I would probably feel okay to use it with younger students.
Overall
Although this chapter made me realize that some technologies could have more educational purposes than they seem to have, I feel like most these options would be better used by the computer/technology teacher. They are mainly about learning a specific technology with limited content application and I feel like they would take up a lot of time just to learn how to use them. But overall I have a positive opinion about the software and would want children to be exposed to different types of computer programs and applications.
Drawing Design Ideas with Computer Aided Design Software
When reading about the CAD programs, I really liked how there were programs adapted for younger students. When reading about design technology, I always worry that they will be too complicated for students to be able to use.
If students need to design something, I do think that using design software is best because it creates more professional looking outcomes. When I was a student, I liked things I drew to be precise and I used to get hung up on trying to draw perfection. I think that often students have this feeling and using the design software will be able to alleviate problems and let students move more quickly through the design process.
I also thought it was good that some CAD programs provided students with feedback about whether their object is true to the constraints of the real world. I think this is very important for children to realize and would help them practice their visual/spatial reasoning skills.
Testing Designs and Building Mental Models with Simulation Software
When beginning to read this section I felt that using this type of technology in the classroom would be better than some others because the book said it was a good way to investigate science and engineering topics. However, at the end of the section, the book said that often it is difficult to integrate science and math topics into design because that doesn't usually happen in the real world. I just don't know what to think.
After reading the trebuchet section, I feel like students might learn some science and math topics if they were well integrated, but I don't see any overt content learning. The car design competition might be more closely related to integrated content and designing but I wonder how many of these activities would be available to students. Also, I wonder how teachers can get more information about these types of competitions and what the cost (monetary as well as educational time) would be.
I do think that if planning a design activity where in students are going to actually construct the final product, teachers should use some type of simulation program. Like they mentioned in the trebuchet section using a simulation that allows students to test their prototype will vastly cut down on wasted time and time spent on manipulation/error.
Developing Programming Skills while Designing in the Media Arts
This section was mainly about Scratch. Although when first beginning to use Scratch, I thought it was too difficult and I was frustrated, looking back, I actually enjoyed learning it. Because we were college students, we manipulated and learned it on our own, however I think that elementary students would need more targeted instruction. I think that creating a project with them collaboratively ( in order to expose them to the thinking and tools of the program) would be a better starting point.
I feel like learning to use Scratch helped me to develop logical thinking skills and that students will be able to benefit from this experience also. Users must tell the computer exactly what to do and this requires discecting an action into appropriate commands (a good skill for younger students to be exposed to and learn). Scratch is also good for younger students because it provides feedback. Although it is not immediate, any time students want to test what they have done, they can click on the presentation mode button. Also, Scratch is better for students because of its cartoon like appearance and colorful commands. I think that this is much more interesting and easy to look at than simple program code.
I also really like the idea of iStopMotion but wonder if something similar were available for use on a PC. Many schools do not have Macs and I think that would be such a fun and interesting program for students to use.
Designing Music with Composition Software
I like the idea of developing musical awareness, but as a classroom teacher, I feel like I would be under qualified to guide students' explorations into music. I feel like this software would be better suited to be used by a music teacher wanting to incorporate technology and gain student interest in her curriculum.
From their descriptions, I feel like the Impromptu program would be very similar to Scratch and thus students would need an adequate amount of time to become acquainted with its interface and understand its use.
Because of my earlier hesitation, I think that I would be more comfortable using the online music activity also described in this section. I like the simple buttons and cute icons (such as a turtle for slow music and a rabbit for fast) and the colors are kid friendly. I think it is much more simpler than the Impromptu program and I would probably feel okay to use it with younger students.
Overall
Although this chapter made me realize that some technologies could have more educational purposes than they seem to have, I feel like most these options would be better used by the computer/technology teacher. They are mainly about learning a specific technology with limited content application and I feel like they would take up a lot of time just to learn how to use them. But overall I have a positive opinion about the software and would want children to be exposed to different types of computer programs and applications.
Thursday, March 19, 2009
Chapter 7 - Communicating with Technology
Discussion Boards
I really like the idea of having a classroom discussion board. I am a shy person and take some time to formulate my opinions. I agree with the book when it says that discussion boards can help students who are similar to myself. In classrooms, these students may be pegged as just following along, but they are in fact thinking about the situation and the different aspects involved. If students are allowed to use a discussion board, I think that they will have more of an opportunity to think about what they are saying and what their response will be.
I really like the idea of using the discussion board to aid in international communication. I think that once classrooms are connected across the globe, students can post their opinions and ideas about different topics and compare their reactions with those of international students. This can create and interesting learning experience for students in the area of diversity as well as tie in to different content sections.
My only question about discussion boards is related to student home use. If students are to be allowed to have ample time to respond and create discussion, what about the students who may not have a home computer? I wonder if maybe they would feel left out if the discussion board idea takes off. I understand that students could be allowed to use the classroom computer after school or could go to the library, but both seem to have problems. If a student stays after school to use a computer, I think they would not be able to benefit from the relaxed atmosphere inspired by discussion boards and posting may become a chore. This attitude may also manifest itself it students must be taken to the library to use the discussion board.
http://community.scholastic.com/scholastic?category.id=kidBoards : this website is a simple fun discussion board which can be used to introduce students to the idea of how discussion boards work and what is involved. I think that before students should be expected to create thoughtful discussions/responses, teachers should relate the technology tool to students in an interesting and fun way.
http://www.classroom20.com/: this website is for teachers and I found it very interesting. It is dedicated to exploring the options for using new technology in the classroom. The forums section has many varied yet relevant topics and I find it interesting. Another place to look is the groups page. There are over 300 groups catering to diverse people and attitudes.
Interactive Chats and Messaging
I am not really sure how I feel about chat rooms or instant messaging between students and classrooms. When I think of two different classrooms, I think of two completely different schedules. I wonder how teacher manage to coordinate times where their students can chat across the district, nation, or globe. I also wonder what type of chat is involved. Does every student have their own computer which is connected to all the computers in the second classroom? Or is one student designated the "typer" and all other students just give ideas and suggestions for what to talk about? Also, how is this carried into the after school sphere? Are students allowed to share their personal instant messaging screen names and create friendships with those in distant locations? Or is it mainly a school contained chat where students participate but do not get closely acquainted with their distance partners?
I feel like I need to be convinced that instant messaging is useful in an elementary classroom. Besides the instantaneous factor, I do not really see the difference between using a message board and instant messaging. Both would be useful for discussing project ideas, getting to know students from across the globe (or town), discussing relevant ideas and thoughts, etc. Plus message boards allow for a time delay which can foster deeper thinking and insight.
I'm not really sure where instantaneous chat comes into play but I imagine that it is a waste of time and resources to use it within the same school or classroom. I feel like this instantaneous process, if between students in the same classroom or school, could easily be achieved by students talking directly to one another. It would be a faster and a easier way to communicate as well as allow students to develop their inter-personal and collaborative skills.
Because some classrooms are connected globally, I can see how synchronous chat may be useful but I still think it could be achieved through other means. Students, especially those in different time zones, may have difficulty coordinating times where they can chat. Another problem I see with instant messages is that it may become confusing, especially in group chats. Students can easily get off topic and I think that as a teacher, it will be difficult to monitor twenty or so different conversations. Also, with all the stigma associated with instant messaging and chat rooms for elementary students, I think it may be difficult to convince classroom parents to allow their children to use this feature.
Videoconferencing
I really like the idea of videoconferencing and think that with the right technology, I would definitely use it in the classroom. Although I initially assumed that all a teacher would need is a webcam and an account with skype or some other provider, upon further reading, I get the idea that it may be more costly and the equipment more technical than that. I question if you really need more technical equipment or if videoconferences can be done using cheap software.
What I really like about videoconferencing is that it connects learners to the outside community. Students are not just isolated in the classroom all day, they are able to interact with adults and/or other students in the wider area. I think that by listening to experts or simply discussing issues with their peers, children are more likely to become interested in a subject and learn more about a particular topic. I also think that videoconferencing can help motivate learning and exploration because students will want to know about a topic before discussing that topic. Used in conjunction with a high interest unit/topic, I think video conferencing can be used to get even stubborn learners interested in the content.
However, my problem with videoconferencing is that I question how easily teachers could obtain experts with which students could discuss a certain subject area. I feel like video conferences suited to learning in many different subjects but wonder how teachers can get professionals interested in video conferencing. Would the professionals be interested in participating in this opportunity or is it seen more as a hassle? Are there resources on the internet (that I may be missing) that have a list of institutions and companies which are open to provide experts for these situations or it is up to the teacher to contact the relevant persons?
As a new teacher, I would also worry about how to correctly use video conferencing. The book mentions that it is important to keep learning in the forefront and not use video conferences for the novelty of the idea. I worry that the idea of video conferencing may be exciting for students but that students are just interested in using the technology. I understand that students are not usually not excited about learning, and I think technology can help to increase student interest, but I wonder how much is too much. What happens when the school computers have a virus, or the video conference interviewee cancels, are students going to be completely uninterested in school work that day? I just wonder how teachers can effectively integrate technology such as video conferencing but now have students become too reliant upon it.
http://www.netc.org/digitalbridges/uses/: this website is helpful for teachers looking for a variety of uses for video conferencing throughout the school system. There are classroom uses as well as uses for conferencing by teachers. Each category expounded upon also has a real world example attached to it. The example is a link which one can click on and learn more about. I like how the short explanation section also has an example link because this allows users to become more familiar with what is being talked about.
http://k12onlineconference.org/?p=279: this is a video created by one teacher about the uses of video conferencing in his classroom. I enjoy seeing examples such as this one because it shows how one teacher can use the technology available to thoroughly enhance the learning of his students. The uses for video conferencing (as well as countless other technologies) are numerous in his classroom and it gives me courage for integrating technology in my future classroom.
Podcasts
I really enjoyed reading the section on podcasts in the textbook. I often feel like the book introduces new technology but fails to adequately explain the technology so that persons who are unfamiliar with it are able to understand what is being talked about. But I really feel like the book thoroughly explain the idea and use of podcasts and I think I now understand podcasts and am very excited to interact with them. I recently downloaded the latest version of iTunes so that I can start seeing the types of podcasts there are out there. I am very excited to become exposed to this new technology.
However, I wonder what exactly makes a podcast a podcast? How is a podcast different from a video? Is it just because the podcast can be played on an iPod? I feel like podcasts are just videos that can be played on a variety of devices but maybe I am wrong.
As a teacher, I think that this technology could be really beneficial to the classroom. Besides watching a pre-made podcast, I think that having students create a podcast is a great way to synthesize learning in a particular subject and topic area. For example, after learning about different planets and watching a few podcasts from the NASA Hubble website, students can be engaged to create their own podcast which explains what they themselves learned about the planets, astronomy, and what they still are interested in knowing. This type of project would not require a lot of time but would be very effective in allow students to revisit information which in turn would help them internalize and remember the information. The podcast, once created and if collected all in one place, could also be used as a study tool.
I also feel like podcasts could be a great addition to establishing a home to school connection. Students could create podcasts that reflect their weekly learning or simply what they are interested in, or what their schedule is for the week. The podcast could be posted to the classroom blog and parents could read/watch what their student did or will do in the classroom. This not only gives parents an idea of what their student is learning, it also creates opportunities for discussion between parents and children. When I was younger and my parents asked me about what I did in school, I never felt like I had a good answer because I couldn't remember or care to share. With a podcast available on the website, parents can get insight into what is happening and then use this as a springboard for further discussion and learning opportunities with their child.
I really like the idea of having a classroom discussion board. I am a shy person and take some time to formulate my opinions. I agree with the book when it says that discussion boards can help students who are similar to myself. In classrooms, these students may be pegged as just following along, but they are in fact thinking about the situation and the different aspects involved. If students are allowed to use a discussion board, I think that they will have more of an opportunity to think about what they are saying and what their response will be.
I really like the idea of using the discussion board to aid in international communication. I think that once classrooms are connected across the globe, students can post their opinions and ideas about different topics and compare their reactions with those of international students. This can create and interesting learning experience for students in the area of diversity as well as tie in to different content sections.
My only question about discussion boards is related to student home use. If students are to be allowed to have ample time to respond and create discussion, what about the students who may not have a home computer? I wonder if maybe they would feel left out if the discussion board idea takes off. I understand that students could be allowed to use the classroom computer after school or could go to the library, but both seem to have problems. If a student stays after school to use a computer, I think they would not be able to benefit from the relaxed atmosphere inspired by discussion boards and posting may become a chore. This attitude may also manifest itself it students must be taken to the library to use the discussion board.
http://community.scholastic.com/scholastic?category.id=kidBoards : this website is a simple fun discussion board which can be used to introduce students to the idea of how discussion boards work and what is involved. I think that before students should be expected to create thoughtful discussions/responses, teachers should relate the technology tool to students in an interesting and fun way.
http://www.classroom20.com/: this website is for teachers and I found it very interesting. It is dedicated to exploring the options for using new technology in the classroom. The forums section has many varied yet relevant topics and I find it interesting. Another place to look is the groups page. There are over 300 groups catering to diverse people and attitudes.
Interactive Chats and Messaging
I am not really sure how I feel about chat rooms or instant messaging between students and classrooms. When I think of two different classrooms, I think of two completely different schedules. I wonder how teacher manage to coordinate times where their students can chat across the district, nation, or globe. I also wonder what type of chat is involved. Does every student have their own computer which is connected to all the computers in the second classroom? Or is one student designated the "typer" and all other students just give ideas and suggestions for what to talk about? Also, how is this carried into the after school sphere? Are students allowed to share their personal instant messaging screen names and create friendships with those in distant locations? Or is it mainly a school contained chat where students participate but do not get closely acquainted with their distance partners?
I feel like I need to be convinced that instant messaging is useful in an elementary classroom. Besides the instantaneous factor, I do not really see the difference between using a message board and instant messaging. Both would be useful for discussing project ideas, getting to know students from across the globe (or town), discussing relevant ideas and thoughts, etc. Plus message boards allow for a time delay which can foster deeper thinking and insight.
I'm not really sure where instantaneous chat comes into play but I imagine that it is a waste of time and resources to use it within the same school or classroom. I feel like this instantaneous process, if between students in the same classroom or school, could easily be achieved by students talking directly to one another. It would be a faster and a easier way to communicate as well as allow students to develop their inter-personal and collaborative skills.
Because some classrooms are connected globally, I can see how synchronous chat may be useful but I still think it could be achieved through other means. Students, especially those in different time zones, may have difficulty coordinating times where they can chat. Another problem I see with instant messages is that it may become confusing, especially in group chats. Students can easily get off topic and I think that as a teacher, it will be difficult to monitor twenty or so different conversations. Also, with all the stigma associated with instant messaging and chat rooms for elementary students, I think it may be difficult to convince classroom parents to allow their children to use this feature.
Videoconferencing
I really like the idea of videoconferencing and think that with the right technology, I would definitely use it in the classroom. Although I initially assumed that all a teacher would need is a webcam and an account with skype or some other provider, upon further reading, I get the idea that it may be more costly and the equipment more technical than that. I question if you really need more technical equipment or if videoconferences can be done using cheap software.
What I really like about videoconferencing is that it connects learners to the outside community. Students are not just isolated in the classroom all day, they are able to interact with adults and/or other students in the wider area. I think that by listening to experts or simply discussing issues with their peers, children are more likely to become interested in a subject and learn more about a particular topic. I also think that videoconferencing can help motivate learning and exploration because students will want to know about a topic before discussing that topic. Used in conjunction with a high interest unit/topic, I think video conferencing can be used to get even stubborn learners interested in the content.
However, my problem with videoconferencing is that I question how easily teachers could obtain experts with which students could discuss a certain subject area. I feel like video conferences suited to learning in many different subjects but wonder how teachers can get professionals interested in video conferencing. Would the professionals be interested in participating in this opportunity or is it seen more as a hassle? Are there resources on the internet (that I may be missing) that have a list of institutions and companies which are open to provide experts for these situations or it is up to the teacher to contact the relevant persons?
As a new teacher, I would also worry about how to correctly use video conferencing. The book mentions that it is important to keep learning in the forefront and not use video conferences for the novelty of the idea. I worry that the idea of video conferencing may be exciting for students but that students are just interested in using the technology. I understand that students are not usually not excited about learning, and I think technology can help to increase student interest, but I wonder how much is too much. What happens when the school computers have a virus, or the video conference interviewee cancels, are students going to be completely uninterested in school work that day? I just wonder how teachers can effectively integrate technology such as video conferencing but now have students become too reliant upon it.
http://www.netc.org/digitalbridges/uses/: this website is helpful for teachers looking for a variety of uses for video conferencing throughout the school system. There are classroom uses as well as uses for conferencing by teachers. Each category expounded upon also has a real world example attached to it. The example is a link which one can click on and learn more about. I like how the short explanation section also has an example link because this allows users to become more familiar with what is being talked about.
http://k12onlineconference.org/?p=279: this is a video created by one teacher about the uses of video conferencing in his classroom. I enjoy seeing examples such as this one because it shows how one teacher can use the technology available to thoroughly enhance the learning of his students. The uses for video conferencing (as well as countless other technologies) are numerous in his classroom and it gives me courage for integrating technology in my future classroom.
Podcasts
I really enjoyed reading the section on podcasts in the textbook. I often feel like the book introduces new technology but fails to adequately explain the technology so that persons who are unfamiliar with it are able to understand what is being talked about. But I really feel like the book thoroughly explain the idea and use of podcasts and I think I now understand podcasts and am very excited to interact with them. I recently downloaded the latest version of iTunes so that I can start seeing the types of podcasts there are out there. I am very excited to become exposed to this new technology.
However, I wonder what exactly makes a podcast a podcast? How is a podcast different from a video? Is it just because the podcast can be played on an iPod? I feel like podcasts are just videos that can be played on a variety of devices but maybe I am wrong.
As a teacher, I think that this technology could be really beneficial to the classroom. Besides watching a pre-made podcast, I think that having students create a podcast is a great way to synthesize learning in a particular subject and topic area. For example, after learning about different planets and watching a few podcasts from the NASA Hubble website, students can be engaged to create their own podcast which explains what they themselves learned about the planets, astronomy, and what they still are interested in knowing. This type of project would not require a lot of time but would be very effective in allow students to revisit information which in turn would help them internalize and remember the information. The podcast, once created and if collected all in one place, could also be used as a study tool.
I also feel like podcasts could be a great addition to establishing a home to school connection. Students could create podcasts that reflect their weekly learning or simply what they are interested in, or what their schedule is for the week. The podcast could be posted to the classroom blog and parents could read/watch what their student did or will do in the classroom. This not only gives parents an idea of what their student is learning, it also creates opportunities for discussion between parents and children. When I was younger and my parents asked me about what I did in school, I never felt like I had a good answer because I couldn't remember or care to share. With a podcast available on the website, parents can get insight into what is happening and then use this as a springboard for further discussion and learning opportunities with their child.
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