It was very interesting to learn about new technologies and how to utilize them in a classroom. What I thought the class could use is more discussion of classroom management issues raised by the use of technology.
http://www.mindmeister.com/maps/show/29141059
Thursday, December 3, 2009
Thursday, November 19, 2009
Fortifying the gap over the Digital Divide
This blog post is a particularly interesting one for me to write because I am currently experiencing my own digital divide. For personal and financial reasons, I do not presently have internet. In fact, I’m writing this, right now, without the having internet access in my new apartment. Of course, I will come onto campus and find the 5 resources needed to fill this out, but therein lays the real hassle: I have to come onto campus in order to complete any work requiring internet access. Which means myriad transportation and timing issues: driving onto campus (which can be a 10 to 20 minute drive), finding parking (not really easy until later hours), and finishing work before campus locations close (Norman CIRCA labs close at 10 pm M-F and Norman library closes at 10:30 pm M-F). Asking a graduate student to solve these problems is one thing, but asking a middle or high school student to solve these problems is a different issue entirely. According to a December 31, 2008 article from BusinessWeek, only 35% of households with an annual income under $50,000 have broadband access (1). Broadband access is not the same as Internet access, but when only 35% can afford the $30 to $50 monthly fee, it represents a significant portion of the school attending population. Which leads me to my preliminary conclusion: teachers should carefully limit the amount of work they assign which requires access to off-campus technology.
Do you think it’s important to ensure that your students have digital access?
Yes. I believe this for a variety of reasons. First, digital literacy will be (if it already is not) a key part of the future lives of our students. Keeping them away from the technological resources available at school is irresponsible for a teacher. For example, Jose Manuel Barroso, President of European Commission sees digital literacy as a way to access a better life (2). Whether that means Smart Boards and Internet access in the classroom or computer labs elsewhere in the school, students should have exposure to resources provided by technology and should have experience producing work using technology. Second, technology often provides an interesting, more exciting way to present content in the classroom. A lot of the different software and websites presented in this course can be utilized in the classroom to great effect.
What will you do if your school does not provide the level of technology that you would like?
I will admit to becoming more attached to SMART boards, after experience with them in my latest practicum. Not only are they really cool (at least to someone having grown up on blackboards), there is a somewhat visceral thrill to being able to circle, cross out, and modify power point presentations on the fly. These actions are all easily available for students to do, increasing participation during the lecture process. But if I didn’t have one, I would have to modify my own content or rally my school to acquire SMART boards. In fact, the aptly named Teacherslovesmartboards.com is a chronicle of resources designed to increase the saturation of SMART boards for future teachers like me (3). The same is true for lessons that would normally require high amounts of Internet or computer access. If access is limited because there is limited access to computer, that means modifying the lesson to include either more time with the school’s technological resources, or making a trip to the school library and use actual paper books.
-Resource about SMART boards
What are other teachers doing to obtain the technology resources needed in the classroom?
I have heard one very interesting story in particular about another teacher trying to obtain extra technological resources in the classroom. My friend’s mother teacher 3rd grade in Marion county, and is also very technological savvy. She purchased and refurbished a number of old laptops to give her students greater Internet access in the classroom. However, her school has a possible against hooking up “outside” computers into the school network. So, her Internet connections were literally severed by some crazed employee upset about these extra laptops. While this is an extreme example, it shows the difficulty teachers have in bringing outside resources to their class. A more conventional way of acquiring technology in the classroom is to stay within the school structure. This can mean teachers getting access to computer labs, laptop carts, or digital media tools like cameras and audio recorders. If schools also do not possess these resources, it may mean rallying the school PTA to help address your plight. While this addresses the problem of acquiring technology access within the classroom, it does not address the problem of students having access to technology outside the classroom.
For mobile resources, like laptops, digital cameras, or audio recorders, can schools reliably trust loaning them out to students? Perhaps individual teachers would be comfortable loaning out their own resources, but I imagine districts have their own policies that may limit off-campus access to on-campus technological resources. The Alachua County Public Schools Educational Technology Plan covers official policy Alachua County, and has no provisions for off-campus use of technology, but many provisions for on-campus security. (4) The assumption therefore being that access to the schools’ technology must take place on school grounds while school administrators are present. So, if there is not enough class time for students that need to ask technology, that leaves having those students come onto/stay on campus for longer. That can work, but sometimes students have other activities to do, places to be, schedules to stay on. Sometimes teachers have other activities to do, other places to be, and other schedules to stay on. Teachers can refer their students to other sites with computer/Internet access, like the public library. Even if students could get extra access to technology outside of the classroom, it’s not something teachers should rely on.
Overall, I believe a lot of the burden for closing the digital divide within the classroom should be shouldered by the classroom teacher. The classroom teacher can follow many different paths to close this divide. One is using classroom time to give students access to technology. If that access is not there, the teacher can help lead efforts for the school to acquire extra technology. Two is acquiring extra technology and extra resources from outside the school and bringing them into the classroom. However, this can conflict with school policy and exposes the teacher to extra liabilities. Three is the most reliable method (in my mind): modifying lesson plans and expectations to meet the change in available technology. Despite the saturation of broadband access and other technologies, teachers cannot proceed with any lesson that only 90% of their class can reasonably access. A very recent article featuring results from a National Institute of Adult Continuing Education survey finds only 45% of people in the DE socioeconomic groups have regular access to a computer or laptop (5). I believe that a lesson inaccessible to those groups is irresponsible, and it’s the duty of teachers to modify their lessons so they can be accessed by and completed by all students.
1. “Bringing Broadband to the Urban Poor - BusinessWeek,” http://www.businessweek.com/technology/content/dec2008/tc20081230_015542.htm
2. “Barroso highlights the importance of digital literacy for employability and sustainable economic growth | ICDL Canada NewsBlog,” http://www.icdl.ca/nfblog/?p=81.
3. “Teachers Love SMART Boards: Smart Board Articles,” http://www.teacherslovesmartboards.com/articleswhitepapers/.
4. “Alachua County Public Schools,” http://www.sbac.edu/~ir/TechplanWeb.htm.
5. “Community Newswire,” http://www.communitynewswire.press.net/article.jsp?id=6305241.
Do you think it’s important to ensure that your students have digital access?
Yes. I believe this for a variety of reasons. First, digital literacy will be (if it already is not) a key part of the future lives of our students. Keeping them away from the technological resources available at school is irresponsible for a teacher. For example, Jose Manuel Barroso, President of European Commission sees digital literacy as a way to access a better life (2). Whether that means Smart Boards and Internet access in the classroom or computer labs elsewhere in the school, students should have exposure to resources provided by technology and should have experience producing work using technology. Second, technology often provides an interesting, more exciting way to present content in the classroom. A lot of the different software and websites presented in this course can be utilized in the classroom to great effect.
What will you do if your school does not provide the level of technology that you would like?
I will admit to becoming more attached to SMART boards, after experience with them in my latest practicum. Not only are they really cool (at least to someone having grown up on blackboards), there is a somewhat visceral thrill to being able to circle, cross out, and modify power point presentations on the fly. These actions are all easily available for students to do, increasing participation during the lecture process. But if I didn’t have one, I would have to modify my own content or rally my school to acquire SMART boards. In fact, the aptly named Teacherslovesmartboards.com is a chronicle of resources designed to increase the saturation of SMART boards for future teachers like me (3). The same is true for lessons that would normally require high amounts of Internet or computer access. If access is limited because there is limited access to computer, that means modifying the lesson to include either more time with the school’s technological resources, or making a trip to the school library and use actual paper books.
-Resource about SMART boards
What are other teachers doing to obtain the technology resources needed in the classroom?
I have heard one very interesting story in particular about another teacher trying to obtain extra technological resources in the classroom. My friend’s mother teacher 3rd grade in Marion county, and is also very technological savvy. She purchased and refurbished a number of old laptops to give her students greater Internet access in the classroom. However, her school has a possible against hooking up “outside” computers into the school network. So, her Internet connections were literally severed by some crazed employee upset about these extra laptops. While this is an extreme example, it shows the difficulty teachers have in bringing outside resources to their class. A more conventional way of acquiring technology in the classroom is to stay within the school structure. This can mean teachers getting access to computer labs, laptop carts, or digital media tools like cameras and audio recorders. If schools also do not possess these resources, it may mean rallying the school PTA to help address your plight. While this addresses the problem of acquiring technology access within the classroom, it does not address the problem of students having access to technology outside the classroom.
For mobile resources, like laptops, digital cameras, or audio recorders, can schools reliably trust loaning them out to students? Perhaps individual teachers would be comfortable loaning out their own resources, but I imagine districts have their own policies that may limit off-campus access to on-campus technological resources. The Alachua County Public Schools Educational Technology Plan covers official policy Alachua County, and has no provisions for off-campus use of technology, but many provisions for on-campus security. (4) The assumption therefore being that access to the schools’ technology must take place on school grounds while school administrators are present. So, if there is not enough class time for students that need to ask technology, that leaves having those students come onto/stay on campus for longer. That can work, but sometimes students have other activities to do, places to be, schedules to stay on. Sometimes teachers have other activities to do, other places to be, and other schedules to stay on. Teachers can refer their students to other sites with computer/Internet access, like the public library. Even if students could get extra access to technology outside of the classroom, it’s not something teachers should rely on.
Overall, I believe a lot of the burden for closing the digital divide within the classroom should be shouldered by the classroom teacher. The classroom teacher can follow many different paths to close this divide. One is using classroom time to give students access to technology. If that access is not there, the teacher can help lead efforts for the school to acquire extra technology. Two is acquiring extra technology and extra resources from outside the school and bringing them into the classroom. However, this can conflict with school policy and exposes the teacher to extra liabilities. Three is the most reliable method (in my mind): modifying lesson plans and expectations to meet the change in available technology. Despite the saturation of broadband access and other technologies, teachers cannot proceed with any lesson that only 90% of their class can reasonably access. A very recent article featuring results from a National Institute of Adult Continuing Education survey finds only 45% of people in the DE socioeconomic groups have regular access to a computer or laptop (5). I believe that a lesson inaccessible to those groups is irresponsible, and it’s the duty of teachers to modify their lessons so they can be accessed by and completed by all students.
1. “Bringing Broadband to the Urban Poor - BusinessWeek,” http://www.businessweek.com/technology/content/dec2008/tc20081230_015542.htm
2. “Barroso highlights the importance of digital literacy for employability and sustainable economic growth | ICDL Canada NewsBlog,” http://www.icdl.ca/nfblog/?p=81.
3. “Teachers Love SMART Boards: Smart Board Articles,” http://www.teacherslovesmartboards.com/articleswhitepapers/.
4. “Alachua County Public Schools,” http://www.sbac.edu/~ir/TechplanWeb.htm.
5. “Community Newswire,” http://www.communitynewswire.press.net/article.jsp?id=6305241.
Monday, November 9, 2009
Teacher Leaders Activate!
Teacher Leadership Today is a sort-of blog designed to bring together resources to assist teachers in becoming teacher leaders and in general classroom practices. Upon first finding the blog, I stumbled around onto a few of their book reviews, and was immediately captivated by a book discussion about Gardner’s theory of multiple intelligences. This resource comes with a strong recommendation from me.
Having an available website to stay on top of current trends in teaching could be very important to me. I think I want to be on the “cutting edge” of teaching, changing with the times and staying current with research and new ideas being presented. So many of us in this cohort experienced teachers who weren’t keeping up with trends, and maybe our education suffered for it.
http://teacherleaders.typepad.com/teacher_leadership_today/
The International Journal on Teacher Leadership is an academic journal featuring peer-reviewed articles concerning teacher leadership. It is a relatively young journal, having been published for only 2 years and having only 7 articles to peruse. I do not personally believe I would read all the articles, given the dryness of most academic writing, but it would be a excellent way to get an in-depth look on one or more topics that are particularly interesting to a teacher.
http://www.csupomona.edu/~ijtl/
How important is it to you to be on the “cutting edge” of teaching?
Having an available website to stay on top of current trends in teaching could be very important to me. I think I want to be on the “cutting edge” of teaching, changing with the times and staying current with research and new ideas being presented. So many of us in this cohort experienced teachers who weren’t keeping up with trends, and maybe our education suffered for it.
http://teacherleaders.typepad.com/teacher_leadership_today/
The International Journal on Teacher Leadership is an academic journal featuring peer-reviewed articles concerning teacher leadership. It is a relatively young journal, having been published for only 2 years and having only 7 articles to peruse. I do not personally believe I would read all the articles, given the dryness of most academic writing, but it would be a excellent way to get an in-depth look on one or more topics that are particularly interesting to a teacher.
http://www.csupomona.edu/~ijtl/
How important is it to you to be on the “cutting edge” of teaching?
Thursday, November 5, 2009
Networked = Overworked Bonus Thoughts
How much freedom will students have to pick what they want to learn about? For example, if your unit is about the American Revolution, would they still have to learn about each event, or could they pick and choose what most interests them? And how does this affect the breadth of the unit lesson?
How early can networked learning be implemented? Most of the work that network learning helps students do would not arise until the middle school level. So what do elementary students do? Are they just learning digital literacy skills? Are the capable of fully grasping digital literacy? Or will their education be vastly different from 5th to 6th grades?
How early can networked learning be implemented? Most of the work that network learning helps students do would not arise until the middle school level. So what do elementary students do? Are they just learning digital literacy skills? Are the capable of fully grasping digital literacy? Or will their education be vastly different from 5th to 6th grades?
Wednesday, November 4, 2009
Networked = Overworked
The human network is the connection of different sources of information. The networked students' goal is to navigate this network for the most relevant and most useful information to their education. Digital literacy is important because the skills emphasized by digital learning- navigating Internet searches, distinguishing between reliable and non-reliable information, communicating across many different mediums, and more- are extremely important in receiving quality education within the network.
Network learning transforms the teacher from distributor of knowledge to overseer of knowledge. The teacher doesn’t teach information as much as skills needed to traverse the digital network. The teacher teaches skills like how to find good information online, how to build a network for communication, and other appropriate digital behaviors.
I think this model of instruction is commendable for its ability to bring resources together for the student to access more easily. Special software and new networking tools have helped greatly in this process. However, I am not totally convinced that the information received is necessarily better nor that the quality of learning is any better. Essentially, we are implementing a great number of changes that may not have any necessary benefit. I also think some of the skills needed in digital literacy are being taught outside of digital literacy, like distinguishing between reliable and non-reliable sources.
I cannot envision myself in the role of networked teacher. I’m still having difficultly grasping the idea of being the networked student (networked = overworked) and I don’t think I have the skill to be the networked teacher.
My blog/resource is the New York Times “Learning Network” blog. This blog is kind of small network all included into one blog, focused on education. Students can be given material, assessment, and other resources all from the New York Times, all included into one blog.
http://learning.blogs.nytimes.com/
Network learning transforms the teacher from distributor of knowledge to overseer of knowledge. The teacher doesn’t teach information as much as skills needed to traverse the digital network. The teacher teaches skills like how to find good information online, how to build a network for communication, and other appropriate digital behaviors.
I think this model of instruction is commendable for its ability to bring resources together for the student to access more easily. Special software and new networking tools have helped greatly in this process. However, I am not totally convinced that the information received is necessarily better nor that the quality of learning is any better. Essentially, we are implementing a great number of changes that may not have any necessary benefit. I also think some of the skills needed in digital literacy are being taught outside of digital literacy, like distinguishing between reliable and non-reliable sources.
I cannot envision myself in the role of networked teacher. I’m still having difficultly grasping the idea of being the networked student (networked = overworked) and I don’t think I have the skill to be the networked teacher.
My blog/resource is the New York Times “Learning Network” blog. This blog is kind of small network all included into one blog, focused on education. Students can be given material, assessment, and other resources all from the New York Times, all included into one blog.
http://learning.blogs.nytimes.com/
Thursday, October 29, 2009
Service Learning Doc
http://docs.google.com/Doc?docid=0AZvw-L2anVKvZGc0MnFyODlfMGN2cGc0Mjlw&hl=en
It is this link.
It is this link.
Tuesday, October 27, 2009
Law of Diminishing Marginal Utility Glogster
Glogster now embedded on sidebar of the blog.
Keep your eyes and ears posted for a special guest cameo in my Glogster.
Post your guesses on which one of your awesome cohort members appears on this Glogster.
Edit: Was able to embed to main blog feed, instead of to sidebar.
Keep your eyes and ears posted for a special guest cameo in my Glogster.
Post your guesses on which one of your awesome cohort members appears on this Glogster.
Edit: Was able to embed to main blog feed, instead of to sidebar.
Thursday, October 22, 2009
Service Learning Project
Title of the project: Voter Registration/Information Guide
Area of service –Civic Responsibility
Grade level/setting – High School
Subject area – Civics/Government
Unit description – a summary of the class service-learning project, its implementation, and goal. –
Before the Unit: Teacher will ensure students have the technology necessary to create material for the Voter Registration drive, including video camera(s), audio recorder(s), and computers and computer programs used to create video/audio.
Teacher should try to find time for their class to present in front of a larger audience. Examples include local TV networks, school assemblies, school news broadcasts, community centers, booths at public gatherings (school, mall, etc.).
Teacher should also make sure that unit fits chronologically with state and local voter registration rules. For example, the Florida Department of Elections (1) requires 29 days before an election for a voter to be registered. This means that this unit should conclude by the first week of October, to ensure all registrations are official before the upcoming election.
Class Period 1: To begin the unit lesson, ask students to write a short paper (approximately 2-3 paragraphs) asking their thoughts and opinions on why they think causes people to vote and whether or not they would vote. Teacher will give approximately 15-20 minutes for writing. Remainder of class period to be spent discussing what students wrote about voting.
Class Period 2: Students will evaluate data on voting behavior over the last 50 years in the United States, including both Presidential and non-Presidential elections. The students will look for trends in the data among a number of different categories, including overall turnout, turnout in Presidential vs. non-Presidential elections, turnout by age groups, turnout by race, turnout by gender, etc. In addition, students will evaluate major changes in the electorate over the last 50 years, including the abolition of poll taxes by the 24th Amendment and the change in voting age from 21 to 18 by the 26th Amendment.
Class Period 3: After evaluating the voting data and discussing their own personal perspectives on voting, students will be informed that their class will be creating a voter registration/information drive. This drive is designed to increase voter turnout and inform voters on the issues.
-Given the emphasis on voter turnout, the unit would be best run early during the fall semester in a Presidential or Congressional election year. However, this unit can be modified to be run during any time of any year.
-During spring of election year, focus on voter registration and primary campaigns
-During other times, focus on voter registration (especially pre-registering students at the high school). But additional focus could be placed on local government functions and local government elections.
-Inform students they will be using technology to create informational videos/podcasts/presentations designed to inform voters or increase voter turnout. Teacher will tell students what resources are available for their use in this project.
-Teacher will allow students to group themselves into 3-4 person groups to create material for this campaign. Allowing students to self-group will hopefully allow students to find groups where they can work well together and groups where they can find a common perspective or issue to embrace.
-If this is done in multiple classrooms at once, their work should be put together into one large voter registration/information drive.
-Give students remainder of class period to discuss possible ideas for their group project. Teacher should go around to each group to help guide students in their selection of issue. Ask groups to submit their issue by the beginning of the class period following the next.
Next Week: Students should be given some time in class to refine their ideas/create content for their submission to the class voter registration/information guide. Teacher can determine whether or not this time is interspersed with lesson content (hopefully about other civic/voting issues) or if the time should be fully devoted to the refining and creation of content.
-By this time, some defined end date should be given to the students, as well as an idea of where they will present their resources.
-This should include:
- Some type of public media presentation (local TV channel broadcasts or school news broadcast) for video clips
-A website where resources can all be viewed/listened to/displayed/downloaded, as well as links to other relevant sites
-A public gathering where non-media resources can be viewed and voter registration information can be dispersed and voters can be registered for the upcoming election
-Remember that, in Florida, voters can pre-register as soon as they turn 16. This is important for helping pre-register students at the high school
Presentation: At the pre-arranged times, students will be asked to present and post their created materials. At this time, they will be assessed by teacher for accuracy of information, individual participation, and appropriateness of the presentation type.
Next Generation Sunshine State Standards (2)
SS.912.C.2.2- Evaluate the importance of political participation and civic participation.
SS.912.C.2.3- Experience the responsibilities of citizens at the local, state, or federal levels.
SS.912.C.2.5- Conduct a service project to further the public good.
SS.912.C.2.8- Analyze the impact of citizen participation as a means of achieving political and social change.
SS.912.C.2.10- Monitor current public issues in Florida.
SS.912.C.2.14- Evaluate the processes and results of an election at the state or federal level.
SS.912.C.2.16- Analyze trends in voter turnout.
LA.1112.5.2.3- The student will use research and visual aids to deliver oral presentations that inform, persuade, or entertain, and evaluates ones own and others oral presentations according to designed rubric criteria
LA.1112.6.4.1- The student will select and use appropriate available technologies (e.g., computer, digital camera) to enhance communication and achieve a purpose (e.g., video, presentations); and
LA.1112.6.4.2- The student will routinely use digital tools for publication, communication and productivity.
NETS
Communication and Collaboration (3)
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
Technologies Used:
-Some students will use various recording tools (video camera and audio recorders)
-Some students will use appropriate software to create audio/video presentations.
-Includes Windows Movie Maker, iTunes, iMovie, Garage Band, and other common software
-Some students will be use software for graphic design projects
-Those used for posters, digital storytelling, brochures, etc.
Assessment: Students will be assessed on three criteria, all equal in value:
- Individual contributions to group project. Will be determined both by teacher observation of group work and by self-reporting done by group members
-Accuracy of information: Teacher will evaluate the accuracy of information presented by students. Students will be asked to properly cite material used in project for teacher to investigate at this stage of assessment.
-Use of technology: Students will be judged on appropriate use of technology. Also includes consideration for creativity.
1. “Register to Vote - Florida Division of Elections - Department of State,” http://elections.myflorida.com/voter-registration/voter-reg.shtml.
2. “Homepage,” http://www.floridastandards.org/index.aspx
3. “NETS_for_Students_2007_Standards.pdf (application/pdf Object),” http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf.
Area of service –Civic Responsibility
Grade level/setting – High School
Subject area – Civics/Government
Unit description – a summary of the class service-learning project, its implementation, and goal. –
Before the Unit: Teacher will ensure students have the technology necessary to create material for the Voter Registration drive, including video camera(s), audio recorder(s), and computers and computer programs used to create video/audio.
Teacher should try to find time for their class to present in front of a larger audience. Examples include local TV networks, school assemblies, school news broadcasts, community centers, booths at public gatherings (school, mall, etc.).
Teacher should also make sure that unit fits chronologically with state and local voter registration rules. For example, the Florida Department of Elections (1) requires 29 days before an election for a voter to be registered. This means that this unit should conclude by the first week of October, to ensure all registrations are official before the upcoming election.
Class Period 1: To begin the unit lesson, ask students to write a short paper (approximately 2-3 paragraphs) asking their thoughts and opinions on why they think causes people to vote and whether or not they would vote. Teacher will give approximately 15-20 minutes for writing. Remainder of class period to be spent discussing what students wrote about voting.
Class Period 2: Students will evaluate data on voting behavior over the last 50 years in the United States, including both Presidential and non-Presidential elections. The students will look for trends in the data among a number of different categories, including overall turnout, turnout in Presidential vs. non-Presidential elections, turnout by age groups, turnout by race, turnout by gender, etc. In addition, students will evaluate major changes in the electorate over the last 50 years, including the abolition of poll taxes by the 24th Amendment and the change in voting age from 21 to 18 by the 26th Amendment.
Class Period 3: After evaluating the voting data and discussing their own personal perspectives on voting, students will be informed that their class will be creating a voter registration/information drive. This drive is designed to increase voter turnout and inform voters on the issues.
-Given the emphasis on voter turnout, the unit would be best run early during the fall semester in a Presidential or Congressional election year. However, this unit can be modified to be run during any time of any year.
-During spring of election year, focus on voter registration and primary campaigns
-During other times, focus on voter registration (especially pre-registering students at the high school). But additional focus could be placed on local government functions and local government elections.
-Inform students they will be using technology to create informational videos/podcasts/presentations designed to inform voters or increase voter turnout. Teacher will tell students what resources are available for their use in this project.
-Teacher will allow students to group themselves into 3-4 person groups to create material for this campaign. Allowing students to self-group will hopefully allow students to find groups where they can work well together and groups where they can find a common perspective or issue to embrace.
-If this is done in multiple classrooms at once, their work should be put together into one large voter registration/information drive.
-Give students remainder of class period to discuss possible ideas for their group project. Teacher should go around to each group to help guide students in their selection of issue. Ask groups to submit their issue by the beginning of the class period following the next.
Next Week: Students should be given some time in class to refine their ideas/create content for their submission to the class voter registration/information guide. Teacher can determine whether or not this time is interspersed with lesson content (hopefully about other civic/voting issues) or if the time should be fully devoted to the refining and creation of content.
-By this time, some defined end date should be given to the students, as well as an idea of where they will present their resources.
-This should include:
- Some type of public media presentation (local TV channel broadcasts or school news broadcast) for video clips
-A website where resources can all be viewed/listened to/displayed/downloaded, as well as links to other relevant sites
-A public gathering where non-media resources can be viewed and voter registration information can be dispersed and voters can be registered for the upcoming election
-Remember that, in Florida, voters can pre-register as soon as they turn 16. This is important for helping pre-register students at the high school
Presentation: At the pre-arranged times, students will be asked to present and post their created materials. At this time, they will be assessed by teacher for accuracy of information, individual participation, and appropriateness of the presentation type.
Next Generation Sunshine State Standards (2)
SS.912.C.2.2- Evaluate the importance of political participation and civic participation.
SS.912.C.2.3- Experience the responsibilities of citizens at the local, state, or federal levels.
SS.912.C.2.5- Conduct a service project to further the public good.
SS.912.C.2.8- Analyze the impact of citizen participation as a means of achieving political and social change.
SS.912.C.2.10- Monitor current public issues in Florida.
SS.912.C.2.14- Evaluate the processes and results of an election at the state or federal level.
SS.912.C.2.16- Analyze trends in voter turnout.
LA.1112.5.2.3- The student will use research and visual aids to deliver oral presentations that inform, persuade, or entertain, and evaluates ones own and others oral presentations according to designed rubric criteria
LA.1112.6.4.1- The student will select and use appropriate available technologies (e.g., computer, digital camera) to enhance communication and achieve a purpose (e.g., video, presentations); and
LA.1112.6.4.2- The student will routinely use digital tools for publication, communication and productivity.
NETS
Communication and Collaboration (3)
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
Technologies Used:
-Some students will use various recording tools (video camera and audio recorders)
-Some students will use appropriate software to create audio/video presentations.
-Includes Windows Movie Maker, iTunes, iMovie, Garage Band, and other common software
-Some students will be use software for graphic design projects
-Those used for posters, digital storytelling, brochures, etc.
Assessment: Students will be assessed on three criteria, all equal in value:
- Individual contributions to group project. Will be determined both by teacher observation of group work and by self-reporting done by group members
-Accuracy of information: Teacher will evaluate the accuracy of information presented by students. Students will be asked to properly cite material used in project for teacher to investigate at this stage of assessment.
-Use of technology: Students will be judged on appropriate use of technology. Also includes consideration for creativity.
1. “Register to Vote - Florida Division of Elections - Department of State,” http://elections.myflorida.com/voter-registration/voter-reg.shtml.
2. “Homepage,” http://www.floridastandards.org/index.aspx
3. “NETS_for_Students_2007_Standards.pdf (application/pdf Object),” http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf.
Wednesday, October 21, 2009
Thursday, October 8, 2009
Blog Reflection #6: This blog post isn't half bad.
Why do the social networking examples in Wesch’s video matter?
Wesch was trying to reconcile two conflicting uses of social media: social media as a fragmenting force and social media as a unifying agent. His examples showcased both of those things. Specifically, this set of equations made his point.
Anonymity + physical distance + ephemeral dialogue = hatred as public performance
(Statler: You know, this blog post isn’t half bad.
Waldorf: It isn’t?
Statler: Nope, it’s all bad.
Both: Oh ho ho ho ho.)
Anonymity + physical distance + ephemeral dialogue = freedom to experience humanity without fear or anxiety
For the first equation, Wesch showed the negative comments left on YouTube. For the second equation, Wesch showed the videos created by MadV and responded to by thousands more.
What is the role of "self" in social networking?
Because people are defined by how they relate to others, social networking now defines how people relate to themselves. Social networking causes the re-evaluation of the “self.” Because the type of communication is more anonymous, more physically distant, and more ephemeral, it changes how people create it. Will they turn their self inward, becoming focused on only their small niche of the world? Or will they turn their self outward, engaging the whole world around them? The new social media reflects both of these perspectives, and each perspective has been strengthened in the last decade.
Based on your answer, what are the implications to using social networking in education? Do you look at social networking differently based on this video? How?
Social networking in education must be focused on extending the self outward. Some of the educational social networking that I’ve seen has not seemed to focus outward. The individual unit (either a student, student group, classroom, or school) just contributes a piece to a greater unit, never bothering to put that piece together with the other pieces, or even ensuring their piece is part of that puzzle. The social networking that has focused outward has been much more valuable. Those products focus on the positive social aspects, like communication and collaboration. Communication and collaboration transform social networking from mental masturbation to stimulating mental intercourse.
What educators must do before social networking is build the community before assembling the content. If there is no community, no collaboration, the activity is merely a hi-tech method of displaying information.
I believed that social networking was self-minded individuals getting together and reinforcing their beliefs, becoming more insular than expansive in their thoughts and behavior. I’m still unsure that social networking is not what I thought it was, but seeing extra examples brought me more faith in the concept of social networking.
Wesch was trying to reconcile two conflicting uses of social media: social media as a fragmenting force and social media as a unifying agent. His examples showcased both of those things. Specifically, this set of equations made his point.
Anonymity + physical distance + ephemeral dialogue = hatred as public performance
(Statler: You know, this blog post isn’t half bad.
Waldorf: It isn’t?
Statler: Nope, it’s all bad.
Both: Oh ho ho ho ho.)
Anonymity + physical distance + ephemeral dialogue = freedom to experience humanity without fear or anxiety
For the first equation, Wesch showed the negative comments left on YouTube. For the second equation, Wesch showed the videos created by MadV and responded to by thousands more.
What is the role of "self" in social networking?
Because people are defined by how they relate to others, social networking now defines how people relate to themselves. Social networking causes the re-evaluation of the “self.” Because the type of communication is more anonymous, more physically distant, and more ephemeral, it changes how people create it. Will they turn their self inward, becoming focused on only their small niche of the world? Or will they turn their self outward, engaging the whole world around them? The new social media reflects both of these perspectives, and each perspective has been strengthened in the last decade.
Based on your answer, what are the implications to using social networking in education? Do you look at social networking differently based on this video? How?
Social networking in education must be focused on extending the self outward. Some of the educational social networking that I’ve seen has not seemed to focus outward. The individual unit (either a student, student group, classroom, or school) just contributes a piece to a greater unit, never bothering to put that piece together with the other pieces, or even ensuring their piece is part of that puzzle. The social networking that has focused outward has been much more valuable. Those products focus on the positive social aspects, like communication and collaboration. Communication and collaboration transform social networking from mental masturbation to stimulating mental intercourse.
What educators must do before social networking is build the community before assembling the content. If there is no community, no collaboration, the activity is merely a hi-tech method of displaying information.
I believed that social networking was self-minded individuals getting together and reinforcing their beliefs, becoming more insular than expansive in their thoughts and behavior. I’m still unsure that social networking is not what I thought it was, but seeing extra examples brought me more faith in the concept of social networking.
For Blog Reflection #7
Watch TED Talk, Clay Shirkey, How social media can make history
Select a historical event. Write an "imagine" essay explaining how the event would be different if the media implications provided in Clay Shirkey's talk had been available at that time. Have fun with it. Be creative. Include a question to which your classmates can respond.
Initial post by Monday, October 19. Respond to two classmates by October 22.
Great Chicago Fire
BroadShoulders519: Just left O'Leary's for the night. Saw their new cow by the lantern light. Looks healthy.
8:45 PM Oct 8th from web
Adam Heinemann The smoke from yesterday's fire is finally clearing up. Hope we don't have any more flames to worry about for a while. Too much wind and too little rain makes Adam = :-(
October 8 at 9:03 pm · Comment · Like
@BroadShoulders519: Just saw this video online. Weren't you just at the O'Leary's? http://www.youtube.com/watch?v=77JsjF6b0rw&feature=related
9:45 PM Oct 8th from web
Adam Heinemann Heard the fire alarm outside. I can't believe this is happening again.
October 8 at 10:03 pm · Comment · Like
Chad Casarotto likes this.
Kayne West President Grant doesn't care about Catholic people.
Sat at 9:40 pm · Comment · Like
Mike Myers .....
Adam Heinemann believes that no one should die because they couldn't get firefighters, and no one should go broke because they have a fire. If you agree post this as your status for the rest of the day. Demand universal firefighting.
Yesterday at 11:07 am · Comment · Like
Laura Bland Hell yeah. We need universal firefighting now!
Adam joined the group Firefighting For All. · Comment · Like
Firefighting For All Tuesday October 20th - National Telegram-In Day - Time to Deliver Make 3 telegrams to your reps and senators (who are not directly elected by citizens) to support firefighting reform.
Today at 12:15 am · Comment · Like
Select a historical event. Write an "imagine" essay explaining how the event would be different if the media implications provided in Clay Shirkey's talk had been available at that time. Have fun with it. Be creative. Include a question to which your classmates can respond.
Initial post by Monday, October 19. Respond to two classmates by October 22.
Great Chicago Fire
BroadShoulders519: Just left O'Leary's for the night. Saw their new cow by the lantern light. Looks healthy.
8:45 PM Oct 8th from web
Adam Heinemann The smoke from yesterday's fire is finally clearing up. Hope we don't have any more flames to worry about for a while. Too much wind and too little rain makes Adam = :-(
October 8 at 9:03 pm · Comment · Like
@BroadShoulders519: Just saw this video online. Weren't you just at the O'Leary's? http://www.youtube.com/watch?v=77JsjF6b0rw&feature=related
9:45 PM Oct 8th from web
Adam Heinemann Heard the fire alarm outside. I can't believe this is happening again.
October 8 at 10:03 pm · Comment · Like
Chad Casarotto likes this.
Kayne West President Grant doesn't care about Catholic people.
Sat at 9:40 pm · Comment · Like
Mike Myers .....
Adam Heinemann believes that no one should die because they couldn't get firefighters, and no one should go broke because they have a fire. If you agree post this as your status for the rest of the day. Demand universal firefighting.
Yesterday at 11:07 am · Comment · Like
Laura Bland Hell yeah. We need universal firefighting now!
Adam joined the group Firefighting For All. · Comment · Like
Firefighting For All Tuesday October 20th - National Telegram-In Day - Time to Deliver Make 3 telegrams to your reps and senators (who are not directly elected by citizens) to support firefighting reform.
Today at 12:15 am · Comment · Like
Sunday, October 4, 2009
iTunesU Collection feat. Richard Nixon
The Political Times of Richard Nixon
Video and audio of President Richard Nixon, ranging from his time as Vice President to Watergate and resignation.
The iTunesU collection I created was all about former President Richard Nixon. Nixon is a compelling historical figure for me and I think makes the good basis for a unit lesson plan because he has a crucial role in most of the interesting events taking place in U.S. History from the 1950s to the mid 1970s.
As a member of Congress and Vice President, Nixon was an important figure in the anti-communist movement. While Vice President, Nixon visited the Soviet Union, engaging in the famous "Kitchen Debate". He ran in the very contentious 1960 debate against John Kennedy. He took over as President during the middle of the Vietnam War. His "silent majority" comment provided counter-point for the culture wars of the late 1960s. He took a phone call from the Apollo 11 mission. He visited China in 1972, an important event in modern U.S.-China relations. And finally, he presided over the largest political scandal in U.S. history. For these reason, Richard Nixon makes an excellent focal point for a unit lesson plan in U.S. History.
In order to make this unit lesson plan more active for the students, I would put students into an investigative/journalistic role to cover some of these events. Students could report on his role discovering the "Pumpkin Papers" and his work with the House Un-American Activities Commission. Others could cover his vice presidency and the "Kitchen Debate." Another group could report on the 1960 Presidential election. Other topics could cover the Vietnam War, the moon landing, the culture conflicts of the 1960s, his visit to China, and Watergate. Each of these topics likely have some primary documents that students could use to create their presentation.
One strength of this unit lesson plan is that there's a wealth of resources referring to Richard Nixon and his life and times. A potential weaknesses is that students may have problems finding good resources with among the myriad resources available. Another weakness is that some of the topics seem more important than the others, although I personally believe each one has value for a U.S. History classroom.
Resources:
http://www.digitalvaults.org/record/1625.html
Digitalvaults.org has a wide range of primary documents referring the the events of Nixon's political career and would be a useful resources for students investigating Nixon.
Video and audio of President Richard Nixon, ranging from his time as Vice President to Watergate and resignation.
The iTunesU collection I created was all about former President Richard Nixon. Nixon is a compelling historical figure for me and I think makes the good basis for a unit lesson plan because he has a crucial role in most of the interesting events taking place in U.S. History from the 1950s to the mid 1970s.
As a member of Congress and Vice President, Nixon was an important figure in the anti-communist movement. While Vice President, Nixon visited the Soviet Union, engaging in the famous "Kitchen Debate". He ran in the very contentious 1960 debate against John Kennedy. He took over as President during the middle of the Vietnam War. His "silent majority" comment provided counter-point for the culture wars of the late 1960s. He took a phone call from the Apollo 11 mission. He visited China in 1972, an important event in modern U.S.-China relations. And finally, he presided over the largest political scandal in U.S. history. For these reason, Richard Nixon makes an excellent focal point for a unit lesson plan in U.S. History.
In order to make this unit lesson plan more active for the students, I would put students into an investigative/journalistic role to cover some of these events. Students could report on his role discovering the "Pumpkin Papers" and his work with the House Un-American Activities Commission. Others could cover his vice presidency and the "Kitchen Debate." Another group could report on the 1960 Presidential election. Other topics could cover the Vietnam War, the moon landing, the culture conflicts of the 1960s, his visit to China, and Watergate. Each of these topics likely have some primary documents that students could use to create their presentation.
One strength of this unit lesson plan is that there's a wealth of resources referring to Richard Nixon and his life and times. A potential weaknesses is that students may have problems finding good resources with among the myriad resources available. Another weakness is that some of the topics seem more important than the others, although I personally believe each one has value for a U.S. History classroom.
Resources:
http://www.digitalvaults.org/record/1625.html
Digitalvaults.org has a wide range of primary documents referring the the events of Nixon's political career and would be a useful resources for students investigating Nixon.
Thursday, October 1, 2009
Visit AdamJohnHeinemann on YouTube! (I know I already did this)
Trying to shift to using a "professional" YouTube account: http://www.youtube.com/user/AdamJohnHeinemann
Check it out today!
Check it out today!
Thursday, September 24, 2009
Student Consumer Guides: Service Learning Lesson Plan
A California Principles of Economics class project created “Student Consumer Guides” to be distributed among students at school. These guides served the school-wide community of students by helping teens with “limited funds” make informed decisions about local goods and services. The class enlisted the help of other community entities like the Consumer Affairs Bureau, Consumer Reports and local news stations in creating their consumer guides.
This Student Consumer Guides incorporates inquiry learning into a unit on supply and demand. Students were asked to select the products and services they would review, the criteria used for reviewing goods, and a rubric to evaluate projects and services.
http://www.servicelearning.org/slice/index.php?ep_action=view&ep_id=326
This lesson plan allows for a large amount of student input and transfers many of the student focused benefits noted in our Inquiry in Social Studies mind map. Content is mostly student generated, so teacher influence is negated and students can take ownership of their work. Because the project is focused on the goods and services most likely to be used by students, it connects the students’ in-class lessons with their out-of-class activities and should provide excellent motivation for students.
Some of the methods and best practices are also seen in this lesson plan. Students are encouraged to explore familiar topics within a defined structure. By doing this, they do their own research, create their own meaning, and reach their own conclusions as social scientists.
One of the challenges that could face teachers trying to enact this type of lesson plan is providing a structure to help guide student activities that does not stifle student creativity. A specific difficulty in an assignment like this is the very wide scope of potential goods and services to be reviewed. Taking some class time to list popular goods and services for students to research may be helpful, but it runs the risk of excluding students who have specific goods and services they want to advocate. Another solution would be asking students to submit proposals for which goods and services they which to research. This method allows students to propose exactly what they want to research, while still giving the teacher the ability to disapprove any inappropriate or unnecessary research.
A project like this may have difficulty in finding the resources needed to make an effective consumer guide. By integrating local news stations, the Consumer Affairs Bureau, and Consumer Reports into the lesson plan, students should have access to the resources needed to make useful Student Consume Guides.
This project provides a very intriguing way for students to investigate supply and demand and consumer behavior within their local community. The content is extremely relevant to students and connects their classroom environment to their community. The methodology employed lets students act like social scientists. The structure and community involvement ensures students will help students from getting overwhelmed by the assignment. All in all, a very well done service learning lesson plan.
This Student Consumer Guides incorporates inquiry learning into a unit on supply and demand. Students were asked to select the products and services they would review, the criteria used for reviewing goods, and a rubric to evaluate projects and services.
http://www.servicelearning.org/slice/index.php?ep_action=view&ep_id=326
This lesson plan allows for a large amount of student input and transfers many of the student focused benefits noted in our Inquiry in Social Studies mind map. Content is mostly student generated, so teacher influence is negated and students can take ownership of their work. Because the project is focused on the goods and services most likely to be used by students, it connects the students’ in-class lessons with their out-of-class activities and should provide excellent motivation for students.
Some of the methods and best practices are also seen in this lesson plan. Students are encouraged to explore familiar topics within a defined structure. By doing this, they do their own research, create their own meaning, and reach their own conclusions as social scientists.
One of the challenges that could face teachers trying to enact this type of lesson plan is providing a structure to help guide student activities that does not stifle student creativity. A specific difficulty in an assignment like this is the very wide scope of potential goods and services to be reviewed. Taking some class time to list popular goods and services for students to research may be helpful, but it runs the risk of excluding students who have specific goods and services they want to advocate. Another solution would be asking students to submit proposals for which goods and services they which to research. This method allows students to propose exactly what they want to research, while still giving the teacher the ability to disapprove any inappropriate or unnecessary research.
A project like this may have difficulty in finding the resources needed to make an effective consumer guide. By integrating local news stations, the Consumer Affairs Bureau, and Consumer Reports into the lesson plan, students should have access to the resources needed to make useful Student Consume Guides.
This project provides a very intriguing way for students to investigate supply and demand and consumer behavior within their local community. The content is extremely relevant to students and connects their classroom environment to their community. The methodology employed lets students act like social scientists. The structure and community involvement ensures students will help students from getting overwhelmed by the assignment. All in all, a very well done service learning lesson plan.
Saturday, September 19, 2009
Response to Karl Fisch
The goal of education is to prepare students to be contributing members of society. Teachers hope to convey to their students both information and the means to utilize that information. What has not changed over the past 30 years is the type of information to be conveyed. The question becomes about conveying the means to utilize that information.
Certain of those skills are not connected to technology. Higher-order thinking skills do have a technological prerequisite. These skills can be taught to students without the teacher using technology or asking their students to use technology. And if students can learn the information and how to utilize it without technology, what is the role of technology in the classroom?
Technology is the medium of expression for both the information and the skills needed to utilize the information. Just as a man today can build and live in a house without electronic tools, students can be taught without electronic tools. But those students will be ill-prepared for 21st century society, just as a house without electricity would be ill-prepared for a freezing winter.
Teachers cannot ignore the medium of expression that students will be using in society. And it is quickly becoming true that technological literacy is as important today as reading and writing 30 years ago. 21st century society will require its citizens to communicate with technology, and a teacher unwilling to learn technological literacy is being irresponsible to their students.
Technology gathers myriad information that students can easily access. Technology provides an environment for students to easily learn and practice higher-order thinking skills. Technology will be the medium of expression that connects people together. And none of that can be ignored.
Adam Heinemann
University of Florida
ProTeach Graduate Student
Certain of those skills are not connected to technology. Higher-order thinking skills do have a technological prerequisite. These skills can be taught to students without the teacher using technology or asking their students to use technology. And if students can learn the information and how to utilize it without technology, what is the role of technology in the classroom?
Technology is the medium of expression for both the information and the skills needed to utilize the information. Just as a man today can build and live in a house without electronic tools, students can be taught without electronic tools. But those students will be ill-prepared for 21st century society, just as a house without electricity would be ill-prepared for a freezing winter.
Teachers cannot ignore the medium of expression that students will be using in society. And it is quickly becoming true that technological literacy is as important today as reading and writing 30 years ago. 21st century society will require its citizens to communicate with technology, and a teacher unwilling to learn technological literacy is being irresponsible to their students.
Technology gathers myriad information that students can easily access. Technology provides an environment for students to easily learn and practice higher-order thinking skills. Technology will be the medium of expression that connects people together. And none of that can be ignored.
Adam Heinemann
University of Florida
ProTeach Graduate Student
Wednesday, September 16, 2009
Visit rancoremalone on YouTube!
I wanted to announce that I now have a YouTube channel, entitled rancoredmalone, that includes a vlog discussing my practicum experience.
There's 5 videos up (or being put up now), and there will likely be more added soon. Be warned that I do swear a couple of times, and most of the videos are just close-ups of my face when I'm talking. So, if you like looking at me and hearing me ramble on, check out rancoredmalone on YouTube.
http://www.youtube.com/user/rancoredmalone
There's 5 videos up (or being put up now), and there will likely be more added soon. Be warned that I do swear a couple of times, and most of the videos are just close-ups of my face when I'm talking. So, if you like looking at me and hearing me ramble on, check out rancoredmalone on YouTube.
http://www.youtube.com/user/rancoredmalone
Sunday, September 13, 2009
Great method or great technology?
The article entitled “The Impact of Cognitive Organizers and Technology-Based Practices on Student Success in Secondary Social Studies Classrooms” provided tremendous support for utilizing cognitive organizers to help students integrate content material with “various graphics, pictures, and templates.” Students used Inspiration 6 software on desktop computers within a school computer lab to create the cognitive organizers.
An experiment was designed and executed where the control group used traditional textbook teaching methods, which included teacher presentation, cooperative learning, and a guided reading worksheet. The treatment group used a pen-and-paper cognitive organizer, which was later converted onto the computer using the Inspiration 6 software. Both groups met for four 90-minute class periods. Both groups were inclusive classrooms containing general education students and 20 with mild disabilities. Both groups were assessed using a 35 question pre/post test. The results showed that the treatment group performed better at the post-test to a statistically significant level.
In my own classroom, I would like to use cognitive organizers to help students make their own connections with the material presented. The experiment focused on the Cold War, taught over four 90-minute class periods. Both the unit topic and unit length seemed to fit this method well. The unit being taught should be significant enough for students to make their own connections with the knowledge without being so broad as to become muddled. The Cold War is a good example of a unit topic, as would be the Civil War, World War II, the Great Depression.
I was curious how the experiment would’ve proceeded were the students given just the pen-and-paper cognitive organizers. Was the success mainly a result of cognitive organizers or the technology used to best create them? I personally suspect that this technology was the main factor that made the cognitive organizers useful enough for students to organize information.
My thoughtful question is an extension of one asked by the experiment’s authors in the article’s discussion section. The authors ponder “If students were provided access to the software, would they attempt to apply it, voluntarily, in other classes or would they independently generalize and maintain the strategy without the software?” I also wonder how students would utilize the technology if given it independently. I suspect that a heavy amount of guidance is necessary to make the technology accessible and useful to students.
An experiment was designed and executed where the control group used traditional textbook teaching methods, which included teacher presentation, cooperative learning, and a guided reading worksheet. The treatment group used a pen-and-paper cognitive organizer, which was later converted onto the computer using the Inspiration 6 software. Both groups met for four 90-minute class periods. Both groups were inclusive classrooms containing general education students and 20 with mild disabilities. Both groups were assessed using a 35 question pre/post test. The results showed that the treatment group performed better at the post-test to a statistically significant level.
In my own classroom, I would like to use cognitive organizers to help students make their own connections with the material presented. The experiment focused on the Cold War, taught over four 90-minute class periods. Both the unit topic and unit length seemed to fit this method well. The unit being taught should be significant enough for students to make their own connections with the knowledge without being so broad as to become muddled. The Cold War is a good example of a unit topic, as would be the Civil War, World War II, the Great Depression.
I was curious how the experiment would’ve proceeded were the students given just the pen-and-paper cognitive organizers. Was the success mainly a result of cognitive organizers or the technology used to best create them? I personally suspect that this technology was the main factor that made the cognitive organizers useful enough for students to organize information.
My thoughtful question is an extension of one asked by the experiment’s authors in the article’s discussion section. The authors ponder “If students were provided access to the software, would they attempt to apply it, voluntarily, in other classes or would they independently generalize and maintain the strategy without the software?” I also wonder how students would utilize the technology if given it independently. I suspect that a heavy amount of guidance is necessary to make the technology accessible and useful to students.
Thursday, September 10, 2009
Technology in the Everyday Social Studies Classroom.
After finding out that I was supposed to write about a "blog, podcast, AND wiki" instead of a "blog, podcast, OR wiki." I found this interesting psychology podcast through iTunes entitled "Psychology in Everyday Life: The Psych Files." The words "Everyday Life" most interested me, because I find relating the social studies to students a very rewarding and sometimes difficult task.
This podcast would probably be best used as a supplementary material for a high school psychology classroom, given its length and frequency of release. However, certain podcasts may cross over with their subjects and be useful in a number of classrooms.
The two podcasts I downloaded concerned themselves with the emotional effect of music on listeners and a “powerful mnemonic device.” Both of these topics are interesting to students and integrate psychology into their everyday lives.
The wiki I found was one for a 8th grade social studies class focused on revolutions throughout history. What I found tremendously interesting about the website was not how it could be used as a resource for other social studies teachers, because the material is mainly the exact same as what is presented to the 8th grade social studies class. I was very interested in how it was used as a resource for that 8th grade class. All the resources on it would be extremely useful for students in the classroom that need to study or reference the class material for a paper or presentation. I imagine this is how most of us will use technology as a resource in our classrooms. Not necessarily to link our classroom to resources all over the country and all over the world, but to link it to all the resources available within our classroom itself.
http://msimon.wikispaces.com/8th+Grade+Social+Studies
This podcast would probably be best used as a supplementary material for a high school psychology classroom, given its length and frequency of release. However, certain podcasts may cross over with their subjects and be useful in a number of classrooms.
The two podcasts I downloaded concerned themselves with the emotional effect of music on listeners and a “powerful mnemonic device.” Both of these topics are interesting to students and integrate psychology into their everyday lives.
The wiki I found was one for a 8th grade social studies class focused on revolutions throughout history. What I found tremendously interesting about the website was not how it could be used as a resource for other social studies teachers, because the material is mainly the exact same as what is presented to the 8th grade social studies class. I was very interested in how it was used as a resource for that 8th grade class. All the resources on it would be extremely useful for students in the classroom that need to study or reference the class material for a paper or presentation. I imagine this is how most of us will use technology as a resource in our classrooms. Not necessarily to link our classroom to resources all over the country and all over the world, but to link it to all the resources available within our classroom itself.
http://msimon.wikispaces.com/8th+Grade+Social+Studies
Monday, September 7, 2009
Freak Out! (About Economics Blogs)
For my choice of social studies blog, podcast, or wiki, I found the blog of my personal favorite work of Economics, the Freakonomics blog, written by Steven D. Levitt and Stephen J. Dubner, and maintained by the New York Times online opinion section at http://freakonomics.blogs.nytimes.com/ .
Freakonomics was an instant classic for me after I read it because it exemplified the reasons I was interested in economics: it was curious, it was interesting, and it was personally relevant. And when Economist Steven Levitt admitted, “I just don’t know very much about the field of economics. I’m not good at math. I don’t know a lot of econometrics, and I also don’t know how to do theory,” it rang true.
(Note: When you don’t really know economics, having a bachelor’s in Economics leads people to ask a lot of questions you won’t know the answer to. So I don’t know what’s wrong with the economy, although I think something bad happened because people invested in houses with money they didn’t have because they all assumed house prices would never go down. And once everyone realized they had assumed that, the market collapsed because they were all speculators ((like the ones in 1929)).)
The realistic, interesting examples written about in the book and blog title Freakonomics made me interested in how economics could explain the decisions people make. The Blog features posts about car prices vs. house prices in Detroit, the selling value of burial plots, and the right amount of ice for 7-11 drinks. Any single one of these can make an interesting discussion topic in class when tied into an appropriate lesson. Not only that, but these posts are about issues that could be relevant to students. Not only that, I can already imagine ways to incorporate chapters from the book Freakonomics into lesson plans for high school economics classes.
When a particular approach to economic thinking can be more personally relevant to students (and their teacher) I think meaningful learning, learning attached to previous knowledge and interest of the students can best occur.
Freakonomics was an instant classic for me after I read it because it exemplified the reasons I was interested in economics: it was curious, it was interesting, and it was personally relevant. And when Economist Steven Levitt admitted, “I just don’t know very much about the field of economics. I’m not good at math. I don’t know a lot of econometrics, and I also don’t know how to do theory,” it rang true.
(Note: When you don’t really know economics, having a bachelor’s in Economics leads people to ask a lot of questions you won’t know the answer to. So I don’t know what’s wrong with the economy, although I think something bad happened because people invested in houses with money they didn’t have because they all assumed house prices would never go down. And once everyone realized they had assumed that, the market collapsed because they were all speculators ((like the ones in 1929)).)
The realistic, interesting examples written about in the book and blog title Freakonomics made me interested in how economics could explain the decisions people make. The Blog features posts about car prices vs. house prices in Detroit, the selling value of burial plots, and the right amount of ice for 7-11 drinks. Any single one of these can make an interesting discussion topic in class when tied into an appropriate lesson. Not only that, but these posts are about issues that could be relevant to students. Not only that, I can already imagine ways to incorporate chapters from the book Freakonomics into lesson plans for high school economics classes.
When a particular approach to economic thinking can be more personally relevant to students (and their teacher) I think meaningful learning, learning attached to previous knowledge and interest of the students can best occur.
Thursday, September 3, 2009
The Amazingness of Zotero
Here are some drag-and-drop citations from Zotero, both of which refer back to utilizing Zotero.
1. “quick_start_guide [Zotero Documentation],” http://www.zotero.org/support/quick_start_guide.
1. “Zotero Makes Writing Papers a Bit Less Painful | Wired Science | Wired.com,” http://www.wired.com/wiredscience/2008/05/zotero-makes-wr/.
1. “quick_start_guide [Zotero Documentation],” http://www.zotero.org/support/quick_start_guide.
1. “Zotero Makes Writing Papers a Bit Less Painful | Wired Science | Wired.com,” http://www.wired.com/wiredscience/2008/05/zotero-makes-wr/.
Wednesday, September 2, 2009
Technological Spinal Damage
Why should technology be integrated into social studies classrooms? How has the learning from our first session influenced your answer? Please support your views with content from the readings.
The internet is an amazing resource for teachers because of the sheer volume and access to resources it provides. No matter your discipline within the umbrella of social studies, there will be additional resources for you to choose from. And your students will likely also benefit from the learning opportunities presented by access to a vast number of resources.
And it appears students are more interested in utilizing these new technologies to express themselves than they ever were for taking notes or reading textbooks. Their enthusiasm for this new technology suggests that both teachers and students will benefit extremely from integrating technology into the social studies classroom.
But as substantial as these new resources are, I wonder if there were similar feelings whenever a new piece of technology is introduced into the classroom. Teachers having access to videos to show what they could only merely describe before. Students using offline computers to learn in a new way and to express themselves through typed words. Both of these technologies likely had similar (although maybe less substantial) effects on how teachers and students existed in the classroom. And while we can clearly understand the benefits teachers and students gain from the access to additional interesting, relevant course materials, it seems a little harder to understand why students are so interested in expressing themselves in this new manner.
I personally believe that adolescents are much more prone to utilizing these technologies than other age groups. The adolescent psychology concept of “imaginary audience,” where students feel that “they are always on stage and that everyone around them is as aware of, and concerned about their appearance and behavior as they are themselves.” (quote coming from the Instructional Strategies book used in ESE 6345, page 5) The ability of technology to seamlessly connect people together must be appealing to adolescents on this level. Uploading a podcast or blog post that is, theoretically, available to anybody in the world must be quite the thrill. And November’s book provides many examples of students or groups of students whose work has been noticed on a larger scale than the individual classroom. I would say I received a similar thrill to being exposed to these technologies because I loved the idea that everything could be connected to everything else. I love the fact that people could be connected to my work (and I to theirs) and that disparate threads could be easily integrated together. After week one of class, I felt positively giddy about becoming more technologically literate and I dove in headfirst.
Many students encountering these technologies probably have the desire to dive in head first. Unfortunately, that desire could lead to technological spinal damage. Attempting to use the Internet as a resource without proper web literacy is bound to hamper learning. November expresses this fear when he paraphrases Marshall McLuhan, “The real danger is that is that a majority of students will lack the critical-thinking skills necessary to separate the message from the medium.” (Page 80) Students need to be taught web literacy to make the Internet into a safe source for learning and expression.
Web literacy does not come easily. I have always considered myself well-versed in technology, but I did not know exactly how search engines generated their results or how to completely read domain names. At the same time technology is compelling and interesting, it is daunting, an obstacle to overcome. This is the real value of November’s book to me. It really is providing “Web Literacy for Educators.” And once we can become fluent in web literacy, we can transfer these skills to our students and truly unlock the amazing potential of the internet.
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