Evaluate and reflect on Classroom 2.0 technology tool
Definition: from U.S. Department of Education
"Interactive whiteboards are used in many schools as replacements for traditional whiteboards or flipcharts. They provide ways to show students anything which can be presented on a computer's desktop (educational software, web sites, and others). In addition, interactivewhiteboards allow teachers to record their instruction and post the material for review by students at a later time. This can be a very effective instructional strategy for students who benefit from repetition, who need to see the material presented again, for students who are absent from school, for struggling learners, and for review for examinations. Brief instructional blocks can be recorded for review by students—they will see the exact presentation that occurred in the classroom with the teacher's audio input. This can help transform learning and instruction."
SmartBoard or Promethean
In this discussion Leigh Newton seeks information about competing whiteboard products SmartBoard or Promethean. I learned from this discussion that there are many things to consider when deciding on which Interactive White Board (IWB) to purchase; like, price, features, ease of learning, ease of use, portability, compatibility, hardware and software, and quality. When it comes to price the SmartBoard is very expensive compared to other brands like Interwrite Pad. The Promethean and SmartBoard have more or less the same features. Most of the comments favor the Promethean when it comes to ease of use and ease of learning. The Promethean is also more portable because only hardware that is needed is the projector and laptop; evidently, the SmartBoard projector should be mounted on the ceiling to cut down on shadowing. The Promethean has issues with their pen, which is not easily replaced if it cracks. One comment alluded that Promethean is compatible with other IWB files, but others suggested that a school should stick with one or the other. Although it does sound like Smarboard and Promethean are the leaders in the IWB market, there are many others that should be considered before purchasing; like, Polyvision (Eno), eBeam, Mimeo,Starboard, Interwrite, and Numonics to name a few. When it comes to buying electronics one must often do much research.
Interactive Whiteboards vs. Wireless Slates
In this discussion Michelle Nebel is weighing the pro and cons between a projector and an interactive whiteboard or just a projector and wireless slate. From what I gathered the interactive whiteboard is more collaborative, and would require students to leave their seats. The wireless tablets could be use for collaborative projects as well but one cursor on the main screen would have to be managed. The price on the wireless tablets is less by about 80%. If you are teaching a class and collaboration is not such an issue, then the wireless tablets can help manage the classroom because the teacher could instruct from different places in the room, like next to the talkative pupil.
Thursday, April 29, 2010
Journal #9: Professional Learning to Improve Achievement - NETS-T 3,4,5
Reflect on educational journal using ISTE publication and Citation Machine
McAnear, A. (2009). Professional learning to improve achievement for all students. 36(8), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/L_L_June_July_2009.htm
Anita McAnear discusses in her article the correlation between professional development and student learning. She relays that the research done at Stanford University concludes that professional learning is crucial to improve academic achievement. The article also touches on the availability that teachers have to improve their skills with collaboration, professional learning, involvement in curriculum decision, and mentors. To help show a road map how teachers become professional learners, Southwest Educational Development Laboratory outlined a learning cycle called the Professional Teaching and Learning Cycle (PTLC). Included in the PTLC learning cycle for teachers are discussing learning expectation, instructional strategies, development of lessons for strategies, how to gather evidence if a lesson plan worked, alternate strategy methods. Teachers in the United States are fortunate to have resources and support to improve their job, and many dedicated organizations committed to improving the achievement gap.
How was the data gathered to conclude that improving professional learning results in higher student achievement?
This article does not provide any details to this question, but it seems like a very difficult experiment to measure. First of all, wouldn’t the observed students used in the experiment have to have been taught by same teacher without professional development and then later with professional development? Then it would be hard to tell if the students improved because they had consistency with a teacher, and/or the teacher naturally improved with experience.
How, when, and who meets to collaborate on Professional Teaching and Learning Cycle?
I looks like PTLC sessions are arranged through the SEDL, and are intended for District curriculum developers, principals, vice principals, teacher leaders, technical assistance providers. I would imagine if this program proves successful and gains momentum that more facilities would appear. Perhaps with the technology to collaborate from ones home, sessions could be held via internet.
McAnear, A. (2009). Professional learning to improve achievement for all students. 36(8), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/L_L_June_July_2009.htm
Anita McAnear discusses in her article the correlation between professional development and student learning. She relays that the research done at Stanford University concludes that professional learning is crucial to improve academic achievement. The article also touches on the availability that teachers have to improve their skills with collaboration, professional learning, involvement in curriculum decision, and mentors. To help show a road map how teachers become professional learners, Southwest Educational Development Laboratory outlined a learning cycle called the Professional Teaching and Learning Cycle (PTLC). Included in the PTLC learning cycle for teachers are discussing learning expectation, instructional strategies, development of lessons for strategies, how to gather evidence if a lesson plan worked, alternate strategy methods. Teachers in the United States are fortunate to have resources and support to improve their job, and many dedicated organizations committed to improving the achievement gap.
How was the data gathered to conclude that improving professional learning results in higher student achievement?
This article does not provide any details to this question, but it seems like a very difficult experiment to measure. First of all, wouldn’t the observed students used in the experiment have to have been taught by same teacher without professional development and then later with professional development? Then it would be hard to tell if the students improved because they had consistency with a teacher, and/or the teacher naturally improved with experience.
How, when, and who meets to collaborate on Professional Teaching and Learning Cycle?
I looks like PTLC sessions are arranged through the SEDL, and are intended for District curriculum developers, principals, vice principals, teacher leaders, technical assistance providers. I would imagine if this program proves successful and gains momentum that more facilities would appear. Perhaps with the technology to collaborate from ones home, sessions could be held via internet.
Journal #8: Tapping the Wealth of Social Networks for Professional Development - NETS-T 3,4,5
Reflect on educational journal using ISTE publication and Citation Machine
Greenhow, CG. (2009). Tapping the wealth of social networks for professional development. 36(8), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/L_L_June_July_2009.htm
Christine Greenhow points out some of the advantageous of the collaborating applications used throughout the world. For instance, Twitter, Facebook, MySpace, blogs can put people one step away from public figures. These applications can also assist in everyday job situations, like the example with the grant program, where it was discovered via Twitter that the grant up for review had already been tried. The article goes on to build case that social networking could reshape the democratic culture, where everyone’s opinion can be viewed instantaneously, along with up to date information. These powerful tools are being researched and analyzed to see the affects they can have on education. I thought it was interesting that social networking triggered more peer validation, thus making students more creative, clever and articulate in their online presentation. This indicates two things: one that students are capable of doing great work when they are motivated, and that peer pressure is a strong motivator. Social networking has also been credited with providing students with a support team that can help students transition into the college life, or facilitate students helping each other with clarity of homework assignments.
Are high school teachers being encouraged to apply social networking technologies to research projects?
I would think the advantageous to allowing student to use social networking technologies to complete research projects outweigh the disadvantageous. I know some schools use to not allow the use of the internet for research projects because teachers did not want students to simple cut and paste the research project together; consequently not really learning much. But now that the education department has embraced technology, I would think that teachers are now very much encouraged to have students use social networking tools. Research projects can be designed where students would actually learn more and would not be able to simple cut and paste. For example, if the research project required five or more references on a topic, the student would have to integrate the information from the five sources, which would make cutting and pasting very difficult. The traditional encyclopedia route for research is gone.
The article points out that broadcasting anecdotal evidence gathered can help teachers troubleshoot and gain recognition. Could broadcasting also be used to evaluate teachers?
I would think teachers need to consider that anything they broadcast publicly can be used for them and against them. That said; I would imagine that when a teacher tries to facilitate a free flow of ideas, there would be some safeguards so that gathered evidence could be better filtered. Information shared should be honest and accurate, but with Twitter anyone can say anything.
Greenhow, CG. (2009). Tapping the wealth of social networks for professional development. 36(8), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/L_L_June_July_2009.htm
Christine Greenhow points out some of the advantageous of the collaborating applications used throughout the world. For instance, Twitter, Facebook, MySpace, blogs can put people one step away from public figures. These applications can also assist in everyday job situations, like the example with the grant program, where it was discovered via Twitter that the grant up for review had already been tried. The article goes on to build case that social networking could reshape the democratic culture, where everyone’s opinion can be viewed instantaneously, along with up to date information. These powerful tools are being researched and analyzed to see the affects they can have on education. I thought it was interesting that social networking triggered more peer validation, thus making students more creative, clever and articulate in their online presentation. This indicates two things: one that students are capable of doing great work when they are motivated, and that peer pressure is a strong motivator. Social networking has also been credited with providing students with a support team that can help students transition into the college life, or facilitate students helping each other with clarity of homework assignments.
Are high school teachers being encouraged to apply social networking technologies to research projects?
I would think the advantageous to allowing student to use social networking technologies to complete research projects outweigh the disadvantageous. I know some schools use to not allow the use of the internet for research projects because teachers did not want students to simple cut and paste the research project together; consequently not really learning much. But now that the education department has embraced technology, I would think that teachers are now very much encouraged to have students use social networking tools. Research projects can be designed where students would actually learn more and would not be able to simple cut and paste. For example, if the research project required five or more references on a topic, the student would have to integrate the information from the five sources, which would make cutting and pasting very difficult. The traditional encyclopedia route for research is gone.
The article points out that broadcasting anecdotal evidence gathered can help teachers troubleshoot and gain recognition. Could broadcasting also be used to evaluate teachers?
I would think teachers need to consider that anything they broadcast publicly can be used for them and against them. That said; I would imagine that when a teacher tries to facilitate a free flow of ideas, there would be some safeguards so that gathered evidence could be better filtered. Information shared should be honest and accurate, but with Twitter anyone can say anything.
Monday, April 26, 2010
Journal #6: A New Concept of Digital Citizenship for the Digital Age - NETS-T 3,4,5
Reflect on educational journal using ISTE publication and Citation Machine
Greenhow, CG. (2010). A New concept of citizenship for the digital age. 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25564&DirectListComboInd=D
Driven by the need to make our future workforce in the United States competent and able to compete in the information age, six categories were formulated by the ISTE and Partnership for 21st Century Skills. In the article “A New concept of citizenship for the digital age”, Christine Greenhow takes us through the digital citizenship category and explores the evolution of its definition. The concept of digital citizenship is hard to define and varies between countries, cultures and even standards-setting agencies. NETS-S has formally defined digital citizenship; however, their definition seems much broader than traditional definitions. NETS-S incorporates legal, ethical, safe, and responsible uses of information when measuring good online behavior. Whereas, traditional definitions of digital citizenship refer more to how a citizen uses electronic resources. Other institutions, such as University of Kansas has expanded the concept of digital citizenship to include access to information. Research and more articles like this are doing teachers and parents a service by keeping us aware of cyber bullying and number of other ethical dilemmas. Hopefully, by defining digital citizenship and surrounding issues we can prevent bad behavior.
What is the purpose of defining digital citizenship?
I think the purpose to defining what digital citizenship is to help civilization understand important issues that the 21st century generations will be facing. I think NETS-S does a good job at defining the intent of being a good citizen in the digital world. When I think of a good citizen, I think of someone who obeys the laws and is considerate of others. Perhaps by defining good digital citizenship, sound laws can be made for the good and safety of all citizens.
Should government ensure equitable access to learning and job opportunities?
According to the National Association of Colleges more than 50% of employers will be using 2.0 technologies to help sift through potential hires. That being said, the government should not try and balance the seemingly unfair advantage that people have with better access to technologies over those who don’t. Struggles and innovations are what made this country great in the first place, not a socialist form of government. Many government programs I saw growing up in Detroit only ended up devastating the people they were suppose to help. There are still plenty of opportunities in this country for anyone who wants to work hard. Conversely, I could see having access as a potential problem for employees because everything you do online could possibly be used to not hire you.
Greenhow, CG. (2010). A New concept of citizenship for the digital age. 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25564&DirectListComboInd=D
Driven by the need to make our future workforce in the United States competent and able to compete in the information age, six categories were formulated by the ISTE and Partnership for 21st Century Skills. In the article “A New concept of citizenship for the digital age”, Christine Greenhow takes us through the digital citizenship category and explores the evolution of its definition. The concept of digital citizenship is hard to define and varies between countries, cultures and even standards-setting agencies. NETS-S has formally defined digital citizenship; however, their definition seems much broader than traditional definitions. NETS-S incorporates legal, ethical, safe, and responsible uses of information when measuring good online behavior. Whereas, traditional definitions of digital citizenship refer more to how a citizen uses electronic resources. Other institutions, such as University of Kansas has expanded the concept of digital citizenship to include access to information. Research and more articles like this are doing teachers and parents a service by keeping us aware of cyber bullying and number of other ethical dilemmas. Hopefully, by defining digital citizenship and surrounding issues we can prevent bad behavior.
What is the purpose of defining digital citizenship?
I think the purpose to defining what digital citizenship is to help civilization understand important issues that the 21st century generations will be facing. I think NETS-S does a good job at defining the intent of being a good citizen in the digital world. When I think of a good citizen, I think of someone who obeys the laws and is considerate of others. Perhaps by defining good digital citizenship, sound laws can be made for the good and safety of all citizens.
Should government ensure equitable access to learning and job opportunities?
According to the National Association of Colleges more than 50% of employers will be using 2.0 technologies to help sift through potential hires. That being said, the government should not try and balance the seemingly unfair advantage that people have with better access to technologies over those who don’t. Struggles and innovations are what made this country great in the first place, not a socialist form of government. Many government programs I saw growing up in Detroit only ended up devastating the people they were suppose to help. There are still plenty of opportunities in this country for anyone who wants to work hard. Conversely, I could see having access as a potential problem for employees because everything you do online could possibly be used to not hire you.
Saturday, April 24, 2010
Friday, April 23, 2010
Rubrics NETS-S Power Point - NETS-T 1,2,3
Create Rubric to collaborate and assess PowerPoint presentation
Subscribe to:
Posts (Atom)