Video Project

http://www.youtube.com/watch?v=fR890MzAlrA

~enjoy

Post 9

Science + Technology = Creativity (and Fun)!: By Jared Mader and Ben Smith (August 2009)

Mader and Smith argue that scientists are stereotypically seen linear thinkers, only following a predetermined set of steps to answer questions. This is a problem when one is trying to teach kids to be creative and innovative. Mader and Smith suggest labs and hands-on exercises help students identify trends. Their suggestions are ultimately broken down into three areas:

1) Give them the tools:

This means providing students with the proper tools they will need in order to do scientific inquiry. From microphones, digital cameras, camcorders, and probeware. These tools would introduced during labs with clear expectations. These tools would be uses in a scaled way, introducing them as supportive, but ancillary to their learning. Soon they will be able to choose which tools to use during the course of their investigations.

2) Give them the time:

It is important to note that these more open ended assignments take more time than more structures ones as students explore the subject and their tools. Teachers should allow for this as students become more proficient in the use of their tools, during which time they will complete assignments More quickly.

3) Be vague:

Finally, Mader and Smith say that as students become familiar with their tools and are given adequate time, the teacher should give them assignments where the outcome is increasingly vague. So while the instructor should "dictate the number of graphs and tables of results that you want, and describe the procedure," but that the expected result will not be reveled.

Mader and Smith provide a website for such lessons here: http://www.edtechinnovators.com/EdTechInnovators/EdTechInnovators.html

I can easily see using this approach in my own classroom. While early on I believe a strong guiding hand would be needed in the instruction of the ways in which to use the equipment (particularly field equipment such as cameras, video recorder, or microphones which may be potentially quite expensive), but that as the student become more familiar with their uses and the possibilities of using them to learn, record, and express what they have learned I would be tempted to let them be creative as long as they demonstrated their competency in what they had learned. Whether this is as simple as a power point presentation, or more involved like Mader and Smith's example of the music video would be up to the students. This would hopefully create more enthusiasm from the students as well, being able to put more of themselves into such projects instead of simply filling out a worksheet.

Post 8

Searchme Simplifies Searching: By Kaya Hardin

Compared to the perhaps overly broad search of a search engine like Google, a tool like Searchme helps to categorize possible search results. Hardin uses the example of tiger, which could be used by students intending to search for the anime, Tiger Woods, or various sports teams. Searchme allows the search to be limited by catarogies, such as "wildlife, gold, computer and video games, music, computer hardware, scouting" and so on. In the case of s student doing a report on tigers then, would simply have to select the "wildlife" option.

Furthermore, the Searchme search engine allows users to view a screenshot of the website without having to visit it, bypassing long load times for sites which otherwise may have turned out to be fruitless.

Hardin explains that while the search engine is easy to use and excellent for students, particularly those not used to navigating larger search engine like Google, it does lack the number fo search results that these other more stablished ones have.

I could easily see using this in the classroom as an excelent way to introduce search engine to students, and for use for research projects. After all, from personal experience I know that a search engine such as Google can be difficult to navigate to the inexperienced. Therefore, using a more user friendly and downscaled version such as Searchme would be an excellent first step for those not familiar with the interface. All the more so when the search is being done on a topic which has numerous related topics of the same or similar name.

POst 7

Tracking Collaboration, By Jared Mader and Ben Smith (Sept./Oct. 2009)

Mader and Smith comment on the ways on which technology has changed the ways in which students are able to communicate and collaborate. Gone are the days when one had no other option but to meet up at someone else's home or the library to work on a group project. Instead, we have things like Google Docs, wikis, and email, and chatting. Mader and Smith make the argument that given this change in collaboration, teacher are now able to assess what was once impossible, the ways and degree in which students are collaborating.

Mader and Smith also comment on the benefits of such collaboration and technology. As they explained, technology such as Google Docs allows students to work on the same document at school and at home with no need to retype or print. Furthermore, all students on the group have access to the same document, allowing them to work on it at their leisure, ultimately culminating on one student turning in a pdf file to the teacher.

Mader and Smith also comment on email, which they describe as helpful, if potentially a bit slow for use in projects which are time sensitive. They offer texting as a quicker tool, though which limits the amount of information which can be sent. Finally, they mention chatting as likely the best tool to use which allows for real time discussion with few limits on what can be sent. Of course the problem with chatting is that it requires all students be online together to be effective.

Finally, Mader and Smith comment on wiki pages, which are suggested to be the most effective tool for online collaberative work. The wiki page allows for word processing submitting of assignments from anywhere there is a computer after all. Furthermore, it keeps track of all submissions and edits for the teacher to see, including what student contributed what.

I find all of these technologies to already be of great use to me, and could greatly help my students in the future. In an age where we are continuing to develope out student's ability to work together effectively, it would thus be advisable to introduce these technologies into teh classroom to not only keep students up to date (as if most of them needed it), but also as an alternative to those with busy schedules.

Post 6

"Walk, Fly, or Teleport to Learning: Virtual Worlds in the Classroom" By: Maureen Brown Yoder (Sept/Oct. 2009)

In light of an estimate that by 2011 there will be 20 million children using "multiuser virtual environments" (or MUVEs), up from 8.2 million, Yoder argues that this technology should be used help teachers engage their students. These virtual environments offer "social, technical, and practical life skills in a setting that keeps them engaged, inquisitive, and playful." Yoder also notes how such a format could allow for greater national and even worldwide collaboration.

Yoder's primary experience with these MUVEs has been through "Second Life," where she explored the educationally oriented "islands," stumbling across "constructivist teaching and experiential learning within virtual wonderlands." Of these includes and ISTE islands, one such island where teacher and share information with each other. Another interesting feature of Second Life is it's teen grid, which only allows those 13-17 year olds (and their teachers, pending background check) are allowed.

Another MUVE that Yoder goes over are ones developed by Global Kids and Gamepill. these include agame which allows players to discover the events of Hurricane Katrina, as well as the game Ayiti, which focuses on a developing country and the challenges children might face there, including decisions related to work, education, community building, personal purchases, and health care, with the goal of keeping the family healthy, happy, and educated. Yoder argues that it is games like this which allows students to learn about global issues. In this way not only can these games act as fantasy, but as a way to reengage with the realities of the world by telling the stories of real people.

Second Life has also been sued to facilitate science education, in particular in teaching students about sustainable building and energy alternatives. In one case, students who were suspended or otherwise did not do well in class became motivated to participate, with many students participating late into the night. The results of analysis of such projects indicate an increased desire to study science, particularly in it's application to real life.

The applications of this technology in my own classroom could be quite a helpful boost to many students, perhaps especially to those students who are too shy to participate during class, as well as for those students who lack the ability to otherwise see such environments first hand. For both of these cases, previous limitations are lifted, if only in this virtual sense, giving the students more freedom to move about and express themselves. It is my belief that this will lead to an increased ability and desire to learn.

Post 5

Should Public Schools Be Required to Offer Online K-12 Education? (Feb. 2009)
By John Adsit and Tom Layton

John Adsit argues that the offer for online K-12 education should be required. He points out that much of what we think of as high school education today has gone largely unchanged since the late 1800s, which allowed little room for the various forms of learners we know exist today.

Adsit argues that making sure an online education for students is available helps to ensure that all children are able to get the most out of education. Such education also allows for students to take courses online that they would otherwise not have access to, like advanced coursework or foreign languages. In addition, students who move around often are provided with a continous form of education. Students who have time contraints, are hospitalized,homschooled, or have much of their time dedicated to travel often are also able to keep up with schoolwork this way.

Tom Layton disagrees. While he does like the idea of making classes available online to all student, he believes the concept falls short of being law worthy. Layton argues that such a measure would likely go unfunded, leaving schools in violation of such a law, with no way to cmply. Instead, provate corporations would utilize these programs, stealing children, and thus revenue away from pubic schools.

I could easily see more online education being used in the K-12 setting in teh future. However, I doubt it will have a terible large enfluence on most public schools. insetad, I believe public schools will utulize more online options, while still requireing in-class participation. After all, face-to-face interaction is an imporrttant part of education which purely online environments do not allow.

Post 4

"When is 'Virtual' Real Enough?" By Kate Conley

In her article, Conley tackles the idea of online education, and ultimately decides that the term "virtual," or as Merriam-Webster defines it as " being such in essence or effect though not formally recognized or admitted." Conley contends that this is the state in which online education is in, not *quite* real yet, for most educators anyway.

Conley goes on to reflect on her own education in the 1970s, in which she was expected to do work both in, and outside of class (though obviously not online). Her school also used no grades, and instead used written self and teacher evaluations. This was of course a radical method of he time, and parents were skeptical about how well this prepared their students for college. As it turns out, the colleges were happy to take these students.

It was from this experience with more "radical" education techniques that Conley proclaims that she sometimes becomes irritated with those who have negative reactions to online learning. As she points out, students are already attaining much of their information from online already, with or without formal education making use of it. Conley believes that using online resources is an excellent way to expand on more formal education, and should be embraced.

Personally, I am a big proponent of online education. A large portion of my own learning has come from online sources as of late, whether it be from an online only course, or utilizing the campus library through their online article database. Even something as controversial as wikipedia provides a nice place to start if nothing else. This is not to mention the ever increasing amount of news sites, blogs, and websites specifically dedicated to student learning. In this era of computers it would be folly to NOT have our students make use of this resource.

I would make sure to present projects in my class which would require an online source (not that it would likely be needed as a requirement.) However, it would also be part of the learning process to teach students which sources of online information are credible, and thus source-worthy. Just as one needs to be careful about using magazines or books when doing research, these same skills are all the more important to online learning due to the ease of publication. Educators should thus embrace online learning, not only as a fabulous tool, but to teach our students how to properly navigate the online environment.

Post 3

"Can Facebook Replace Face-to-Face?" Larry S. Anderson and Ellen Hildenbrand

This article asked the question, "can facebook replace face-to-face," or can we teach without actually seeing out students? Anderson believes we can. He notes the feelings of connectivity one has with social networking sites like facebook, as convenient as it is practical. While Anderson makes note that interfaces like facebook fall short in areas that face-to-face instruction thrives in, but believes that despite this the forum is superior. For example, the old addage of "don't judge a book by it's cover" comes to mind in Anderson's reasoning that assumptions made on one's appearance could be greaty reduced in such a format. Instead we are left with the information they provide, rom social interaction, "personal, professional, and political tendencies," among others. Ultimately though, Anderson is not saying we should ONLY use such a system as facebook, only noting it's use as a precurser to face-to-face instruction. Anderson notes further the convenience of exchanging media in this medium, as well as not being bogged down by an individual who doesn't know when to shut up.

Hildenbrand takes a decidedly different view of the topic. Most notably she feels the need as a teacher to be able to read her student's facial and body language, as well as the need for development in public speaking. Like Anderson though, Hildenbrand is not saying that teachers and students shouldn't use such technologies to enhance learning, just that it can't completely replace face-to-face interaction, nor should it. Both points are valid, and basicly say the same thing, with perhaps Anderson being more optimistic about the technology. Ultimately though, both say that facebook like social networking sites are useful tools, but that face-to-face is necessary for certain areas.

I personally would love to use facebook or a similar site to supplement my teaching in the future. Mind you, I would not use my personal facebook page to launch such endevours from, nor would I force students to make use of it. However, for those students who may too shy in a classroom setting to speak out, changing the format to an online one would allow for these people to get their ideas and questions out, all the while allowing the quick and easy exchange of media to suppliment learning.

Post 2

Hooked on Classroom Blogging, by Rachel Peters. (March/April 2009)

In this article Rachel Peters recounts her experience using blogs as a means to communicate with her class while she was in Vietnam helping Earthwatch Institute study butterfly diversity and population changes. Peters noted that this activity would provide an excellent opportunity for both her and her students to develop a better understanding of Vietnam, both it's geographical and human selves. Much like the article on using chat, Peters believe that a blog provided a similar real-time experience which would increase the interest of her children and this inspire them to become more willing to learn about the topic. Prior to leaving, Peters involved he class in many of aspects of her trip, including the food she would encounter, travel arrangements, and even games to help remember the local geography. Peters notes that she used Google's blogger to set up her blog. Peters had to think of a good way to hook 9 to 10-year olds on her blog, so the more traditional set-up of her husbands blogs seemed ill adapted to the task. Instead, Peters eventually learned to get her readers involved in the blog by adding quizzes and rewards, generating more interest and a desire to get involved from her students. This as a whole seemed like an excellent way to get her students involved in her study in Vietnam, and despite early problems with lack of excitement, she clearly adapted to her audience with wonderful results.

I certainly like the idea using a blog such as this to aid my students in learning more about the world through my eyes. However, I would like to expand these views to my students as well. As part of expanding on their understanding of different perspectives and the lives of others, I would consider assigning students to each create their own blog post about their family, or about a trip they took, or anything they wanted to share with the class. This could be done in the same way that current "show and tell" projects are done, only using a blog format to allow fellow students to see the information and pictures related to their peers whenever they wanted, and allow for comments on their own experiences.

Post 1

Chatting It Up Online, by Pamela Livingston.

The article, "Chatting It Up Online" by Pamela Livingston takes a look at the use of online Chat to increase the interest in reading for her students. Through the article Livingston makes several good points about preparing for for the chat. Among these include not telling her students about the chat until she and the staff were fairly sure the chat would happen, checking for potential problem areas like the school's firewall causing issues, display problems as a result of large windows in the computer lab washing out the projection, as well as checking the questions to make sure that they made the best use of the author's time by asking questions which would be hard to have answered through other sources. Livingston also made note that the ability to chat "live" with the author served to increase the experience for her students, as they did not have to wait an excessively long time for the answers to their questions from the author. Livingston also noted the benefit of this chat was in seeing the staff work together in order to make the chat happen, from the computer tech disabling the firewall to maintenance putting up blinds.

I've personally participated in chat sessions of this type before, I believe that they indeed would be a useful tool to use for my students to increase their interest in any number of subjects. I honesty don't know how I would adapt the ideas presented, other than varying the subject matter based on student grade and interest. As much as I would like to say I would be able to handle much more of the chat setup myself, personal experience with school computer systems leads me to believe otherwise. At any rate, I agree with Livingston that such an event would help to increase my students willingness to read, and thus learn, by being able to directly speak with the author of one or more of their favorite authors. By being able to speak to the person behind these books they may be able to grasp more greatly their own ability to write.

Standards: NETS 4. (See http://
cnets.iste.org for more information
on the NETS Project.)

Test, test, is this thing on?

seriously...