“A New Bloom: Transforming Learning” by David Cochran and Jack Conklin with Susannah Modin
This article is about a project that Susannah Modin created for her 5th grade students. It consisted on engaging her students in a multicultural pen pal experience with students from Finland. Moding wanted her students to not only understand the similarities and differences between the students, but also, she was interested in using technology as a medium to higher-level thinking. She used Bloom’s Taxonomy as a basis for structuring the collection survey information from students. It can be used to evaluate learners’ technology enhanced experience in more powerful and critical ways. The new Bloom’s Taxonomy incorporates contemporary research on learning and human cognition into its model. The article concludes by saying that neither the taxonomy nor the technology was the center of this project, but both proved invaluable in structuring the experience. Moding used Bloom as a way to ensure that students got beyond the simple answers and were thinking more deeply. Her objective was multicultural understanding, and her process reflected 21st century practice.
1. What is an important part of the New Bloom Taxonomy? In this new version they want to emphasize learners’ cognitive processes by including metacognitive, declarative, and procedural thought processes. The New Bloom now requires that as we plan for instruction or new curriculum, we must think about how learners process information and how they think about their own cognition.
2. Could I introduce a project like Mrs. Modin’s into my math class? Sure. For my math class I could create a project in which the students would engage in a multicultural math experience with students from France, for instance. So I would use Bloom’s Taxonomy to create questions for the survey and to collect information that would help my students learn form diverse students on their strategies and tools to learn a certain math concept.
Sunday, April 29, 2007
Journal #9
“FlowChart as Technical Support” by Jason Caudill
People using technology need to be provided with support when accessing the technological resources. The use of flowcharts is an easy-to-employ technical support. They offer the opportunity to graphically represent a large amount of information in a simple, graphical format. They can be immediately available onsite for users, and do a good job of leading people step-by-step through a process. TeeTree Office is a free and quick-to-learn software package. The drawback to TeeTree is that you will likely run into some limitations, especially when exporting the files to use outside of TeeTree. The final step in building a Flowchart support system is distributing the flowcharts to the people who really need them.
1. How simple are flowcharts? Through the use of different flowcharts for different users, different skill levels can be addressed with the same tool. Flowcharts are a great way to help non-technical people do technical things.
2. How can I introduce the use of flowcharts in my classroom? For my math class, I could create an assignment where my students, in groups of 2 or 3, would produce a flowchart to explain the steps of a math-related software program.
People using technology need to be provided with support when accessing the technological resources. The use of flowcharts is an easy-to-employ technical support. They offer the opportunity to graphically represent a large amount of information in a simple, graphical format. They can be immediately available onsite for users, and do a good job of leading people step-by-step through a process. TeeTree Office is a free and quick-to-learn software package. The drawback to TeeTree is that you will likely run into some limitations, especially when exporting the files to use outside of TeeTree. The final step in building a Flowchart support system is distributing the flowcharts to the people who really need them.
1. How simple are flowcharts? Through the use of different flowcharts for different users, different skill levels can be addressed with the same tool. Flowcharts are a great way to help non-technical people do technical things.
2. How can I introduce the use of flowcharts in my classroom? For my math class, I could create an assignment where my students, in groups of 2 or 3, would produce a flowchart to explain the steps of a math-related software program.
Journal# 8
“Virtual Schooling” by Niki Davis and Dale S. Niederhauser.
The article starts by saying that Virtual Schooling, in which K-12 courses and activities are offered mostly or completely through digital communication technologies, continues to expand at a rapid rate, especially at the high school level. The National Educational Technology Plan emphasized the potential of us to individually personalize schooling and help schools respond to No Child Left Behind legislation. A major reason students engage in VS is to get access to advance placement options. Flexible time and place benefits inherent in many VS courses make possible credit recovery that enables students from the other end of the spectrum to complete coursework and graduate from high school. A current challenge in U.S. education is to prepare teachers for VS. Preservice teacher education programs typically provide field experience during which students become immersed in the culture of schools and come to understand the complementary roles of educators within each K-12 school.
1. What are the three core roles in a VS system? Expand on it. They are teacher, designer, and VS site facilitator. Principals, school counselors, instructional technology coordinators and students’ parents or guardians support these key players. There’s considerable overlap in these roles, and individuals may take on multiple roles or a given role may be divided among a number of people.
2. How do I see online learning experience as a high school graduation requirement? The article mentions that in April 2006, Michigan became the first state to require an online learning experience for high school graduation. I agree with this idea because students should be allowed the opportunity to learn all that is related to technology so that they can succeed in their future careers. Only as a requirement, we can make sure that all students have that opportunity.
The article starts by saying that Virtual Schooling, in which K-12 courses and activities are offered mostly or completely through digital communication technologies, continues to expand at a rapid rate, especially at the high school level. The National Educational Technology Plan emphasized the potential of us to individually personalize schooling and help schools respond to No Child Left Behind legislation. A major reason students engage in VS is to get access to advance placement options. Flexible time and place benefits inherent in many VS courses make possible credit recovery that enables students from the other end of the spectrum to complete coursework and graduate from high school. A current challenge in U.S. education is to prepare teachers for VS. Preservice teacher education programs typically provide field experience during which students become immersed in the culture of schools and come to understand the complementary roles of educators within each K-12 school.
1. What are the three core roles in a VS system? Expand on it. They are teacher, designer, and VS site facilitator. Principals, school counselors, instructional technology coordinators and students’ parents or guardians support these key players. There’s considerable overlap in these roles, and individuals may take on multiple roles or a given role may be divided among a number of people.
2. How do I see online learning experience as a high school graduation requirement? The article mentions that in April 2006, Michigan became the first state to require an online learning experience for high school graduation. I agree with this idea because students should be allowed the opportunity to learn all that is related to technology so that they can succeed in their future careers. Only as a requirement, we can make sure that all students have that opportunity.
Journal #7
“Technology integration: What Happens Now?” by Linda Merillat, Jennifer Holvoet, and Doug Adams.
In the article it is mentioned that as technology continues to permeate every facet of our lives, schools are left with the challenge of determining whether and how best to integrate this ever-changing landscape into their classrooms. 4Teachers.org, which is hosted by ALTEC, works to help teachers integrate technology into their classrooms by offering free online tools and resources. The site’s very popular tools include TrackStar, QuizStar, and RubiStar, which can be used to create ready-to-use Web lessons, quizzes, and rubrics.
For 10 years, the U.S. Department of Education founded a nationwide initiative called the Regional Technology in Education Consortia (R*Tec). Mentoring or coaching is a powerful form of professional development for novice and veteran teachers alike. Organizations now train the trainers instead of directly training teachers at the school level. With funding going to the states, state leadership will need to take a more aggressive role in ensuring that teachers have the needed skills.
1. How can teachers use technology to support diverse learners? The focus should be on differentiated instruction –a teaching theory based on the idea that instructional approaches should give students multiple options for taking information, making sense of ideas, expressing what they learn, and accommodating differences while teaching to students strengths and knowledge.
2. How can we teachers get prepared for the new opportunities that will arrive by the students’ access to technology all the time? Teachers should get trained with mentors and coaches. They also have to be aware of the diversity of teachers, children, and their families, thus include into their educational technologies like multimedia, video, and telecommunications packages, the theme of culture.
In the article it is mentioned that as technology continues to permeate every facet of our lives, schools are left with the challenge of determining whether and how best to integrate this ever-changing landscape into their classrooms. 4Teachers.org, which is hosted by ALTEC, works to help teachers integrate technology into their classrooms by offering free online tools and resources. The site’s very popular tools include TrackStar, QuizStar, and RubiStar, which can be used to create ready-to-use Web lessons, quizzes, and rubrics.
For 10 years, the U.S. Department of Education founded a nationwide initiative called the Regional Technology in Education Consortia (R*Tec). Mentoring or coaching is a powerful form of professional development for novice and veteran teachers alike. Organizations now train the trainers instead of directly training teachers at the school level. With funding going to the states, state leadership will need to take a more aggressive role in ensuring that teachers have the needed skills.
1. How can teachers use technology to support diverse learners? The focus should be on differentiated instruction –a teaching theory based on the idea that instructional approaches should give students multiple options for taking information, making sense of ideas, expressing what they learn, and accommodating differences while teaching to students strengths and knowledge.
2. How can we teachers get prepared for the new opportunities that will arrive by the students’ access to technology all the time? Teachers should get trained with mentors and coaches. They also have to be aware of the diversity of teachers, children, and their families, thus include into their educational technologies like multimedia, video, and telecommunications packages, the theme of culture.
Journal #6
“Social Justice: Choice or Necessity” by Colleen Swain and David Edyburn
The article starts by talking about how today’s students must be technologically fluent and able to use technology to solve problems with various sources of information, create new representations of their knowledge, and enhance their learning through the diverse strategies afforded by technology. In 1992, the U.S. Department of Labor’s SCANS report noted that at least 80% of all jobs in the next two decades would require workers to be technologically fluent. The Digital Equity Portal Toolkit is one of the most powerful resources with more than 150 strategies for addressing key aspects of the digital divide. An important aspect of adopting a framework of social justice when using technology in the classroom is for the educator to be reflective about how it is used in the classroom. Keeping a journal or making careful notes in lesson plans on the ways instructional technologies were used is a way to help examine the use in your classroom.
1. When do we believe that technology is equitably implemented? When it is available, used routinely, used in ways that reflect real-world applications of interest, complexity and power, used to enhance learning opportunities for all students, and used to monitor teacher/students progress over time.
2. How can I as a teacher help to gain more access to computers into the classrooms? I can look for computer refurbishment websites where schools can obtain computers and also ways to get deeply discounted computers. Also, I should search for ways to make instructional technologies accessible in the class and a normal part of the learning process, since there is a growing collection of free or open source software available.
The article starts by talking about how today’s students must be technologically fluent and able to use technology to solve problems with various sources of information, create new representations of their knowledge, and enhance their learning through the diverse strategies afforded by technology. In 1992, the U.S. Department of Labor’s SCANS report noted that at least 80% of all jobs in the next two decades would require workers to be technologically fluent. The Digital Equity Portal Toolkit is one of the most powerful resources with more than 150 strategies for addressing key aspects of the digital divide. An important aspect of adopting a framework of social justice when using technology in the classroom is for the educator to be reflective about how it is used in the classroom. Keeping a journal or making careful notes in lesson plans on the ways instructional technologies were used is a way to help examine the use in your classroom.
1. When do we believe that technology is equitably implemented? When it is available, used routinely, used in ways that reflect real-world applications of interest, complexity and power, used to enhance learning opportunities for all students, and used to monitor teacher/students progress over time.
2. How can I as a teacher help to gain more access to computers into the classrooms? I can look for computer refurbishment websites where schools can obtain computers and also ways to get deeply discounted computers. Also, I should search for ways to make instructional technologies accessible in the class and a normal part of the learning process, since there is a growing collection of free or open source software available.
Wednesday, March 7, 2007
Journal #5
“How to Fight the New Bullies” by Rosalind Wiseman
The article states that Cyberbullies use e-mail, instant messages, cell phones, and social networking sites to humiliate and threaten others. What makes cyberbullying so easy and tempting is the anonymity the Web provides. But, fortunately, the legal and educational systems are trying to solve this problem. Cyberbullying is very common. Statistics say that 90% of middle school students have had their feelings hurt online. Also, 40% have had their password(s) stolen and changed by a bully. The article gives some advise about what parents can do to prevent cyberbullying. For example, they can attach rules for appropriate use of technology and consequences if the rules are broken, and they can teach their children not to share passwords.
1. How can I prevent cyberbullying between my students? I can create a lesson for the class where before using a technology device for our assignments, we can together come up with guidelines for using technology ethically. I can give them examples of statistics where cyberbullying has occurred and how it has affected both, the bully and the victim.
2. If there is a sign of cyberbullying inside my classroom, how should I react towards the bullies? First, I would remind them of the guidelines that they set themselves and how they violated them. Then, I would limit or restrict their access to the computer or cell phone, depending on how serious was the situation. If it were a major and critical case, I would have to definitely let the administrators know.
Journal #4
“From Toy to Tool” by Liz Kolb
In the article, the author proposes that cell phones can be learning tools. Since cell phones are part of a student’s daily life, teachers are starting to relate this device to constructive knowledge in their classroom. An audioblog is a voice message from a phone that immediately posts to a blog site. They can be posted anytime from anywhere. Audioblogging with a cell phone creates opportunities for students to conduct interviews. One worry of using blogging coupled with audioblogging in the classroom is privacy and protecting students. The article states that “Blogger.com is not a password-protected blog site and so anyone can read the blogs and audioblogs posted by the students. Despite these concerns, there are a lot more benefits of using audioblogging. The last sentence of the article states, “Students can transform cell phones from being just a social toy to a learning tool in their everyday lives.”
1. How can I introduce the use of cell phones in a science or math class? In science, students can use audioblogging to collect sounds from animals, waves, cars, etc. Or they can create their own sounds for a class assignment. They can interview people for a science or math project. Also, in math they can use audioblogging to rationalize a difficult math problem.
2. How can I as a teacher control the use of audioblogging posted in a Web resource for class? One way would be to create the blog myself and set the password so that I can have all access. So every time that there is a new post I would be able to check if it is appropriate and let a student know if he/she needs to change something.
Journal #3
“Video in the Age of Participation” by Glen Bull
The article starts by saying that “digital video is the next frontier in the technology world.” So nowadays, teachers have to determine ways to relate the video resources to learning outcomes. In the article we find that the Discovery Education unitedstreaming Web site offers digital video resources in a format that provides connections to explicit curricular objectives. These resources are keyed to content area and grade level with links to state standards. The site has been divided into segments that allow teachers to quickly locate the exact clips that fit their specific teaching objectives. Approximately 70 % of the schools in the U.S. currently subscribe to unitedstreaming services. In the article we also see that a new generation of Web 2.0 sites provide online digital video editing that enables teachers and students to create montages of video clips on the Web.
1. What is the use of the Discovery Educator’s Network (DEN) initiative? It provides access to content and mechanisms for connecting that content to instructional objectives. More than 9,000 workshops have been offered to more than 200,000 teachers since DEN was launched.
2. How could I link the video resources to my classroom? With the digital video resources I would be able to quickly locate clips that are related to my lessons. So I would save time and use it for creating other creative tasks for my students. Also, it is possible to download video clips ahead of time, which is an advantage in case that the school network is limited.
Monday, March 5, 2007
Journal #2
“Breathing Fire into Web 2.0” by Justin Hardman and David Carpenter
The article starts by stating, “Today’s methods of social networking and the technologies that support them offer powerful examples of how educators can connect to the real world of our client population.” Schools are trying to adapt so that they can engage with the Web 2.0 world. They do this by including into their teaching the use of wikis, forums, and blogs. Also, administrators are integrating classroom management software and curriculum mapping systems to schools. The Hong Kong International School (HKIS) created myDragonNet. This is a single, Web-based tool that meets the needs of teachers. With myDragonNet it is easy to manage a variety of resources and media types. The calendar in myDragonNet is completely personalized, bringing together class, co-curricular, and personal entries. Also, with this program, students and staff are encouraged to customize their pages. So, the aspects of Web 2.0 are being used to meet the user’s educational collaboration, and communication needs.
1. Why do teachers need a three-component system? They need it to enhance communication and collaboration for themselves and their students to support classroom and co-curricular activities; to provide curriculum mapping, resource repository, and archive resources; and, to serve as an online portfolio management system to support student and teacher reflection with a longitudinal review of their learning.
2. What would the electronic portfolio portion of myDragonNet provide for students and teachers? It will provide with a digital storage and display tool to save, share, and showcase their work.
Journal #1
"Professors adjust their methods to reach technology-savvy generation" by Eleanor Yang Su
This article talks about the Millennial Generation. Also, known as "Generation Y" or "Echo Boomers," these young people are described by researchers as "individuals whose lives have been shaped by the Internet and the constant introduction of new electronic devices." Professors are getting frustrated because their students have started "multitasking" with technology instead of listening to their lectures. So, teachers have started to look for ways to still give out their class while using and implementing on the technology that the young people are very used to use. For example, professors are posting lectures, grades, quizzes, and conferences on the course website. In the article it is quoted that “one device that’s growing increasingly common in college classrooms is the clicker.”
1. How can I use a electronic device to make my class more engaging? The use of creative PowerPoint can make my lectures more interesting. The colors, visuals, and sounds of the slides can make my students get engaged in the class if I use as visuals and sounds, things that they like.
2. Does having a course Website help the students to be more informed and day-to-day with the class? Posting notes, slides, grades, and a discussion board into the class’ website will make it easier for the students to be on task while they are still on their favorite hobby.
Monday, January 29, 2007
Intro letter
Hello, everyone!! My name is Veronica Rocha and I live in Temecula, CA. I was born in Guanajuato, Mexico and I moved to the United States when I was 14-years old. So, it was in 9th grade when I started my education in this country. I went to high school in Oceanside and when I graduated I came to CSUSM.
When I used to live in Mexico, I didn’t depend too much on technology on a daily basis. I didn’t have a cell phone; a car was not needed to get from a place to another, and, computers were not used to complete school assignments. But here in the U.S., technology is used everywhere. Now, I depend on technology all the time. I use it for work, school, shopping, to keep in touch with my family; to make it short, I use it all the time. I am a PC person. A couple years ago I got my first lap top computer and it was a PC. So, this semester it’s a new thing to use Mac.
The part on the CSUSM/COE Mission Statement that speaks to me is where it says that the mission is “to collaboratively transform public education by preparing thoughtful educators and advancing professional practices.” One of the reasons why I want to become a teacher is because I want to make a difference in the students’ lives. I want to be one of those teachers that always comes up with creative ways to make the class interesting and engaging. By being a thoughtful and professional educator, I will be able to help and make my students succeed.
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