My Reading Response
Week 13 reading response:
What Did You Do in the War, Grandma? Is a great article! The idea comes from an oral historian librarian and research was conducted by the interviews. A very interesting and well organize team work I found in this article. It has some interesting ideas to integrate technology. The whole idea was to having information from an older woman, perhaps a grandmother, and the interviewer is a young teenager whose assignment is to find out about a war that began before most teenagers' parents were born. It is a method which probes memory, evokes emotions and feelings which have long been dormant, and creates a relationship between narrator and interviewer which is often a very special one.
In Family History Book Project the students conducted interviews with family members to obtain information on their family's origin, culture, and history. Working and learning with the family. I like and get inspired about the ideas and the reading where families are the part of classroom learning. I am a strong believer that not only teachers but parents too affect learning and wellbeing of students.
Martin Luther King Jr. Timeline Page Is actually a reflection on reading of books of the Martin Luther King Jr. Once the students read the book they highlighted key points of his life by creating a timeline in a nice picture. This was a great example on how to use technology.
Week 12 reading response:
Beyond Technology: Making a difference in student performance explains two important ideas:
1. The primacy of literacy. Districts must stop seeing technology and networking as the goal. Those with the least success have poured all of their money and their thinking into network design and equipment. A return on investment will come only to those who move beyond technology to literacy.
2. The urgency of professional development. The second major theme is the importance of marshalling the support, understanding, and enthusiasm of classroom teachers for the frequent use of these information technologies by investing heavily but wisely in professional development.
Others 10 Effective strategies
Put learning first.
Build support
Invest in staff growth
Slow down
Focus and provide adequate resources
Use assessment to steer programs
Shed the ineffectual
Remember the lessons of the past
Heed research
Ask good questions
Further this article discusses Evidence of disappointing results by explaining disappointing on a number of fronts.
1. Preparation. Large percentages of teachers report that they feel unprepared to make effective use of new technologies in their classrooms.
2. Use. Most reports show an increased use of technologies by teachers, but there are few indications that this use has extended to much student involvement.
3. Inclination. A number of studies point to philosophical problems and conflicting pressures as major obstacles to widespread adoption of new technologies.
4. Learning outcomes. There is a serious lack of credible studies showing how student learning and performance may change as networked technologies are introduced.
Week 11 reading response:
Today’s readings of “One Computer Classrooms”, gives a wonderful ideas of bringing the world truly at our fingertips even with one computer in the classroom. With technology in the hand we can never fail. We can do best even with the one computer in the classroom by using it as a presentation station (to a television or video projector). A presentation station can be used to introduce a unit, model skills, for demonstrate, to discuss. To effective use of presentation station the following strategies will be fun and effective ways to promote student interaction:
create student research "home" groups or 3-4 students
assign each member of these home groups one web link to read from your Topic Hotlist or InformationQuest. (i.e., one student from each group reads the desert tortoise habitat link, a second student from each group reads the tortoise population weblink, etc.) These students will be the "experts" on the link you assign them.
assemble all of the "experts" from each group and allow them time to read their weblink. After all of the "expert groups" have rotated through the computer, have them meet to (1.) discuss what they read, and (2.) determine how they will teach the information to their "home" groups.
send the experts back to their home groups to teach the content they discussed in their expert groups
ask home groups to write a report or complete a task that requires them to use information that was shared from each expert within their group (an Information Quest will already include this group task).
Week 10 reading response:
While reading Authentic Assessment I realize the mistake I use to do in my classrooms, I always prefer testing strategies that do not focus entirely on recalling facts, never thought about 'real-world' contexts. Before moving on the next lesson I always give written test, I never thought about the alternative assignments as portfolio, Self-assessment, short investigations. We all learn from our mistakes, I learn too. These articles open whole world of assessment to me. And use of a holistic or analytic rubric approach instead of old Assessment
Week 9 reading response:
Authenticating Online Information
The article explains that to get the most out of the Internet, students need to learn two things: first, how to find good information online; and second, how to evaluate the information they find.
A good start is to use dependable sources, such as bookmarks collections from library and educational sites. As well, learn to conduct effective online searches.
What is the purpose of the Web site— Has it been created to provide information, or promote its own products? The information you find on a pharmaceutical company site, for example, may be quite different from that offered by a government health agency.
They should ask the right questions about the information they encounter online:
Who is the source?
What am I getting?
When was it created?
Where am I?
Why am I there?
How can I distinguish quality information from junk?
Copyright is a complex issue, especially as it concerns the Internet.
In Fishing the Net, Balley and Lumely said that “The amount of available information is doubling every three years. By the time kids graduate from high school, today's students will have been exposed to more information than their grandparents were in a lifetime. Ninety percent of the technology we will use in the next decade has not been invented or we have no access to it yet.”
Further they explain six interacting themes, explaining that information literacy does not exist in a void. Its power lies in the ability to identify supporting concepts. Here are six ideas supporting information literacy:
* Collaboration should be part of the learning process. Teaching interdependence is natural in the process of information literacy. Students as well as teachers must learn how to use technology as a tool for communication, creation, and collaboration. Learning as a team and how to work in partnerships are key.
* The teacher's role as guide is essential. Teachers must take on the roles of motivator, mentor, and co-learner if they want to produce information-literate students. Acting as a mentor is critical. (See telementoring at the National School Network Exchange site.)
* Ethics play a role in the development of information literacy. Students must understand the ethical issues raised by the use and misuse of the Internet. In addition to plagiarism, slander, and pornography, ethical issues include unlicensed copying of software (theft); flaming via e-mail (poor netiquette); hacking into school records (unlawful entry); and creating viruses that corrupt files (destruction of property).
* Technology must become part of the curriculum. Students must develop an understanding of how technology influences our lives. Much of the material included in courses on communication, transportation, or production (tech ed) can be useful to students in a college prep curriculum that has little or no reference to technology. Unfortunately, many schools see tech ed and tech prep as a separate curriculum to be kept strictly apart from the college prep curriculum.
* Students must learn communication skills, including presentation and motivation skills. They should be able to communicate with technological media -- text, graphics, video, and sound. They must learn how to arrange information and motivate learners with more than the written and spoken word. Understanding the motivation of providing and receiving information will be one of the great challenges of information literacy.
* Visual literacy is essential. This includes knowing how to create, organize, and display print, video, audio, and graphics. Learning how to use color, style, placement, and font size are important. Once they understand specific content, students must learn to articulate their knowledge both visually and verbally. -- G.B. and D.L.
Week 8 reading response:
This week articles are referred to very important and relevant classroom strategies that we all learn from our mistakes. It is ok for students to learn from mistakes, to read the next section of the textbook with confidence, to try exercises and not worry about making mistakes, to speak up eagerly in class and share their thoughts, particularly if they have a different view about a problem or question and to explain how they solved a problem, even if they are unsure if their approach is "correct". Instead, the opposite is true, as students would rather not make an attempt at solving a problem than to do something incorrectly.
An atmosphere of fearless learning in the classroom, and the role of the teacher enhance student self-esteem, develop an environment of cooperation, increase student motivation, or encourages student to learn from their mistakes, the teacher plays an integral part in ensuring the successful outcome of these efforts.
Thomas Edison well said and excellent defines the risk and failure in Learning, by saying that, “I have not failed, I've just found 10,000 ways that don't work”, learning always takes place in trial and error. More over my mother used to say try-try again you will succeed.
Stephen J. Valentine concludes the article Laptop Lesson by saying some wonderful and important words that, “Technology has set fire to education. When we talk about technology in schools, we're talking about politics, sociology, economics; more important, we're talking about human relationships. This should remind us that education is the single most exciting thing we can be doing with our lives.” This article explain different classroom situations in which students are involve in learning and finds their own ways of learning and developing, with technology.
Bill Robertson in Integrating Technology into Instruction follows five steps to organizational frameworks for instruction and learning, curriculum development and implementation, student progress and presentation. It also frames the use of computer technology tools with a specific purpose. He has organized his instructional approach into five basic phases: planning, research, development, refinement, and implementation (to develop curriculum for the World Wide Web).
Planning Objective: To define the current knowledge base and to develop the foundation for the organization of learning Tools: Inspiration Concept Mapping Software
Research Objective: To allow the learner to explore the content area and to deepen their knowledge base Tools: Browsers for the Internet (Netscape, Internet Explorer), e-mail
Development Objective: To provide the learner with the opportunity to construct their knowledge following the curriculum materials and scope and sequence of the instruction Tools: Inspiration, word processors
Refinement Objective: To further the development and to lead the learner to the implementation phase Tools: Inspiration, word processors, WYSIWYG editors, HTML instruction
Implementation Objective: To demonstrate the learning that has taken place through the phases Tools: Inspiration, word processors, WYSIWYG editors, HTML instruction, FTP, Fetch.
Utilizing this format is one way to build a curriculum, lesson plans, instructional units, or presentations that integrate the tools of computer technology with classroom content. This is one of the ways, in which the tools are not the focus of the instruction, but are imbedded in the facilitation of the learning process.
What Did You Do in the War, Grandma? Is a great article! The idea comes from an oral historian librarian and research was conducted by the interviews. A very interesting and well organize team work I found in this article. It has some interesting ideas to integrate technology. The whole idea was to having information from an older woman, perhaps a grandmother, and the interviewer is a young teenager whose assignment is to find out about a war that began before most teenagers' parents were born. It is a method which probes memory, evokes emotions and feelings which have long been dormant, and creates a relationship between narrator and interviewer which is often a very special one.
In Family History Book Project the students conducted interviews with family members to obtain information on their family's origin, culture, and history. Working and learning with the family. I like and get inspired about the ideas and the reading where families are the part of classroom learning. I am a strong believer that not only teachers but parents too affect learning and wellbeing of students.
Martin Luther King Jr. Timeline Page Is actually a reflection on reading of books of the Martin Luther King Jr. Once the students read the book they highlighted key points of his life by creating a timeline in a nice picture. This was a great example on how to use technology.
Week 12 reading response:
Beyond Technology: Making a difference in student performance explains two important ideas:
1. The primacy of literacy. Districts must stop seeing technology and networking as the goal. Those with the least success have poured all of their money and their thinking into network design and equipment. A return on investment will come only to those who move beyond technology to literacy.
2. The urgency of professional development. The second major theme is the importance of marshalling the support, understanding, and enthusiasm of classroom teachers for the frequent use of these information technologies by investing heavily but wisely in professional development.
Others 10 Effective strategies
Put learning first.
Build support
Invest in staff growth
Slow down
Focus and provide adequate resources
Use assessment to steer programs
Shed the ineffectual
Remember the lessons of the past
Heed research
Ask good questions
Further this article discusses Evidence of disappointing results by explaining disappointing on a number of fronts.
1. Preparation. Large percentages of teachers report that they feel unprepared to make effective use of new technologies in their classrooms.
2. Use. Most reports show an increased use of technologies by teachers, but there are few indications that this use has extended to much student involvement.
3. Inclination. A number of studies point to philosophical problems and conflicting pressures as major obstacles to widespread adoption of new technologies.
4. Learning outcomes. There is a serious lack of credible studies showing how student learning and performance may change as networked technologies are introduced.
Week 11 reading response:
Today’s readings of “One Computer Classrooms”, gives a wonderful ideas of bringing the world truly at our fingertips even with one computer in the classroom. With technology in the hand we can never fail. We can do best even with the one computer in the classroom by using it as a presentation station (to a television or video projector). A presentation station can be used to introduce a unit, model skills, for demonstrate, to discuss. To effective use of presentation station the following strategies will be fun and effective ways to promote student interaction:
create student research "home" groups or 3-4 students
assign each member of these home groups one web link to read from your Topic Hotlist or InformationQuest. (i.e., one student from each group reads the desert tortoise habitat link, a second student from each group reads the tortoise population weblink, etc.) These students will be the "experts" on the link you assign them.
assemble all of the "experts" from each group and allow them time to read their weblink. After all of the "expert groups" have rotated through the computer, have them meet to (1.) discuss what they read, and (2.) determine how they will teach the information to their "home" groups.
send the experts back to their home groups to teach the content they discussed in their expert groups
ask home groups to write a report or complete a task that requires them to use information that was shared from each expert within their group (an Information Quest will already include this group task).
Week 10 reading response:
While reading Authentic Assessment I realize the mistake I use to do in my classrooms, I always prefer testing strategies that do not focus entirely on recalling facts, never thought about 'real-world' contexts. Before moving on the next lesson I always give written test, I never thought about the alternative assignments as portfolio, Self-assessment, short investigations. We all learn from our mistakes, I learn too. These articles open whole world of assessment to me. And use of a holistic or analytic rubric approach instead of old Assessment
Week 9 reading response:
Authenticating Online Information
The article explains that to get the most out of the Internet, students need to learn two things: first, how to find good information online; and second, how to evaluate the information they find.
A good start is to use dependable sources, such as bookmarks collections from library and educational sites. As well, learn to conduct effective online searches.
What is the purpose of the Web site— Has it been created to provide information, or promote its own products? The information you find on a pharmaceutical company site, for example, may be quite different from that offered by a government health agency.
They should ask the right questions about the information they encounter online:
Who is the source?
What am I getting?
When was it created?
Where am I?
Why am I there?
How can I distinguish quality information from junk?
Copyright is a complex issue, especially as it concerns the Internet.
In Fishing the Net, Balley and Lumely said that “The amount of available information is doubling every three years. By the time kids graduate from high school, today's students will have been exposed to more information than their grandparents were in a lifetime. Ninety percent of the technology we will use in the next decade has not been invented or we have no access to it yet.”
Further they explain six interacting themes, explaining that information literacy does not exist in a void. Its power lies in the ability to identify supporting concepts. Here are six ideas supporting information literacy:
* Collaboration should be part of the learning process. Teaching interdependence is natural in the process of information literacy. Students as well as teachers must learn how to use technology as a tool for communication, creation, and collaboration. Learning as a team and how to work in partnerships are key.
* The teacher's role as guide is essential. Teachers must take on the roles of motivator, mentor, and co-learner if they want to produce information-literate students. Acting as a mentor is critical. (See telementoring at the National School Network Exchange site.)
* Ethics play a role in the development of information literacy. Students must understand the ethical issues raised by the use and misuse of the Internet. In addition to plagiarism, slander, and pornography, ethical issues include unlicensed copying of software (theft); flaming via e-mail (poor netiquette); hacking into school records (unlawful entry); and creating viruses that corrupt files (destruction of property).
* Technology must become part of the curriculum. Students must develop an understanding of how technology influences our lives. Much of the material included in courses on communication, transportation, or production (tech ed) can be useful to students in a college prep curriculum that has little or no reference to technology. Unfortunately, many schools see tech ed and tech prep as a separate curriculum to be kept strictly apart from the college prep curriculum.
* Students must learn communication skills, including presentation and motivation skills. They should be able to communicate with technological media -- text, graphics, video, and sound. They must learn how to arrange information and motivate learners with more than the written and spoken word. Understanding the motivation of providing and receiving information will be one of the great challenges of information literacy.
* Visual literacy is essential. This includes knowing how to create, organize, and display print, video, audio, and graphics. Learning how to use color, style, placement, and font size are important. Once they understand specific content, students must learn to articulate their knowledge both visually and verbally. -- G.B. and D.L.
Week 8 reading response:
This week articles are referred to very important and relevant classroom strategies that we all learn from our mistakes. It is ok for students to learn from mistakes, to read the next section of the textbook with confidence, to try exercises and not worry about making mistakes, to speak up eagerly in class and share their thoughts, particularly if they have a different view about a problem or question and to explain how they solved a problem, even if they are unsure if their approach is "correct". Instead, the opposite is true, as students would rather not make an attempt at solving a problem than to do something incorrectly.
An atmosphere of fearless learning in the classroom, and the role of the teacher enhance student self-esteem, develop an environment of cooperation, increase student motivation, or encourages student to learn from their mistakes, the teacher plays an integral part in ensuring the successful outcome of these efforts.
Thomas Edison well said and excellent defines the risk and failure in Learning, by saying that, “I have not failed, I've just found 10,000 ways that don't work”, learning always takes place in trial and error. More over my mother used to say try-try again you will succeed.
Stephen J. Valentine concludes the article Laptop Lesson by saying some wonderful and important words that, “Technology has set fire to education. When we talk about technology in schools, we're talking about politics, sociology, economics; more important, we're talking about human relationships. This should remind us that education is the single most exciting thing we can be doing with our lives.” This article explain different classroom situations in which students are involve in learning and finds their own ways of learning and developing, with technology.
Bill Robertson in Integrating Technology into Instruction follows five steps to organizational frameworks for instruction and learning, curriculum development and implementation, student progress and presentation. It also frames the use of computer technology tools with a specific purpose. He has organized his instructional approach into five basic phases: planning, research, development, refinement, and implementation (to develop curriculum for the World Wide Web).
Planning Objective: To define the current knowledge base and to develop the foundation for the organization of learning Tools: Inspiration Concept Mapping Software
Research Objective: To allow the learner to explore the content area and to deepen their knowledge base Tools: Browsers for the Internet (Netscape, Internet Explorer), e-mail
Development Objective: To provide the learner with the opportunity to construct their knowledge following the curriculum materials and scope and sequence of the instruction Tools: Inspiration, word processors
Refinement Objective: To further the development and to lead the learner to the implementation phase Tools: Inspiration, word processors, WYSIWYG editors, HTML instruction
Implementation Objective: To demonstrate the learning that has taken place through the phases Tools: Inspiration, word processors, WYSIWYG editors, HTML instruction, FTP, Fetch.
Utilizing this format is one way to build a curriculum, lesson plans, instructional units, or presentations that integrate the tools of computer technology with classroom content. This is one of the ways, in which the tools are not the focus of the instruction, but are imbedded in the facilitation of the learning process.
posted by gagan | 11:39 PM
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