I really appreciated the definition of e-learning in Chapter 29. The way learning can be facilitated in any location, using a number of different devices, and can be formal or informal. The ability to interact with a variety of learners, programs, and instructional methods has been really interesting. I think as a learner, I enjoyed being able to work from home (or at the school where I work) when I was available and ready to work. Obviously the concepts that were taught and the programs we used were beneficial, but being able to work on these concepts at a time of the day that is convenient for me was extraordinarily helpful to ensure that I would learn the material.
Another point in Chapter 29 that resonated with me regarding e-learning is the idea of functional architectures and technics. As they are defined, technics are activities or tactics that use technology designed or selected to attain specific learning outcomes. The section on technics goes on to define them as anything ranging from lectures to blogs to DVDs to webinars. I think the way this course was set up was a great example of using technics. We used a traditional textbook, instructional videos, and various programs to learn the material. Not only that, but we can now use these things when we go back to the classroom (or business) and enrich our own instructional design.
Speaking of instructional design, the notion of instructional design being orderly in e-learning is something I appreciate this course providing. I am taking another course concurrently with this one, and I can see a big difference in the instructional design in both courses. Just because you provide an online course, doesn't mean it will have structure and order. With this course, the activities were relevant, I always knew the expectations, and I have had some positive, educational interactions with my fellow students. The other course...not as much. Not that the other course wasn't beneficial, but it shows a great difference in great instructional design and, well, just okay instructional design.
Chapter 31 focuses on Web 2.0, which all the programs we have used have had their roots in this idea. One of my favorite programs we used (and one I plan on using in my final project and next year in my class) was creating the Wiki. It perfectly illustrates the notion of a Web 2.0 tool using "individual and group contributions to create value." One person can create the wiki, and anyone else can contribute to provide more information, make it more organized, or add other media. Wikipedia may not be always the most reliable source in certain areas for research, but it is usually always up to date because people can contribute to it any time. Creating a wiki can be a collaborative project that you could keep coming back to.
Another useful tool I used in this class was Google Docs. I reviewed it last week, and I've been using it in lieu of Microsoft Office. It's not only collaborative like the Wiki, since you can allow people to contribute and make changes to documents, but in a way, it's the antithesis of Microsoft Office. An article we read earlier in the course, the focus on programs in Web 2.0 is to provide a service, rather than sell a product. Microsoft Office is a product that is sold, where as Google Docs is a service that is provided.
Thursday, June 19, 2014
Thursday, June 12, 2014
Screencast: Making a quiz on Edmodo
Here is my Screencast on how to make a quiz on Edmodo. I've made several quizzes using this program, and have had teachers come up to me and ask how to use it. I made a very brief quiz (you can make them as long as you want), but the idea is that by using Edmodo to make quizzes, they are self grading, so it saves tons of time!
P.S., for some reason, the volume is really low, so turn up your speakers if you want to hear my narration!
Wednesday, June 11, 2014
Week 6: Roles of Instructional Designers
After reading chapter 22 (and taking the other chapters into consideration), one overriding theme I see pop up again and again is the need to use technology to target different types of learners, and to share these new findings with colleagues. I was particularly impressed with what Peter Albion said about not taking glory for new research he uncovers. As an associate professor, he in interested in promoting "the common good of the faculty" by involving and working with his colleagues. This is something I've seen pop up not only in the reading, but in some of the projects we've had to complete (i.e. social bookmarking). It goes back to the beginning of the class when we discussed Web 2.0, in seeing programs as more of a service than a product. I know my colleagues and I share new findings, technology or otherwise, to help each of us become better instructors. For Albion, it created more excitement for online learning. For our staff with collaboration, it leads to more ways to reach students.
Another theme I saw the last few weeks is that it takes a lot of work and time to successfully implement aspects of instructional design. Junko Nemoto, a Japanese assistant professor, reflects that he wished he had more time to research and develop tools for instruction. I think this is something I as a teacher wish I had. I keep going back to these Chromebooks we are getting in our classroom, because even though I have learned a lot about some great tools to use in my classroom, I'm still apprehensive about making sure I am getting the most out of this new technology. It brings me back to a few weeks ago when we were trying to solve a technology problem in the classroom where it wasn't used effectively. That is why I (along with my colleagues) am spending part of my summer looking into what programs would be best to enhance my instruction.
Chapter 26 provides several lessons for those who are looking for positions in the instructional design field. Needless to say, I am not looking for any such position. I am very happy with my job teaching fourth grade. Granted, some of the lessons are applicable to my life, even some I have used in the past. For instance, when I was looking for work, I used Lesson 15: When Preparing for a Job Interview, Find Out as Much as You Can About Your Potential Employers almost to a fault. I looked for work for five years after graduating college. Whether I was applying for jobs, or preparing for the interview, I always checked out the school by reading their website, looking into what the city/town was like, and reading reviews on the school. I turned down a job because the school had several problems the administration didn't let on to during the interview (why would they?), and while I struggled with that decision for a while, it turned out I made the right decision.
Along with that one, Lessons 9 and 10 were very relevant to my life around that time. Though, with the teaching profession being a rather competitive one, it was not being discouraged after the 150th job I applied for. I was able to put behind the disappointment that came with being rejected and focus that energy on applying for the next job. I was substitute teaching at the time, which helped me hone my skills in the classroom, as the several interviews I endured helped prepare me better for the next one. I started comparing all the schools I was applying to one school I subbed at a lot, as I held it up as a shining example of educational excellence and a positive work environment. I ended up getting hired at that school, which made all the disappointments worth it!
Another theme I saw the last few weeks is that it takes a lot of work and time to successfully implement aspects of instructional design. Junko Nemoto, a Japanese assistant professor, reflects that he wished he had more time to research and develop tools for instruction. I think this is something I as a teacher wish I had. I keep going back to these Chromebooks we are getting in our classroom, because even though I have learned a lot about some great tools to use in my classroom, I'm still apprehensive about making sure I am getting the most out of this new technology. It brings me back to a few weeks ago when we were trying to solve a technology problem in the classroom where it wasn't used effectively. That is why I (along with my colleagues) am spending part of my summer looking into what programs would be best to enhance my instruction.
Chapter 26 provides several lessons for those who are looking for positions in the instructional design field. Needless to say, I am not looking for any such position. I am very happy with my job teaching fourth grade. Granted, some of the lessons are applicable to my life, even some I have used in the past. For instance, when I was looking for work, I used Lesson 15: When Preparing for a Job Interview, Find Out as Much as You Can About Your Potential Employers almost to a fault. I looked for work for five years after graduating college. Whether I was applying for jobs, or preparing for the interview, I always checked out the school by reading their website, looking into what the city/town was like, and reading reviews on the school. I turned down a job because the school had several problems the administration didn't let on to during the interview (why would they?), and while I struggled with that decision for a while, it turned out I made the right decision.
Along with that one, Lessons 9 and 10 were very relevant to my life around that time. Though, with the teaching profession being a rather competitive one, it was not being discouraged after the 150th job I applied for. I was able to put behind the disappointment that came with being rejected and focus that energy on applying for the next job. I was substitute teaching at the time, which helped me hone my skills in the classroom, as the several interviews I endured helped prepare me better for the next one. I started comparing all the schools I was applying to one school I subbed at a lot, as I held it up as a shining example of educational excellence and a positive work environment. I ended up getting hired at that school, which made all the disappointments worth it!
Tuesday, June 10, 2014
Review of Two Free Web Based Products: Phixr and Google Documents
One of the best parts of this class is being able to learn about and explore different programs available on the internet...for free! I thought for this assignment, I would review one program I had never used, and one that I use all the time.
I have a general lack of experience with photo manipulating programs. I've never really used Photoshop, since I was never really able to justify purchasing it. So when I looked into Phixr, I didn't really have anything to compare it to. I took a photo of myself with famed Uncle Scrooge comic writer/artist Don Rosa taken last year at Motor City Comic Con. I experimented with all the various features before I ended up with this final product (I added a sepia tone, meme letters, and a softening filter).
I found Phixr to be extremely easy to use, especially for someone like me who really hasn't used too many photo manipulation programs before. The nice thing about it is, you don't have to create an account, you just upload the photo and start editing. The editing tools were very easy to use, and produced satisfactory results. You can manipulate the color, put filters, objects, frames and text in the picture, amongst other cool features. You can also remove the dreaded "red eye" when some pictures are taken with a flash. While Photoshop might have more features, Phixr is perfect for a novice photo editor, or someone who just wants basic features and doesn't want to shell out the big bucks for Photoshop
The other program I would like to review is Google Documents. I was introduced to Google Documents in August right before the school year started. Our district uses it for memos, and as an easy way to share items. Basically, Google Documents can do pretty much everything that Microsoft Word can. If you can use Microsoft Word, you can use Google Docs. The best part, other than it free, is that is has some additional features that have come in handy for me personally. You can share documents you create with other Google users (which you sign up for a gmail account to get a Google account, free and easy), and then those people can edit the document with you. We use them in our ELA meetings in our district. I have also used it in my other college course (LS 5160) to generate required memos for the class. Instead of compiling notes we all take on the subject matter, we are able to all work on the memo at the same time. We are also using the Google Slides application to create a presentation for a book club project for the class.
If you are looking for office software, I would highly recommend signing up for a Google account and using Google Documents instead of spending lots of money on Microsoft Office. You get most of the functionality, plus the ability to use it to work collaboratively with others that use it. Your work saves on Google Drive, which is easily accessible from your Google account. Let's say you need your work in a Microsoft accessible file, either to submit it for class or to share with someone who doesn't use Google Docs. This is extremely easy to do from the File menu to export into a Microsoft friendly file.
Both of these products further illustrate how Web 2.0 products focus on service and functionality, for little to no cost to the user! Both come highly recommended.
I have a general lack of experience with photo manipulating programs. I've never really used Photoshop, since I was never really able to justify purchasing it. So when I looked into Phixr, I didn't really have anything to compare it to. I took a photo of myself with famed Uncle Scrooge comic writer/artist Don Rosa taken last year at Motor City Comic Con. I experimented with all the various features before I ended up with this final product (I added a sepia tone, meme letters, and a softening filter).
I found Phixr to be extremely easy to use, especially for someone like me who really hasn't used too many photo manipulation programs before. The nice thing about it is, you don't have to create an account, you just upload the photo and start editing. The editing tools were very easy to use, and produced satisfactory results. You can manipulate the color, put filters, objects, frames and text in the picture, amongst other cool features. You can also remove the dreaded "red eye" when some pictures are taken with a flash. While Photoshop might have more features, Phixr is perfect for a novice photo editor, or someone who just wants basic features and doesn't want to shell out the big bucks for Photoshop
The other program I would like to review is Google Documents. I was introduced to Google Documents in August right before the school year started. Our district uses it for memos, and as an easy way to share items. Basically, Google Documents can do pretty much everything that Microsoft Word can. If you can use Microsoft Word, you can use Google Docs. The best part, other than it free, is that is has some additional features that have come in handy for me personally. You can share documents you create with other Google users (which you sign up for a gmail account to get a Google account, free and easy), and then those people can edit the document with you. We use them in our ELA meetings in our district. I have also used it in my other college course (LS 5160) to generate required memos for the class. Instead of compiling notes we all take on the subject matter, we are able to all work on the memo at the same time. We are also using the Google Slides application to create a presentation for a book club project for the class.
If you are looking for office software, I would highly recommend signing up for a Google account and using Google Documents instead of spending lots of money on Microsoft Office. You get most of the functionality, plus the ability to use it to work collaboratively with others that use it. Your work saves on Google Drive, which is easily accessible from your Google account. Let's say you need your work in a Microsoft accessible file, either to submit it for class or to share with someone who doesn't use Google Docs. This is extremely easy to do from the File menu to export into a Microsoft friendly file.
Both of these products further illustrate how Web 2.0 products focus on service and functionality, for little to no cost to the user! Both come highly recommended.
Wednesday, June 4, 2014
Week 5: Instructional Design in Business and in Schools
While instructional design used to mainly focus on instruction in the business setting, it has now expanded to encompass more of examining some of the issues that can arise with learners in the workplace. Of course, it can be applied to my line of work in the elementary classroom, not just in an industry sense. One of the ways I liked that instructional design was being used, and probably the most pertinent to my line of work, was the notion of cross-cultural training. Much like businesses have to address a variety of cultures in the workplace, we do in the classroom as well. While I think designing instruction around societal culture is important, I would place a greater focus on learner culture. As I would be considered the "instructional designer" in my classroom, I am always looking at how my teaching is impacting my students. I make clear my expectations, yet make a conscious effort to learn how my students will best learn the material, altering my instruction appropriately. A great help to me is a lot of the professional development I have received, specifically an Asperger's training I went to a few months ago that helped me be able to target learners that have this disorder in an effective manner.
Along with that, the idea of developing advanced evaluation techniques is something that is consistently going on in education. The idea in business is that the training will produce improved performance and more efficient output. In education, I am looking for evaluation techniques that will bring out what my students have learned. We look to see if what we are doing is research based. For example, I am a part of the ELA department in my district, and we receive instruction on interventions and assessments to use to produce better learners.
With the 21st century classroom looking more and more advanced, instructional design is playing more and more of a role in schools. While reading chapter 21 of the text, I found a few trends that hit home for where I am teaching 4th grade. No Child Left Behind has had a huge influence on how instructional design is implemented, and how educational technology can offer flexibility in the classroom when it comes to teaching objectives. In my district, we are getting into Common Core standard-based report cards. Needing to teach each objective is important, and having new ways of reaching students is always a positive.
Another trend that was looked at in chapter 21 was closing achievement gaps. Some alarming statistics as late as 2009 show that only 21 states require technology coursework to become a licensed teacher. If the teachers aren't using technology in their own education, they won't be equipped to teach using technology. I would hope this trend is moving in a more positive direction, as available technology in the classroom is increasing. One advantage in taking this class for me is that I am learning how to use several different tools that can help me close achievement gaps in my own classroom.
Along with that, the idea of developing advanced evaluation techniques is something that is consistently going on in education. The idea in business is that the training will produce improved performance and more efficient output. In education, I am looking for evaluation techniques that will bring out what my students have learned. We look to see if what we are doing is research based. For example, I am a part of the ELA department in my district, and we receive instruction on interventions and assessments to use to produce better learners.
With the 21st century classroom looking more and more advanced, instructional design is playing more and more of a role in schools. While reading chapter 21 of the text, I found a few trends that hit home for where I am teaching 4th grade. No Child Left Behind has had a huge influence on how instructional design is implemented, and how educational technology can offer flexibility in the classroom when it comes to teaching objectives. In my district, we are getting into Common Core standard-based report cards. Needing to teach each objective is important, and having new ways of reaching students is always a positive.
Another trend that was looked at in chapter 21 was closing achievement gaps. Some alarming statistics as late as 2009 show that only 21 states require technology coursework to become a licensed teacher. If the teachers aren't using technology in their own education, they won't be equipped to teach using technology. I would hope this trend is moving in a more positive direction, as available technology in the classroom is increasing. One advantage in taking this class for me is that I am learning how to use several different tools that can help me close achievement gaps in my own classroom.
Sample Concept Map for a Student to Create
Here is a sample concept map I created that I would expect a student to be able to do. After an introductory lesson to the three branches of government, I would give these terms to the students to create a concept map with them. This could be done with a blank map on a test, where the student just fills in the terms, or have the student create it on the computer, which would be my preference.
This is just an example of a concept map that I could have students create. Our Social Studies curriculum uses concept maps quite a bit when introducing lessons, so I could use a program like Bubbl.us to have the students create their own versions as an assessment. Another example of a concept map for Social Studies would be the circular flow of a market economy. We cover that in our 4th unit, and concept mapping would lend itself well to assessing student understanding of the term.
Tuesday, June 3, 2014
Google Maps Project
A few months ago, we went on a field trip to Grand Rapids. We went to the Grand Rapids Public Museum, and the Gerald R. Ford Presidential Museum. I thought it would be a neat idea to do a math lesson based around the fuel it would cost to get us up there.
For this assignment, the students would have to get to Google Maps on their Chromebooks in order to find the mileage (I would also have this projected on the Smart Board as well). First, the students would have to go to the "Get Directions" icon, and put "Bridgman Elementary School" for the starting destination and "Grand Rapids Public Museum" for the B part. Then, they would have to trace the path created by the directions using the "Measure Distances and Areas" tool to find out how many miles it is (it's around 90, we would probably round to that anyway). Next, I would tell them how many miles to the gallon the bus gets on the highway (let's say 8), and what the current gas prices are (they were $3.95 on my way home from work today). So, the students would have to calculate how much gas would cost to go 8 miles, then multiply that number by 11 (close enough to 90) to see how much it would cost one way, then double it to figure out the round trip.
Once we figured that out, I would enhance the lesson by suggesting that I-196, the highway we would take, would be shut down, and we would have to go through Highway 131 to get there. Showing them the alternate route to take, I would let them use the same tools to figure out how much fuel would cost for a round trip using that route.
This particular mini-lesson would go well with the rates lesson in our Everyday Math Curriculum. It would be a real-life application for the students, and it would be one more lesson they could use a map to enhance learning.
For this assignment, the students would have to get to Google Maps on their Chromebooks in order to find the mileage (I would also have this projected on the Smart Board as well). First, the students would have to go to the "Get Directions" icon, and put "Bridgman Elementary School" for the starting destination and "Grand Rapids Public Museum" for the B part. Then, they would have to trace the path created by the directions using the "Measure Distances and Areas" tool to find out how many miles it is (it's around 90, we would probably round to that anyway). Next, I would tell them how many miles to the gallon the bus gets on the highway (let's say 8), and what the current gas prices are (they were $3.95 on my way home from work today). So, the students would have to calculate how much gas would cost to go 8 miles, then multiply that number by 11 (close enough to 90) to see how much it would cost one way, then double it to figure out the round trip.
Once we figured that out, I would enhance the lesson by suggesting that I-196, the highway we would take, would be shut down, and we would have to go through Highway 131 to get there. Showing them the alternate route to take, I would let them use the same tools to figure out how much fuel would cost for a round trip using that route.
This particular mini-lesson would go well with the rates lesson in our Everyday Math Curriculum. It would be a real-life application for the students, and it would be one more lesson they could use a map to enhance learning.
Thursday, May 29, 2014
Week 4: Theories of Learning, and Human Performance Improvement
(See my earlier blog post for the podcast reflection!)
It's interesting that the first question that I am to tackle in this reflection has to do with calculating and comparing unit costs. I seriously just taught this today! It wasn't so much comparing brand names and prices, but more about how to find the unit costs. In effect, I can go through these theories I went through to teach this to see how I utilized them in the classroom. The first one I'll discuss is the Cognitive Information Processing Theory. I try to use this theory in every one of my teaching practices. The one aspect of this theory I focus on is making the learning personally meaningful to the student. Since we were beginning to calculate unit costs, we went over some real life examples of where you would use this information. We talked about shopping for meat products (which are often sold by the pound), building materials, and fabric (which are sold by the foot/yard). If I were to extend this into comparing unit costs across brands, explaining how doing this can save you money would be a great connection for upper grades. I noticed that when I made this connection, the students were listening, as it applied to real life. As the theory states, now the students can apply this to an appropriate context, and the learning has true meaning to them. So in my case, when I would get to possibly comparing brand names and how the students could save money, the students could recall earlier cues to what they already learned to "add-on" this new information.
In a similar fashion, the Situated Learning Theory sort of expands on this notion of real-life application. The chapter gave a really interesting illustration regarding children in Brazil selling candy on the streets, using the mathematical knowledge for currency exchange rates, rather than the more "standard" math their peers were learning. The theory argues for learning from participation. With the classroom community I set up, I could give groups of students a scenario that would involve a real-life application to calculating and comparing rates. One example might be that they are responsible for a building project, and each student is in charge of certain items that are needed for the project. They would have to use their resources wisely, with shopping around for the best bargain to come in under budget. Many students will encounter, or be a part of, similar scenarios when they are older, so it would be a beneficial assignment for them.
The last one I'll mention is Gagne's Theory of Instruction, with a focus on the taxonomy part. I think a lesson like this could hit four out of the five learning categories (which are verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills). I sort of covered the attitudes part earlier, so I'll focus on the others. The students would be given verbal information, so they know what they are learning and how to do it. They have a chance to intellectually apply this knowledge by working on the aforementioned project, while developing cognitive strategies (hopefully in part by the learning communities established, again mentioned earlier) to solve the problem. Motor skills aren't really addressed here, since accurate movement isn't really being assessed here. Hitting these four areas, however, is a good start.
One thing that struck me with Human Performance Improvement (HPI) and Human Performance Technology (HPT) was the analysis in how to close achievement gaps through what causes gaps in performance. The goal with HPI is increasing human capital, in my case, higher-order learners. Many times, gaps in performance in my classroom are caused by lack of incentive, environmental support (more often than not, at home), skills and knowledge, and individual capacity. I saw several ways I could use these causes in order to create better interventions. I have an incentive system in my classroom, but it's based on whole class behavior. Making it more individualized would help incite each student to perform. While not all my students have the best home life, I have put a great effort to provide a supportive environment in my classroom. I actually had some great success with this, as myself and fellow students have done a great job supporting each other in the class. I can use a lack of skill and knowledge on a certain topic (whether it be something I failed to teach effectively or that the student failed to learn) and create interventions that can approach the topic a different way. Of course, there are some great resources online that can enhance lessons that students might respond to better.
When first presented with social bookmarking, I didn't quite know what to make of it. I mean, as far as I was concerned, the "bookmark" tab in my browser sufficed. In setting up my own "delicious" bookmark site (which I am still in the process of bookmarking tabs for), it was the social aspect of the site that finally clicked with me why this is a useful tool. My colleagues and I are always sharing websites with each other, and we post several websites on our own sites to share with our students. Delicious puts all these sites in a convenient, user-friendly location, with the ability to categorize the websites. Not only are these sites easy to access for you, but you can "friend" your colleagues, and you can see each other's favorites. For instance, I could be looking for a good resource on reinforcing long division, and my colleagues might have a good website on their delicious site. If they are in my network, it can be a time-saver to just check out their bookmarks (all the while possibly discovering other great resources). A way students could use this to great benefit would be during a group project where students are in need of research materials. Having access to several resources your group members have found could be of great help. Just a few examples, but like with most resources, I'm sure I'm barely scratching the surface.
It's interesting that the first question that I am to tackle in this reflection has to do with calculating and comparing unit costs. I seriously just taught this today! It wasn't so much comparing brand names and prices, but more about how to find the unit costs. In effect, I can go through these theories I went through to teach this to see how I utilized them in the classroom. The first one I'll discuss is the Cognitive Information Processing Theory. I try to use this theory in every one of my teaching practices. The one aspect of this theory I focus on is making the learning personally meaningful to the student. Since we were beginning to calculate unit costs, we went over some real life examples of where you would use this information. We talked about shopping for meat products (which are often sold by the pound), building materials, and fabric (which are sold by the foot/yard). If I were to extend this into comparing unit costs across brands, explaining how doing this can save you money would be a great connection for upper grades. I noticed that when I made this connection, the students were listening, as it applied to real life. As the theory states, now the students can apply this to an appropriate context, and the learning has true meaning to them. So in my case, when I would get to possibly comparing brand names and how the students could save money, the students could recall earlier cues to what they already learned to "add-on" this new information.
In a similar fashion, the Situated Learning Theory sort of expands on this notion of real-life application. The chapter gave a really interesting illustration regarding children in Brazil selling candy on the streets, using the mathematical knowledge for currency exchange rates, rather than the more "standard" math their peers were learning. The theory argues for learning from participation. With the classroom community I set up, I could give groups of students a scenario that would involve a real-life application to calculating and comparing rates. One example might be that they are responsible for a building project, and each student is in charge of certain items that are needed for the project. They would have to use their resources wisely, with shopping around for the best bargain to come in under budget. Many students will encounter, or be a part of, similar scenarios when they are older, so it would be a beneficial assignment for them.
The last one I'll mention is Gagne's Theory of Instruction, with a focus on the taxonomy part. I think a lesson like this could hit four out of the five learning categories (which are verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills). I sort of covered the attitudes part earlier, so I'll focus on the others. The students would be given verbal information, so they know what they are learning and how to do it. They have a chance to intellectually apply this knowledge by working on the aforementioned project, while developing cognitive strategies (hopefully in part by the learning communities established, again mentioned earlier) to solve the problem. Motor skills aren't really addressed here, since accurate movement isn't really being assessed here. Hitting these four areas, however, is a good start.
One thing that struck me with Human Performance Improvement (HPI) and Human Performance Technology (HPT) was the analysis in how to close achievement gaps through what causes gaps in performance. The goal with HPI is increasing human capital, in my case, higher-order learners. Many times, gaps in performance in my classroom are caused by lack of incentive, environmental support (more often than not, at home), skills and knowledge, and individual capacity. I saw several ways I could use these causes in order to create better interventions. I have an incentive system in my classroom, but it's based on whole class behavior. Making it more individualized would help incite each student to perform. While not all my students have the best home life, I have put a great effort to provide a supportive environment in my classroom. I actually had some great success with this, as myself and fellow students have done a great job supporting each other in the class. I can use a lack of skill and knowledge on a certain topic (whether it be something I failed to teach effectively or that the student failed to learn) and create interventions that can approach the topic a different way. Of course, there are some great resources online that can enhance lessons that students might respond to better.
When first presented with social bookmarking, I didn't quite know what to make of it. I mean, as far as I was concerned, the "bookmark" tab in my browser sufficed. In setting up my own "delicious" bookmark site (which I am still in the process of bookmarking tabs for), it was the social aspect of the site that finally clicked with me why this is a useful tool. My colleagues and I are always sharing websites with each other, and we post several websites on our own sites to share with our students. Delicious puts all these sites in a convenient, user-friendly location, with the ability to categorize the websites. Not only are these sites easy to access for you, but you can "friend" your colleagues, and you can see each other's favorites. For instance, I could be looking for a good resource on reinforcing long division, and my colleagues might have a good website on their delicious site. If they are in my network, it can be a time-saver to just check out their bookmarks (all the while possibly discovering other great resources). A way students could use this to great benefit would be during a group project where students are in need of research materials. Having access to several resources your group members have found could be of great help. Just a few examples, but like with most resources, I'm sure I'm barely scratching the surface.
Wednesday, May 28, 2014
Social Bookmarking Page: "Delicious"
https://delicious.com/s4christy
A work in progress, but I managed to get a few of my favorite education links up there, as well as some for a hobby of mine, studying traditional animation from the golden age of animation! My reflection on using this for the first time will be in my upcoming blog post.
A work in progress, but I managed to get a few of my favorite education links up there, as well as some for a hobby of mine, studying traditional animation from the golden age of animation! My reflection on using this for the first time will be in my upcoming blog post.
Tuesday, May 27, 2014
Educational Podcast: Grammar Girl
http://www.quickanddirtytips.com/grammar-girl
I found (and subscribed to) this podcast that focuses on the proper uses of grammar. Mignon Fogarty, aka "Grammar Girl," posts articles and podcasts answering some of the toughest questions related to grammar. I listened to a few episodes that I found interesting and had some genuine interest in, such as the difference between lay and lie, whom and who, and her most recent episode, "How to Kick Your Annoying Preposition Habit." I admire how she makes learning grammar fun. I especially enjoy how she picks apart some of my favorite classic rock songs (she skewered Bob Dylan, Eric Clapton, and The Rolling Stones) for being grammatically incorrect. Her enthusiasm for grammar, a subject many could find mundane, is infectious.
Being a first year teacher, one of my weakest areas of teaching is writing. The area of grammar keeps coming back to haunt me, so I thought this podcast would help tremendously. After only listening to a few episodes, I can tell this will be a helpful tool. I would recommend this mostly to middle and high school ELA teachers, or for anyone that just wants improve their own grammar. If your students have technology, I would have them subscribe to this podcast in order to get a better handle on grammar. With today's "texting culture," many fear that proper grammar in students' writing will suffer. "Grammar Girl" makes grammar fun and interesting, something not easily done.
I found (and subscribed to) this podcast that focuses on the proper uses of grammar. Mignon Fogarty, aka "Grammar Girl," posts articles and podcasts answering some of the toughest questions related to grammar. I listened to a few episodes that I found interesting and had some genuine interest in, such as the difference between lay and lie, whom and who, and her most recent episode, "How to Kick Your Annoying Preposition Habit." I admire how she makes learning grammar fun. I especially enjoy how she picks apart some of my favorite classic rock songs (she skewered Bob Dylan, Eric Clapton, and The Rolling Stones) for being grammatically incorrect. Her enthusiasm for grammar, a subject many could find mundane, is infectious.
Being a first year teacher, one of my weakest areas of teaching is writing. The area of grammar keeps coming back to haunt me, so I thought this podcast would help tremendously. After only listening to a few episodes, I can tell this will be a helpful tool. I would recommend this mostly to middle and high school ELA teachers, or for anyone that just wants improve their own grammar. If your students have technology, I would have them subscribe to this podcast in order to get a better handle on grammar. With today's "texting culture," many fear that proper grammar in students' writing will suffer. "Grammar Girl" makes grammar fun and interesting, something not easily done.
Wednesday, May 21, 2014
Week 3: Defining/Naming Our Field, A History of Instructional Design and Technology
In reading the various definitions of "Instructional Technology" in Chapter 1 of "Trends and Issues in Instructional Design and Technology," I felt a little ahead of the game. The most recent definition produced by the AECT committee in 2008 states "Educational Technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources." The reason I felt a little ahead of the game is that I am already using technology in both areas indicated by the goals of the most recent definition. In the early days of instructional technology, the goal was that technology was viewed as a process, in that the end goal was to make instruction more effective. This is still an important goal, one that I am trying to reach currently teaching fourth grade. I am blessed to have a lot of technology at my disposal (SMART Board, Netbooks, Computer Lab, etc.), and I find using technology does enhance and improve my teaching.
The newer focus with the more recent definitions was the additional goal of facilitating improved learning methods. This is particularly exciting to me as my fourth grade class next year will be getting Google Chromebooks (1:1 ratio, I know I keep harping on this, but I'm thrilled to start implementing them). One of the things we are trying to tackle as a fourth grade team is how to make this new technology not only improve and enhance learning, but also to improve student performance. I attended a MACUL Conference last month at Kalamazoo RESA that gave me some really great programs to utilize technology in this way.
I didn't really think anything was missing (though as I'm taking an intro class, that might be due to naivety), but one thing that was new to me, and this might sound dumb, but the fact that the term "instructional design and technology" had an actual "official" definition that has changed slightly through the years. It was interesting to see as technology has rapidly changed since the 1950s when "instructional technology" became an entity, the definition has had to change rapidly as well.
Moving on to Chapter 3, and to answer question 1, part a, I find it can be very easy to misunderstand greater use of technology if you aren't aware of how beneficial it can be to improve learning. One factor of why the scenario presented in question 1 had little effect on student learning is that nothing changed in the instruction. The laptops essentially served as a convenient location for the textbooks, workbooks, study guides, and other materials. Other than the students carrying a lighter load home in their backpacks, the students were being taught the exact same way as before, just on a laptop instead of a textbook.
The second factor could be due to teacher resistance to the new changes. While not explicitly stated here, the teachers didn't use the laptops for anything other than what they normally do in the classroom. A reason for this might be because the teachers themselves were not enthusiastic to find new and innovative ways to allow the technology to foster new ways of teaching. By just having the materials the teachers were already using, it seems no effort was made to get the most out of the technology. If the teachers are resistant, no innovation will come.
The third factor is that the media being used with the laptops was of poor or mediocre quality. Whether this was the materials already being used (the textbooks, etc.) or an attempt to use other media on the laptops, it wasn't working. Good computer programs are like good textbooks, they will work if the quality is high. If you are using materials, whether they be technological or otherwise, it's important to make sure those materials are actually useful to promote higher learning.
To answer part b of the question, one strategy I would use to increase the effectiveness of the technology in the classroom would be to provide training for the staff using the technology. As I mentioned above, attending the MACUL conference (and by extension, this class) helped me better understand the Chromebooks we'll be getting. It would cut down on teacher resistance, since you will be getting them involved in learning ways they can better implement the technology, instead of having them throw caution to the wind.
Another strategy that could be used by the school district would be investing in research-based programs to be used on the laptops. If the programs being used are ineffective, it would make sense to seek out better tools to use with the technology. Just like teacher resistance, administration may be resistant to spending money on computer-based programs. It is my understanding that many of these programs are inexpensive, and you can usually get decent rates for an entire classroom. Some teacher may invest the money themselves, as I have on a couple of occasions.
The newer focus with the more recent definitions was the additional goal of facilitating improved learning methods. This is particularly exciting to me as my fourth grade class next year will be getting Google Chromebooks (1:1 ratio, I know I keep harping on this, but I'm thrilled to start implementing them). One of the things we are trying to tackle as a fourth grade team is how to make this new technology not only improve and enhance learning, but also to improve student performance. I attended a MACUL Conference last month at Kalamazoo RESA that gave me some really great programs to utilize technology in this way.
I didn't really think anything was missing (though as I'm taking an intro class, that might be due to naivety), but one thing that was new to me, and this might sound dumb, but the fact that the term "instructional design and technology" had an actual "official" definition that has changed slightly through the years. It was interesting to see as technology has rapidly changed since the 1950s when "instructional technology" became an entity, the definition has had to change rapidly as well.
Moving on to Chapter 3, and to answer question 1, part a, I find it can be very easy to misunderstand greater use of technology if you aren't aware of how beneficial it can be to improve learning. One factor of why the scenario presented in question 1 had little effect on student learning is that nothing changed in the instruction. The laptops essentially served as a convenient location for the textbooks, workbooks, study guides, and other materials. Other than the students carrying a lighter load home in their backpacks, the students were being taught the exact same way as before, just on a laptop instead of a textbook.
The second factor could be due to teacher resistance to the new changes. While not explicitly stated here, the teachers didn't use the laptops for anything other than what they normally do in the classroom. A reason for this might be because the teachers themselves were not enthusiastic to find new and innovative ways to allow the technology to foster new ways of teaching. By just having the materials the teachers were already using, it seems no effort was made to get the most out of the technology. If the teachers are resistant, no innovation will come.
The third factor is that the media being used with the laptops was of poor or mediocre quality. Whether this was the materials already being used (the textbooks, etc.) or an attempt to use other media on the laptops, it wasn't working. Good computer programs are like good textbooks, they will work if the quality is high. If you are using materials, whether they be technological or otherwise, it's important to make sure those materials are actually useful to promote higher learning.
To answer part b of the question, one strategy I would use to increase the effectiveness of the technology in the classroom would be to provide training for the staff using the technology. As I mentioned above, attending the MACUL conference (and by extension, this class) helped me better understand the Chromebooks we'll be getting. It would cut down on teacher resistance, since you will be getting them involved in learning ways they can better implement the technology, instead of having them throw caution to the wind.
Another strategy that could be used by the school district would be investing in research-based programs to be used on the laptops. If the programs being used are ineffective, it would make sense to seek out better tools to use with the technology. Just like teacher resistance, administration may be resistant to spending money on computer-based programs. It is my understanding that many of these programs are inexpensive, and you can usually get decent rates for an entire classroom. Some teacher may invest the money themselves, as I have on a couple of occasions.
Tuesday, May 20, 2014
Multimedia post (includes photo, video, and Google Maps)
For this assignment, I'm going to use all three blog requirements (posting a photo, video, and map) to tell a story about the time I met Michael Nesmith.
This is one of my heroes, Michael Nesmith. He started off as a member of The Monkees, where he played guitar and wrote several of their songs. Nesmith then went on to a prolific, if somewhat obscure, solo career that spanned from the 1970s to today. Fortunately, I was able to see Nesmith not only perform solo three times in 2013, but also in a reunion with The Monkees in 2012 and at an upcoming date, May 31 of this year.
After the last show I attended on November 23, 2013, I had the awesome opportunity to meet Mr. Nesmith. He sold 20 "Conversation Passes" for each venue he was appearing at through his website, www.videoranch.com before each show. I got to speak with him for about 5 to 10 minutes about his time in The Monkees and some of his solo projects. The embeded video is at the end of that conversation (where you can see us posing for the picture included at the top of the post).
All of this took place at the City Winery in Chicago, IL. I'm not a wine drinker, but it is a great place to hold a show. It's an intimate venue where you can enjoy dinner, drinks, and a show. I never found the people receiving service distracting from the show at all. Again, I'm not a wine drinker, but I really enjoyed it for the concert.
After the last show I attended on November 23, 2013, I had the awesome opportunity to meet Mr. Nesmith. He sold 20 "Conversation Passes" for each venue he was appearing at through his website, www.videoranch.com before each show. I got to speak with him for about 5 to 10 minutes about his time in The Monkees and some of his solo projects. The embeded video is at the end of that conversation (where you can see us posing for the picture included at the top of the post).
All of this took place at the City Winery in Chicago, IL. I'm not a wine drinker, but it is a great place to hold a show. It's an intimate venue where you can enjoy dinner, drinks, and a show. I never found the people receiving service distracting from the show at all. Again, I'm not a wine drinker, but I really enjoyed it for the concert.
Photo Sharing Site
http://s1274.photobucket.com/user/s4christy/library/Rubbing%20Elbows%20With%20Celebrities
I created this album on Photobucket mainly because I just got back from Motor City Comic Con, and because our assignment was to create a photo sharing page, I thought it would be fun to share some of the people I met. I also included my pictures with The Monkees, since I've mentioned meeting them in my introduction for this class.
I created this album on Photobucket mainly because I just got back from Motor City Comic Con, and because our assignment was to create a photo sharing page, I thought it would be fun to share some of the people I met. I also included my pictures with The Monkees, since I've mentioned meeting them in my introduction for this class.
Wednesday, May 14, 2014
Week 2: RSS, Wiki, and Dale's Cone
Despite being on the internet for many years, and taking part in various social media, I have never had a blog before. It's not that I don't like to write, I love it. As a matter of fact, I occasionally "blogged' on my Facebook page when I would have time under the "notes" section. I guess I never saw the use in setting up my own blog. I see it's potential while using it for this class in the classroom. In my particular situation, I have fourth graders that love to share their work, no matter what it is, I could see having my students next year start a blog, update it weekly or bi-weekly, and having them subscribe to Feedly to get updates from their fellow students so that they can read and comment on their blogs.
The nice thing about using Feedly is the convenient location not only for all the blogs, but for pretty much any site I want to get updates for. After adding the blogs from the members in our class, I added a blog I have been really bad about checking lately. It's a blog dedicated to Colgems Records (the subsidiary label that produced The Monkees, one of my all-time favorite bands), just to have something different other than technology related stuff to look through (not that those aren't interesting, mind you). After adding the Colgems blog, I noticed something really cool about Feedly. It posts the latest articles first, with a picture and text preview of the article that you can select and read more about. I see this on other news based sites, it's kind of cool to have one of your own! Once I subscribed to all my classmates blogs, I can see their posts as they come. As I mentioned above, I would like to get my fourth graders involved in blogging next year when they get Chromebooks. A Feedly account would be a great way to get them involved in reading each other's work, with having one handy location to access that information.
After doing the wiki project, I can see great benefit to doing a project with it. In fact, it's given me an idea for something I can use for the final project at the end of the year. My students do a lot of collaborative work in my classroom, particularly for Science and Social Studies. Our Social Studies curriculum has our students investigating many different concepts, often times using the internet as a resource. For example, I could take a concept we just covered, the Circular Flow of a Market Economy, and have a group of students expand on each section of the circular flow. Each section could be a page on a Wiki, with hyperlinks for each section interwoven through the page. Each student would be able to edit the pages if they see an inaccuracy or the need for expansion on the topic. They could also work with the other groups to make sure their links get included on the project. It would be a great way to get groups working together, and have the entire class contribute to one project.
Dale's Cone is a representation of the movement in learning from the concrete to the abstract, from, as Dale puts is, "direct purposeful experiences" to "verbal symbols." Recalling the first time I heard of Dale's Cone of Experience in my Human Development class years ago, learners "move" down through the cone as the develop cognitively, learning through various audio-visual experiences that grow more abstract. Inherently, I would believe blogging (combined with RSS and Wiki) would cater to the more abstract portion of the cone. Since most of it is text based, it would be hard for more concrete learners to pick up on some of the verbal symbols that are used. However, more an more is changing as technology develops. I heard of a program the other day from a colleague called "SnapChat," and while not technically a blog, it uses pictures to tell of experiences. This could be used to help the most concrete of learners pick up on some of the more abstract cues learned from visual mediums. Many people have a "vlog" (video log), or a podcast, which could cover the upper parts of the cone.
Siegel's article, "Falling Asleep at Your Keyboard, The Case for Computer Imagination" discusses the need to not just incorporate technology into the classroom, but to use it foster creativity with our students. I can definitely see how blogs could contribute to "computer imagination." Yes, you can write what could be a blog entry on a sheet of paper with a pencil, but that's where the interactivity stops. By using a blog (along with an RSS service like Feedly), the student can not only open up their own musings to a larger-scale audience (though, with fourth grade, I would limit it to those students in our classroom), but the student can also provide feedback for other students' work. One practical use I could see for a blog in the classroom would be a classroom newsletter, where there is one blog, yet multiple students could contribute content to it (i.e. articles about what we are learning in the different subject areas). One area my students could use more help with is peer editing. The use of blogs (with an RSS feed that the students could have a subscription to other people's work) would enable the students to provide some more in-depth dialogue via the comments section (which the instructor would check the comments for positive critique), rather than saying "it's good" and moving on.
The nice thing about using Feedly is the convenient location not only for all the blogs, but for pretty much any site I want to get updates for. After adding the blogs from the members in our class, I added a blog I have been really bad about checking lately. It's a blog dedicated to Colgems Records (the subsidiary label that produced The Monkees, one of my all-time favorite bands), just to have something different other than technology related stuff to look through (not that those aren't interesting, mind you). After adding the Colgems blog, I noticed something really cool about Feedly. It posts the latest articles first, with a picture and text preview of the article that you can select and read more about. I see this on other news based sites, it's kind of cool to have one of your own! Once I subscribed to all my classmates blogs, I can see their posts as they come. As I mentioned above, I would like to get my fourth graders involved in blogging next year when they get Chromebooks. A Feedly account would be a great way to get them involved in reading each other's work, with having one handy location to access that information.
After doing the wiki project, I can see great benefit to doing a project with it. In fact, it's given me an idea for something I can use for the final project at the end of the year. My students do a lot of collaborative work in my classroom, particularly for Science and Social Studies. Our Social Studies curriculum has our students investigating many different concepts, often times using the internet as a resource. For example, I could take a concept we just covered, the Circular Flow of a Market Economy, and have a group of students expand on each section of the circular flow. Each section could be a page on a Wiki, with hyperlinks for each section interwoven through the page. Each student would be able to edit the pages if they see an inaccuracy or the need for expansion on the topic. They could also work with the other groups to make sure their links get included on the project. It would be a great way to get groups working together, and have the entire class contribute to one project.
Dale's Cone is a representation of the movement in learning from the concrete to the abstract, from, as Dale puts is, "direct purposeful experiences" to "verbal symbols." Recalling the first time I heard of Dale's Cone of Experience in my Human Development class years ago, learners "move" down through the cone as the develop cognitively, learning through various audio-visual experiences that grow more abstract. Inherently, I would believe blogging (combined with RSS and Wiki) would cater to the more abstract portion of the cone. Since most of it is text based, it would be hard for more concrete learners to pick up on some of the verbal symbols that are used. However, more an more is changing as technology develops. I heard of a program the other day from a colleague called "SnapChat," and while not technically a blog, it uses pictures to tell of experiences. This could be used to help the most concrete of learners pick up on some of the more abstract cues learned from visual mediums. Many people have a "vlog" (video log), or a podcast, which could cover the upper parts of the cone.
Siegel's article, "Falling Asleep at Your Keyboard, The Case for Computer Imagination" discusses the need to not just incorporate technology into the classroom, but to use it foster creativity with our students. I can definitely see how blogs could contribute to "computer imagination." Yes, you can write what could be a blog entry on a sheet of paper with a pencil, but that's where the interactivity stops. By using a blog (along with an RSS service like Feedly), the student can not only open up their own musings to a larger-scale audience (though, with fourth grade, I would limit it to those students in our classroom), but the student can also provide feedback for other students' work. One practical use I could see for a blog in the classroom would be a classroom newsletter, where there is one blog, yet multiple students could contribute content to it (i.e. articles about what we are learning in the different subject areas). One area my students could use more help with is peer editing. The use of blogs (with an RSS feed that the students could have a subscription to other people's work) would enable the students to provide some more in-depth dialogue via the comments section (which the instructor would check the comments for positive critique), rather than saying "it's good" and moving on.
Tuesday, May 13, 2014
Wednesday, May 7, 2014
Week 1: Reigeluth, Joseph, and Postman
Technology has always been a double-edged sword thing for me. It has both excited me and intimidated me at the same time. I always remember as a kid being overtaken with fascination when I first laid eyes on a Nintendo Entertainment System (and for that matter, the Apple IIe that our Kindergarten class had) for the first time. I also remember my first contact with the Internet, and how having virtually all the information in the world accessible at all times blew my mind. Or even now, looking at my cell phone that has seemingly unlimited capabilities, it's very thrilling to see how technology has developed in my 30 years here on Earth.
As I grow older, and now being in a classroom for my first year, I have to admit I have a little uneasiness. Things change at a pace that appears to be approaching light speed. Once you get used to one way of doing things, it's going to be totally different in a few years. It might be a better, more efficient way in accomplishing the same goal, but it's another learning curve. I think, on the whole, increased technology can only help my state of affairs in the classroom.
I found both articles interesting, since they both highlight my enthusiasm and reservations on utilizing technology in my own classroom. The Reigeluth/Joseph article was particularly interesting when it mentioned the need to shift for a more standards-based assessment method for schools to adopt. I know most schools are moving this direction with the implementation of Common Core. Our district has been working the entire year creating Common Core-aligned standards-based report cards and rubrics to roll out for the 2014-2015 school year. The example given in the article of a student getting a B- in history not being an illustration of what the student knows is dialogue that we as a district have been having all year. Another interesting point the article makes on page 3 is that electronic performance support systems will be easier to enhance learning once the hardware becomes less expensive. This sort of dates the article a bit, since many of these powerful devices have become less expensive and feasible to have 1:1 ratio of students to technology in the classroom.
The Postman article illustrates a view I have held regarding technology, though I have an addendum to what he says. He seems worried that technology will replace one of the primary jobs of the school, assisting parents in building good citizens. I will say that this, as well as using technology as a crutch for bad teaching, could lead to this. The thing is, good teachers will always be good teachers whether technology is in the classroom or not. I've always said that if you can't do it with a piece of chalk in your hand and a chalkboard, you have no business being a teacher. If a teacher uses technology to enhance learning and build skills more efficiently, only good can come from it.
Our district is getting Google Chromebooks next year for the fourth grade. It is my hope that I can see some of the benefits imagined by people like Reigeluth and Joseph that technology can bring to a standards-based curriculum.
-Scott
As I grow older, and now being in a classroom for my first year, I have to admit I have a little uneasiness. Things change at a pace that appears to be approaching light speed. Once you get used to one way of doing things, it's going to be totally different in a few years. It might be a better, more efficient way in accomplishing the same goal, but it's another learning curve. I think, on the whole, increased technology can only help my state of affairs in the classroom.
I found both articles interesting, since they both highlight my enthusiasm and reservations on utilizing technology in my own classroom. The Reigeluth/Joseph article was particularly interesting when it mentioned the need to shift for a more standards-based assessment method for schools to adopt. I know most schools are moving this direction with the implementation of Common Core. Our district has been working the entire year creating Common Core-aligned standards-based report cards and rubrics to roll out for the 2014-2015 school year. The example given in the article of a student getting a B- in history not being an illustration of what the student knows is dialogue that we as a district have been having all year. Another interesting point the article makes on page 3 is that electronic performance support systems will be easier to enhance learning once the hardware becomes less expensive. This sort of dates the article a bit, since many of these powerful devices have become less expensive and feasible to have 1:1 ratio of students to technology in the classroom.
The Postman article illustrates a view I have held regarding technology, though I have an addendum to what he says. He seems worried that technology will replace one of the primary jobs of the school, assisting parents in building good citizens. I will say that this, as well as using technology as a crutch for bad teaching, could lead to this. The thing is, good teachers will always be good teachers whether technology is in the classroom or not. I've always said that if you can't do it with a piece of chalk in your hand and a chalkboard, you have no business being a teacher. If a teacher uses technology to enhance learning and build skills more efficiently, only good can come from it.
Our district is getting Google Chromebooks next year for the fourth grade. It is my hope that I can see some of the benefits imagined by people like Reigeluth and Joseph that technology can bring to a standards-based curriculum.
-Scott
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