Lesson 1 Idea: Different types of special quadrilaterals
Talk about in class-make group conjectures (no matter right or wrong)
Discuss their properties, and then investigate using Geometer’s Sketchpad.
Finally, summarize our class findings as a group.
Lesson 2 Idea: Different types of polygons
Talk about in class-make group conjectures, about how many degrees inside the
polygons, and then investigate using Geometer’s Sketchpad.
Finally, summarize our class findings as a group.
Lesson 3 Idea: Talk about the difference between adding a constant of 10 to a number
and multiplying by 3 to a number, doing each over and over again.
(Linear/Exponential Functions)
Talk about what makes them different, make a table, discuss what a general
equation would look like, then graph the equation, see if it is right, then
summarize as a class, and fully explain the linear/exponential difference.
Wednesday, February 28, 2007
Cody Trueblood, Reflection 5
http://www.edutopia.org/video/movie.php?reset=cookie&keyword=005&id=Art_1127
The movie that I watched was titled “Laptops On Expedition” and it was basically about a school in Maine implementing technology into their entire school. Instead of the traditional way of schooling, this school decided to try certain technologies instead of textbooks. For instance, the kids would do research on the internet instead of reading it out of a textbook, and the students would do projects for their classes and when they were done they would present them to the class. However, instead of the typical classroom project most of us are familiar with, these projects were all done on CD and presented to the class on an overhead projector from the computer screen. It was very neat and creative. The students really seemed excited to do these projects also, perhaps because they were presented with an opportunity to not have to read the same boring textbooks over and over where they were not getting much out of them. Instead they could find out the information for themselves and format a plan and present it to the class in a more interesting way. It really seemed to be working at this school in Maine, the kids were excited and learning really seemed to be going on. The major technology being used in this video was computers in general, every single one of the students were using computers to do their entire classroom projects (for multiple classes) and they did basically all of their homework on a CD, that way they could bring the CD home and then bring it back to school to let their teachers know that they indeed were working on their projects outside of class. The technology was very much student-centered, rather than teacher-centered. The kids themselves were working on their projects on the CD’s and had to do it themselves in order for the work to be completed. I am sure the teachers showed them how to do certain things on the computers, but it was basically a must for the students to be able to do things themselves also, so they could get work done at home. I definitely agree with the statement that technology makes the lesson more engaging. The reason is because the students do not just have to sit and listen to the teacher ramble on and on, instead they can actually do things on their own; they are forced to be engaged really, and I think that is a very good thing for students. They have no other option other than to be engaged. From a technological standpoint, the teacher really must try to visualize every kind of problem the student could encounter at home and let them know what to do in certain situations so the student will not get discouraged and just quit. From a pedagogical standpoint, the teacher must let the students work on their own but at the same time really check on their work every day so they can correct them on certain things, for instance if they are getting their information on the internet from unreliable sources, that wouldn’t be very good. In order to assess student performance in this video, I would try to look at the information being presented itself in the presentations, rather than if they didn’t format the presentation correctly or something tedious like this where maybe the teacher could have explained that more clearly or something, because technology doesn’t come natural to everyone. One advantage of using this technology is something I’ve already talked about, the fact that the students are very engaged in the lesson, and that is really good for the students. The students are engaged and they are learning, and as a teacher you can tell that they are learning from their presentations that they are giving. Some challenges that teachers could face is having to check students’ work on a daily basis, this might be hard to do for a classroom with more than 20, but it is something that is almost a necessity to know if the students are actually working on things at home. For students, it might be a challenge to do everything at home on the computer, where if they have trouble with something technology-based like formatting or something, they might not be able to ask their parents for help and might become frustrated and give up easily. Overall, I think this was a great idea for this school and it is definitely something I could see myself trying in my class someday.
The movie that I watched was titled “Laptops On Expedition” and it was basically about a school in Maine implementing technology into their entire school. Instead of the traditional way of schooling, this school decided to try certain technologies instead of textbooks. For instance, the kids would do research on the internet instead of reading it out of a textbook, and the students would do projects for their classes and when they were done they would present them to the class. However, instead of the typical classroom project most of us are familiar with, these projects were all done on CD and presented to the class on an overhead projector from the computer screen. It was very neat and creative. The students really seemed excited to do these projects also, perhaps because they were presented with an opportunity to not have to read the same boring textbooks over and over where they were not getting much out of them. Instead they could find out the information for themselves and format a plan and present it to the class in a more interesting way. It really seemed to be working at this school in Maine, the kids were excited and learning really seemed to be going on. The major technology being used in this video was computers in general, every single one of the students were using computers to do their entire classroom projects (for multiple classes) and they did basically all of their homework on a CD, that way they could bring the CD home and then bring it back to school to let their teachers know that they indeed were working on their projects outside of class. The technology was very much student-centered, rather than teacher-centered. The kids themselves were working on their projects on the CD’s and had to do it themselves in order for the work to be completed. I am sure the teachers showed them how to do certain things on the computers, but it was basically a must for the students to be able to do things themselves also, so they could get work done at home. I definitely agree with the statement that technology makes the lesson more engaging. The reason is because the students do not just have to sit and listen to the teacher ramble on and on, instead they can actually do things on their own; they are forced to be engaged really, and I think that is a very good thing for students. They have no other option other than to be engaged. From a technological standpoint, the teacher really must try to visualize every kind of problem the student could encounter at home and let them know what to do in certain situations so the student will not get discouraged and just quit. From a pedagogical standpoint, the teacher must let the students work on their own but at the same time really check on their work every day so they can correct them on certain things, for instance if they are getting their information on the internet from unreliable sources, that wouldn’t be very good. In order to assess student performance in this video, I would try to look at the information being presented itself in the presentations, rather than if they didn’t format the presentation correctly or something tedious like this where maybe the teacher could have explained that more clearly or something, because technology doesn’t come natural to everyone. One advantage of using this technology is something I’ve already talked about, the fact that the students are very engaged in the lesson, and that is really good for the students. The students are engaged and they are learning, and as a teacher you can tell that they are learning from their presentations that they are giving. Some challenges that teachers could face is having to check students’ work on a daily basis, this might be hard to do for a classroom with more than 20, but it is something that is almost a necessity to know if the students are actually working on things at home. For students, it might be a challenge to do everything at home on the computer, where if they have trouble with something technology-based like formatting or something, they might not be able to ask their parents for help and might become frustrated and give up easily. Overall, I think this was a great idea for this school and it is definitely something I could see myself trying in my class someday.
Tuesday, February 27, 2007
Mitch Baidinger, Lesson Plans
Lesson Plan 1
Target: Algebra I students in high school
Big Idea: Explore real world situations as it relates to slopes, such as stairways and inclines.
Objectives:
1. determine value of a slopes’ incline by using the slope-intercept formula, and
2. investigate real-world situations such as escalators, airplanes, and calorie burning.
Standards: MA.C.3.4.2: Using a rectangular coordinate system (graph), applies and algebraically verifies properties of two- and three-dimensional figures, including distance, midpoint, slope, parallelism, and perpendicularity.
Resources: http://www.explorelearning.com/index.cfm?method=cResource.dspCorrelatedStandards&State=FL&Grade=9-12&Document=Sunshine%20State%20Standards&Subj=Mathematics
Lesson Plan 2
Target: 9th grade high school math students
Big Idea: Understanding domain and range values between theoretical and practical linear functions.
Objectives:
1. Be able to find the domain and range for functions.
2. Determine if an equation or set of points is a function.
3. Understand real life applications of functions.
Standards: Relations and Functions: They are able to explain important functional concepts such as domain, range, intercept, and pole. They gain an understanding of the relationships between the solutions of an equation, the zeros of a function, the x-intercepts of a graph, and the factors of a polynomial.
Resources: http://www.indianastandardsresources.org/standardSummary.asp?Subject=math&Grade=A1&Standard
Lesson Plan 3
Target:
Big Idea: For the concept of exponential (vs. linear)relationships, this lesson helps students understand the difference between the two and relates this knowledge to human population growth over time.
Objectives:
1. Solve a real life math problem involving multiple and sequential steps in order to answer a question.
2. Graph the results of their problem solving to give a visual representation of the results.
3. Explain the difference between a linear and an exponential relationship.
4. Apply this knowledge to a study of world population.
Standards: Logarithmic and Exponential Functions: Students use logarithmic and exponential functions to solve problems involving rate of decay and population change.
Resources: http://www.indianastandardsresources.org/standardSummary.asp?Subject=math&Grade=A1&Standard=
Target: Algebra I students in high school
Big Idea: Explore real world situations as it relates to slopes, such as stairways and inclines.
Objectives:
1. determine value of a slopes’ incline by using the slope-intercept formula, and
2. investigate real-world situations such as escalators, airplanes, and calorie burning.
Standards: MA.C.3.4.2: Using a rectangular coordinate system (graph), applies and algebraically verifies properties of two- and three-dimensional figures, including distance, midpoint, slope, parallelism, and perpendicularity.
Resources: http://www.explorelearning.com/index.cfm?method=cResource.dspCorrelatedStandards&State=FL&Grade=9-12&Document=Sunshine%20State%20Standards&Subj=Mathematics
Lesson Plan 2
Target: 9th grade high school math students
Big Idea: Understanding domain and range values between theoretical and practical linear functions.
Objectives:
1. Be able to find the domain and range for functions.
2. Determine if an equation or set of points is a function.
3. Understand real life applications of functions.
Standards: Relations and Functions: They are able to explain important functional concepts such as domain, range, intercept, and pole. They gain an understanding of the relationships between the solutions of an equation, the zeros of a function, the x-intercepts of a graph, and the factors of a polynomial.
Resources: http://www.indianastandardsresources.org/standardSummary.asp?Subject=math&Grade=A1&Standard
Lesson Plan 3
Target:
Big Idea: For the concept of exponential (vs. linear)relationships, this lesson helps students understand the difference between the two and relates this knowledge to human population growth over time.
Objectives:
1. Solve a real life math problem involving multiple and sequential steps in order to answer a question.
2. Graph the results of their problem solving to give a visual representation of the results.
3. Explain the difference between a linear and an exponential relationship.
4. Apply this knowledge to a study of world population.
Standards: Logarithmic and Exponential Functions: Students use logarithmic and exponential functions to solve problems involving rate of decay and population change.
Resources: http://www.indianastandardsresources.org/standardSummary.asp?Subject=math&Grade=A1&Standard=
Stacey Armstrong, Reflection 7
Lesson Plan 1
Target Audience: 7th Grade math students
Overall Goal: Introduce students to solving linear equations by adding and subtracting
Learning Objectives: Understand inverse operations, learn how to write an solve an equation, understand what it means to combine like terms
Assessment: We will begin the class by playing the “What number am I” game. This starts to get students thinking about solving equations. The students will take notes and do examples. Students will be given a worksheet and time in class to work on this worksheet. What they do not complete will be assigned as homework due the next day.
Indiana Content Standards:
• 7.3.1 Use variables and appropriate operations to write an expression, a formula, an equation, or an inequality that represents a verbal description.
• 7.2.1 Solve addition, subtraction, multiplication, and division problems that use integers, fractions, decimals, and combinations of the four operations.
• 7.3.4 Use correct algebraic terminology, such as variable, equation, term, coefficient, inequality, expression, and constant.
• 7.7.10 Make precise calculations and check the validity of the results in the context of the problem.
Lesson Plan 2
Target Audience: 7th grade students
Overall Goal: Learn how to subtract integers
Learning Objectives: Learn the difference between subtracting positive and negative numbers. Learn how to subtract negative numbers.
Assessment: Students will start out doing problems with integer tiles to understand what taking away numbers means and adding negative numbers. Students will then move into subtracting negative numbers using the integer tiles. After students do this we will move into note taking, then will be given a worksheet to been done for class the next day.
Indiana Content Standard:
•7.2.1 Solve addition, subtraction, multiplication, and division problems that use integers, fractions, decimals, and combinations of the four operations.
• 7.3.1 Use variables and appropriate operations to write an expression, a formula, an equation, or an inequality that represents a verbal description.
Lesson Plan 3
Target Audience: 7th Grade Students
Overall Goal: Teach students how to classify polygons.
Learning Objectives: Understand what a polygon is, learn different types of polygons
Assessment: Students will use a pre-made Sketchpad lab to compare squares, rectangles, trapezoids, parallelograms, and rhombi. Students will then take notes in class creating a chart with the special quadrilaterals. After notes they will be given a homework assignment to be turned in the next day.
Indiana Content Standards:
• 7.7.2 Make and justify mathematical conjectures based on a general description of a mathematical question or problem.
Target Audience: 7th Grade math students
Overall Goal: Introduce students to solving linear equations by adding and subtracting
Learning Objectives: Understand inverse operations, learn how to write an solve an equation, understand what it means to combine like terms
Assessment: We will begin the class by playing the “What number am I” game. This starts to get students thinking about solving equations. The students will take notes and do examples. Students will be given a worksheet and time in class to work on this worksheet. What they do not complete will be assigned as homework due the next day.
Indiana Content Standards:
• 7.3.1 Use variables and appropriate operations to write an expression, a formula, an equation, or an inequality that represents a verbal description.
• 7.2.1 Solve addition, subtraction, multiplication, and division problems that use integers, fractions, decimals, and combinations of the four operations.
• 7.3.4 Use correct algebraic terminology, such as variable, equation, term, coefficient, inequality, expression, and constant.
• 7.7.10 Make precise calculations and check the validity of the results in the context of the problem.
Lesson Plan 2
Target Audience: 7th grade students
Overall Goal: Learn how to subtract integers
Learning Objectives: Learn the difference between subtracting positive and negative numbers. Learn how to subtract negative numbers.
Assessment: Students will start out doing problems with integer tiles to understand what taking away numbers means and adding negative numbers. Students will then move into subtracting negative numbers using the integer tiles. After students do this we will move into note taking, then will be given a worksheet to been done for class the next day.
Indiana Content Standard:
•7.2.1 Solve addition, subtraction, multiplication, and division problems that use integers, fractions, decimals, and combinations of the four operations.
• 7.3.1 Use variables and appropriate operations to write an expression, a formula, an equation, or an inequality that represents a verbal description.
Lesson Plan 3
Target Audience: 7th Grade Students
Overall Goal: Teach students how to classify polygons.
Learning Objectives: Understand what a polygon is, learn different types of polygons
Assessment: Students will use a pre-made Sketchpad lab to compare squares, rectangles, trapezoids, parallelograms, and rhombi. Students will then take notes in class creating a chart with the special quadrilaterals. After notes they will be given a homework assignment to be turned in the next day.
Indiana Content Standards:
• 7.7.2 Make and justify mathematical conjectures based on a general description of a mathematical question or problem.
Tuesday, February 20, 2007
Chris Cooper, Reflection 6
www.podcastingnews.com
This website provides news about podcasts and podcasting. It provides an up to date resource about what is happening and improving in the world of podcasting. It includes a listing of top podcasts, and a very large list of podcasts you can select. The site also includes a search function in which you can search for various podcasts.
www.podcastalley.com
This is another site that provides links to a wide vareity of podcasts. The site also provides a forum to discuss different podcasts or podcasting in general. There is also a service on this site in which you can download podcasting software.
www.wired.com/news/digiwood/0,1412,65237,00.html
This is an informative page that describes, in detail, podcasting and it's applications. This is useful for those who want to get a background of information on podcasting and it's uses. You can also learn how podcasting could be of a benefit to you and how you can go about utilizing podcasting.
This website provides news about podcasts and podcasting. It provides an up to date resource about what is happening and improving in the world of podcasting. It includes a listing of top podcasts, and a very large list of podcasts you can select. The site also includes a search function in which you can search for various podcasts.
www.podcastalley.com
This is another site that provides links to a wide vareity of podcasts. The site also provides a forum to discuss different podcasts or podcasting in general. There is also a service on this site in which you can download podcasting software.
www.wired.com/news/digiwood/0,1412,65237,00.html
This is an informative page that describes, in detail, podcasting and it's applications. This is useful for those who want to get a background of information on podcasting and it's uses. You can also learn how podcasting could be of a benefit to you and how you can go about utilizing podcasting.
Sunday, February 18, 2007
Cody Trueblood Reflection 6
http://en.wikipedia.org/wiki/Podcasting
This website first explains in detail what exactly a podcast is and what it can be used for. It explains where the term comes from and the difference between it and other digital audio formats. Then it talks about the long history of podcasting, all of 6-7 years, and then the mechanics behind podcasting and the many benefits that it has. It ends by listing the many different examples of podcasting and it lists links for different specific podcasting for one to explore more if the interest is there. This website seems very valuable to one who does not know much about podcasting.
http://www.learninginhand.com/podcasting/
This website also explains in detail what podcasting is and what it can be used for. However, the difference between this and wikipedia is that this website is designed to help educators specifically learn about podcasting. It explains that podcasting is a way to automatically download audio files from the internet, but it also lets everyone know that you do not have to have an ipod in order to podcast, instead you can do it straight from your web browser. It lists different links where one can find podcasts, subscribe to them, listen to them, or even create them yourself. It lists the benefits an educator to be involved in podcasting, and lastly has more links to find more information about podcasting.
http://chatt.hdsb.ca/~magps/boylit/Podcasting%20in%20Education
This is a really informative website that again first explains what podcasting is. I guess since it is fairly new, it must give a general definition of what it is. Next, it shows proof of what it’s worth and that it works. It lists newspaper articles explaining how podcasting has helped in the past and then actual audio files (podcasts) that give working examples of podcasting working, which is very interesting I think. Then, it gives different quotes and other purposes of why podcasting is show useful. Lastly, there are some links to other websites and links to where you can buy resources to begin podcasting. It even has an e-mail link to the website designer so you can ask more information about podcasting or send him your podcasts if you are interested in getting them on his page. It is pretty valuable to the podcasting community.
This website first explains in detail what exactly a podcast is and what it can be used for. It explains where the term comes from and the difference between it and other digital audio formats. Then it talks about the long history of podcasting, all of 6-7 years, and then the mechanics behind podcasting and the many benefits that it has. It ends by listing the many different examples of podcasting and it lists links for different specific podcasting for one to explore more if the interest is there. This website seems very valuable to one who does not know much about podcasting.
http://www.learninginhand.com/podcasting/
This website also explains in detail what podcasting is and what it can be used for. However, the difference between this and wikipedia is that this website is designed to help educators specifically learn about podcasting. It explains that podcasting is a way to automatically download audio files from the internet, but it also lets everyone know that you do not have to have an ipod in order to podcast, instead you can do it straight from your web browser. It lists different links where one can find podcasts, subscribe to them, listen to them, or even create them yourself. It lists the benefits an educator to be involved in podcasting, and lastly has more links to find more information about podcasting.
http://chatt.hdsb.ca/~magps/boylit/Podcasting%20in%20Education
This is a really informative website that again first explains what podcasting is. I guess since it is fairly new, it must give a general definition of what it is. Next, it shows proof of what it’s worth and that it works. It lists newspaper articles explaining how podcasting has helped in the past and then actual audio files (podcasts) that give working examples of podcasting working, which is very interesting I think. Then, it gives different quotes and other purposes of why podcasting is show useful. Lastly, there are some links to other websites and links to where you can buy resources to begin podcasting. It even has an e-mail link to the website designer so you can ask more information about podcasting or send him your podcasts if you are interested in getting them on his page. It is pretty valuable to the podcasting community.
Saturday, February 17, 2007
Resources, Mitch Baidinger
Podcasting on Wikipedia
http://en.wikipedia.org/wiki/Podcasting
This website offers an in depth definition of podcasting. It also covers the history behind podcasting as well as the mechanics. This includes push tecnology as well as how you go about creating podcasts. Finally, it has other, not so common uses, of podcasting and then several links to related topics.
What is Podcasting?
http://www.ipodder.org/whatIsPodcasting
This website, along with a short explanation of podcasting, offers many resources. These include: a directory of podcasts that you can download, how to podcast, and programs that are needed to create and download your own podcasts.
Podcasting in Education
http://www.learninginhand.com/podcasting/
Podcasting in education gives resources for professionals in the teaching career to use podcasting. Here, you can find, subscribe, listen, and create podcasts. It also has some useful links including a video in Apple Video Broadcasting entitled "Podcasting in Education."
http://en.wikipedia.org/wiki/Podcasting
This website offers an in depth definition of podcasting. It also covers the history behind podcasting as well as the mechanics. This includes push tecnology as well as how you go about creating podcasts. Finally, it has other, not so common uses, of podcasting and then several links to related topics.
What is Podcasting?
http://www.ipodder.org/whatIsPodcasting
This website, along with a short explanation of podcasting, offers many resources. These include: a directory of podcasts that you can download, how to podcast, and programs that are needed to create and download your own podcasts.
Podcasting in Education
http://www.learninginhand.com/podcasting/
Podcasting in education gives resources for professionals in the teaching career to use podcasting. Here, you can find, subscribe, listen, and create podcasts. It also has some useful links including a video in Apple Video Broadcasting entitled "Podcasting in Education."
Reflection 5, Mitch Baidinger
I viewed the video Geometry in the Real World: Students as Architects. It can be found at http://www.edutopia.org/video/movie.php?reset=cookie&keyword=037&id=Art_909. This video covers a geometry class at Mount Lake Terrace High School. This class, taught by Eeva Reeder, has a very unique "project based" approach to learning. The last six weeks of this class the students work on a group project. Their goal is to design a high school that is appropriate for the year 2050. The students have to use previously learned geometry concepts and ideas to find the most effecient and creative architectual structure that will fit the geographic area they are given. After 5 weeks, the groups then present their project to the class and two professional architects. These architects then choose the winners. I observed two different technologies being used in this video. First, was the student-centered usage of computers. Using the program Computer-assisted design (CAD), the students were able to graph and express different geographic designs. Second, in a more teacher-centered technology, the two architects used an overhead to display and analyze different architectual designs to the class. I think that the technology in the video absolutely helps the students become more engaged with the lesson. They would never have been able to do this project as quickly if they did not have computers. Also, the architects could keep them interested by quickly changing pictures and providing the students visuals. I think the teacher would have to make a lot of preparations to use this program. She would have to be well trained in using the program so that she could help the students with any problems. She would also have to prepare the students to know how to work the program before she launched the project. In order to assess the students in this project I think you would have to have a very diverse rubric as in the video. I think a lot of emphasis should be placed on effort and self reflection because the students should not be penalized if they try hard but lack creativity. The advantages of the technology is expression. With computers, the students can represent their ideas much clearer and more efficiently. The only challenge that would be present would simply be learning how to use these tools. Also, the teacher would have to be careful to make sure that students are not too reliant on computers and can come up with their own ideas.
Friday, February 16, 2007
Stacey Armstrong, Reflection 6
http://en.wikipedia.org/wiki/Podcasting
This website gives a description of what podcasting is and where the term comes from. This site is interesting because it is Wikipedia. In Wiki any person with an account can go in and modify the description of the term. This is beneficial to the public because it allows many people to interpret the definition in their own terms and then it will hopefully make sense to more people. (STANDARDS: Technology Research Tools, Technology Communication Tools)
http://digitalmedia.oreilly.com/2005/07/20/WhatIsPodcasting.html
This website also gives a description of what podcasting is. This website also teaches students how to create their own podcasts. Relating to education, creating a podcast could be beneficial to students to present presentations to a class or post their findings of a research project online for other students to view. Posting something like this could make a student feel like he or she has accomplished something. (STANDARDS: Technology Research Tools, Technology Communication, Technology Productivity Tools)
http://www.stager.org/podcasting.html
This website is about the benefits of podcasting in the educational society. It gives a tutorial about podcasting and books and other interesting facts about podcasting. This site could be useful for teachers interested in incorporating podcasting into their classrooms. (STANDARDS: Technology Communication Tools, Technology Research Tools)
This website gives a description of what podcasting is and where the term comes from. This site is interesting because it is Wikipedia. In Wiki any person with an account can go in and modify the description of the term. This is beneficial to the public because it allows many people to interpret the definition in their own terms and then it will hopefully make sense to more people. (STANDARDS: Technology Research Tools, Technology Communication Tools)
http://digitalmedia.oreilly.com/2005/07/20/WhatIsPodcasting.html
This website also gives a description of what podcasting is. This website also teaches students how to create their own podcasts. Relating to education, creating a podcast could be beneficial to students to present presentations to a class or post their findings of a research project online for other students to view. Posting something like this could make a student feel like he or she has accomplished something. (STANDARDS: Technology Research Tools, Technology Communication, Technology Productivity Tools)
http://www.stager.org/podcasting.html
This website is about the benefits of podcasting in the educational society. It gives a tutorial about podcasting and books and other interesting facts about podcasting. This site could be useful for teachers interested in incorporating podcasting into their classrooms. (STANDARDS: Technology Communication Tools, Technology Research Tools)
Wednesday, February 14, 2007
Reflection 5, Chris Cooper
I viewed the video "Laptops on Expedition", which showed footage from a middle school in Maine that used technology on a daily basis in it's curriculum. Here is a link to the article http://www.edutopia.org/php/article.php?id=Art_1127&key=037. The primary task of the students in the school was to create a multi-media CD that showcased their school, and their learning efforts. The students used technology based lessons in a wide spectrum of classes, music, science, english, etc. This gave the students a solid foundation to working with technology. The teachers in the school believed that by doing this work with technology students were more engaged and in fact authors of their own learning. This project enabled students to show a sence of pride in their school and their work. Using technology in this way will allow students to experience subjects in an interesting and innovative way as opposed to the traditional books and lecture methods of teaching.
Saturday, February 10, 2007
Reflection 5, Stacey Armstrong
http://www.edutopia.org/video/movie.php?reset=cookie&type=article&keyword=137&id=Art_1145
Reaction to Video
The video I watched was about determining the water shed in a city. Students in a class were given palm pilots to to test the water in the stream. Other technology used were computers (power point) and digital media to create a broadcast like news report that the other students could see to report their findings about the water shed. It seems like there was a lot of preparation for the teachers that went into this project. They mentioned that the 3 teachers involved in the project spent 3 hours in a meeting discussing a "driving question" to build the students' interest in the project. This technology used in the video was student centered. The students were given the task and instruction and then were allowed to go out collect their data and then given a time line on what their progress throughout the project should be. When assessing the student performance a teacher must keep in mind that in a project like this...and like many other projects....most students will come up with different answers due to having different data. That is one thing that makes a teacher's job harder. When a teacher gives a math homework assignment, chances are that all students that have the correct answer all have the exact same answer, but with these projects students could have different reasons as to why something happens, but might both be correct according to their data. It seems that when teachers integrate technology in the classroom, students become more engaged in a topic. Technology usually means that students are not just sitting in the back of the classroom, but are instead actively participating. The only draw back in technology is that in some cases students become distracted because the technology can be fun. I would love to use technology in my classrooms beyond power point. I would hope this would bring a more hands on and visual learning to mathematics.
Reaction to Video
The video I watched was about determining the water shed in a city. Students in a class were given palm pilots to to test the water in the stream. Other technology used were computers (power point) and digital media to create a broadcast like news report that the other students could see to report their findings about the water shed. It seems like there was a lot of preparation for the teachers that went into this project. They mentioned that the 3 teachers involved in the project spent 3 hours in a meeting discussing a "driving question" to build the students' interest in the project. This technology used in the video was student centered. The students were given the task and instruction and then were allowed to go out collect their data and then given a time line on what their progress throughout the project should be. When assessing the student performance a teacher must keep in mind that in a project like this...and like many other projects....most students will come up with different answers due to having different data. That is one thing that makes a teacher's job harder. When a teacher gives a math homework assignment, chances are that all students that have the correct answer all have the exact same answer, but with these projects students could have different reasons as to why something happens, but might both be correct according to their data. It seems that when teachers integrate technology in the classroom, students become more engaged in a topic. Technology usually means that students are not just sitting in the back of the classroom, but are instead actively participating. The only draw back in technology is that in some cases students become distracted because the technology can be fun. I would love to use technology in my classrooms beyond power point. I would hope this would bring a more hands on and visual learning to mathematics.
Friday, February 2, 2007
Cody Trueblood Reflection 3 & 4
From the first two reflections, I thought I really got a good feeling for what sorts of technology is most used in classrooms and what kinds of technology that I would most like to implement in my classroom. Even though I only had limited experience with technology personally, I see that it can be very useful for the students. I was particularly interested in the interactive whiteboard and the remote control clicker, both of these seem amazing to me. The whiteboard would be awesome for class notes and doing examples on while at the same time checking multiple sources on the computer at the same time. With the remote control clicker, the teacher could evaluate something mid-lesson and adapt the lesson from there, it's such a great tool.
As far as the class blog, I do think it's cool now that we know how to get on our class blog, I just do not really understand why we're doing it. Is it just another technology that we're getting exposed to? Other than that I like it. However, the e-portfolio I am sort of confused about. I just can't follow everything in class fast enough to keep up with Chun-Yi. It just takes me more time to get on the same track as her, hopefully I'll be able to keep up from now on, maybe I just need to concentrate more. I do have some things going on my e-portfolio so it's not a lost cause yet.
As far as the class blog, I do think it's cool now that we know how to get on our class blog, I just do not really understand why we're doing it. Is it just another technology that we're getting exposed to? Other than that I like it. However, the e-portfolio I am sort of confused about. I just can't follow everything in class fast enough to keep up with Chun-Yi. It just takes me more time to get on the same track as her, hopefully I'll be able to keep up from now on, maybe I just need to concentrate more. I do have some things going on my e-portfolio so it's not a lost cause yet.
Thursday, February 1, 2007
Reflection 3 and 4
Reflection 3
I think technology can help teachers teach more efficiently and students learn more efficiently. Technology offers new and different ways to present ideas in a classroom. It also allows students to express themselves easier so that we can assess their learning more accurately. One of my favorite technology innovations is podcasting. By recording your lessons, students then have convenient access to classroom discussion. It can be used to review or just catch up with any lessons students may have missed. I also think remote clickers are a great way to have an entire class respond to a question without their answers being influenced by each other.
Reflection 4
I have found blogging to be a bit confusing in the past two classes. However, I think I finally have the hang of it. I like blogging because it is a great way to organize and display various discussions online. On the other hand, I find blogging to be a little superfluous in that there tends to be so many postings that you don't want to take the time to read any of them. I enjoy working with the eportfolio especially when I know what I'm doing. This web site is good because it is something that will be beneficial to our professional careers after we graduate.
I think technology can help teachers teach more efficiently and students learn more efficiently. Technology offers new and different ways to present ideas in a classroom. It also allows students to express themselves easier so that we can assess their learning more accurately. One of my favorite technology innovations is podcasting. By recording your lessons, students then have convenient access to classroom discussion. It can be used to review or just catch up with any lessons students may have missed. I also think remote clickers are a great way to have an entire class respond to a question without their answers being influenced by each other.
Reflection 4
I have found blogging to be a bit confusing in the past two classes. However, I think I finally have the hang of it. I like blogging because it is a great way to organize and display various discussions online. On the other hand, I find blogging to be a little superfluous in that there tends to be so many postings that you don't want to take the time to read any of them. I enjoy working with the eportfolio especially when I know what I'm doing. This web site is good because it is something that will be beneficial to our professional careers after we graduate.
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