Journal 9 - Playing with Skype
Weller, T.J. (2010). Playing with Skype. ISTE, 37. Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg30
In this article, Travis J. Weller discusses his experience using Skype. Skype is a type of application that allows real time face-to-face interactions (sort of like the Jetsons’ watches). Using Skype, Weller connected his students to two prominent musicians. Essentially taking the students on a virtual field trip. What I thought was interesting about this article was how new this technology is, because Weller writes “10 years ago (it) would have taken a satellite and a television… now (it) can be accomplished using two laptops and a couple of webcams”.
Do you see any problems with using Skype?
The only problem I could see is if it doesn’t work. You may be the most tech savvy person in the world but if the user on the other side doesn’t know how to set up Skype you are out of luck. I would always have another lesson plan in case I couldn’t connect. I would not want to rely to heavily on technology until it has been tested and proven. My nephew and sister in law are in Japan, I talk to them on Skype, but the connection isn’t always that great.
Would you use Skype in the classroom”
Yes. Skype is a great mean of incorporating technology into the classroom and allowing students to visit people, places, things, and events that they otherwise would be unable to. Before I introduced a new technology, I would ask my self, “Is this going to enhance my students’ education and give them a better learning experience?” Skype allows students to go on virtual field trips and the answer to my question would be yes, it does enhance the learning experience and enhances their education.
Monday, April 5, 2010
Journal #8
Journal #8 Navigate the Digital Rapids
Lindsay, J., & Davis, V. (2010). Navigate the digital rapids. ISTE, 37. Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
This article concerned itself with teaching digital citizenship and responsibility. While often times students may have digital literacy, they need to be taught digital citizenship. She had two analogies that I thought were interesting. She compared the Internet to driving a car. To have a car you have to have a license and be trained. The authors argue that the Internet is similar and that our students should be trained in how to appropriately use it. The authors also compare it to white water rafting and how you navigate through the rapids.
I didn’t like this article. I’m always wary when articles discuss generic terms like “appropriate” or “inappropriate”. This article did that a lot. Some of the things I didn’t like in the article was when it talked about “make sure students don't cross the line”, “offensive material”, and “deliberately or maliciously sets out to be offensive”.
What is an “avatar”?
In this article it reads “All students and teachers should conduct themselves in a professional and culturally sensitive manner. This includes the types of avatars they choose…” I thought avatars had something to do with the newest 3D movie, but that just doesn’t make sense. After searching online, I think an avatar is a virtual representation of someone. Like when you play a video game, the representation of you in the game is an avatar.
The article says, “The role of the teacher is to gather, lead by example, and make sure students don't cross the line.” Where is the line?
That’s a very tough question, and I’m not sure that there is “a line”. I think as a teacher I would use the rules, regulations and guidelines that are created by the school to decide what is appropriate. For example, going to the KKK’s website may be inappropriate, but the organization was an integral part of American society at one time, and may be appropriate for a history report. So, I’m not convinced that there is a “line”.
Lindsay, J., & Davis, V. (2010). Navigate the digital rapids. ISTE, 37. Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
This article concerned itself with teaching digital citizenship and responsibility. While often times students may have digital literacy, they need to be taught digital citizenship. She had two analogies that I thought were interesting. She compared the Internet to driving a car. To have a car you have to have a license and be trained. The authors argue that the Internet is similar and that our students should be trained in how to appropriately use it. The authors also compare it to white water rafting and how you navigate through the rapids.
I didn’t like this article. I’m always wary when articles discuss generic terms like “appropriate” or “inappropriate”. This article did that a lot. Some of the things I didn’t like in the article was when it talked about “make sure students don't cross the line”, “offensive material”, and “deliberately or maliciously sets out to be offensive”.
What is an “avatar”?
In this article it reads “All students and teachers should conduct themselves in a professional and culturally sensitive manner. This includes the types of avatars they choose…” I thought avatars had something to do with the newest 3D movie, but that just doesn’t make sense. After searching online, I think an avatar is a virtual representation of someone. Like when you play a video game, the representation of you in the game is an avatar.
The article says, “The role of the teacher is to gather, lead by example, and make sure students don't cross the line.” Where is the line?
That’s a very tough question, and I’m not sure that there is “a line”. I think as a teacher I would use the rules, regulations and guidelines that are created by the school to decide what is appropriate. For example, going to the KKK’s website may be inappropriate, but the organization was an integral part of American society at one time, and may be appropriate for a history report. So, I’m not convinced that there is a “line”.
Sunday, April 4, 2010
Journal #7
Journal # 7 - The Beginner’s Guide to Interactive Virtual Field Trips
Zanetis, J. (2010). The Beginner's guide to interactive virtual field trips. ISTE, 37. Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
Jan Zanetis, the author of this article, argues that virtual field trips (VFTs) offer a unique way of exploring the world. There are two types of VFTs that she discusses. The first is asynchronous VFTs which are not delivered in real time, essentially it’s a website set up for classrooms. The other, which I thought are more interesting interactive VFTs. These are conducted in real time, allowing for face-face interactions. She says that 30% of schools already have this technology available. VFTs allow students to go places they otherwise wouldn’t think about. I found a typo!!! She writes “Unfortunately, the most desirable trips—those to far-away…”, when it should be “too” not “to”.
What are the advantages and disadvantages of using VFTs?
VFTs offer students an insight into places, things, and events that they may otherwise not be privy to. Even for local field trips, travel prices have risen, so you can save monetarily. Although, Zanetis does not mention it, you don’t have liability issues for VFTs. The disadvantage is that you don’t get the 100% human touch with VFTs, until VFTs are like the holodeck on the USS enterprise, they won’t be as good as the real thing.
Would you use VFTs in your classroom?
Of course. They sound like a great way of incorporating technology to make a more constructive learning environment. In a lot of ways VFTs have been around for a long time. A book, in a sense, is a VFT. Only the VFTs that the author is discussing are coming closer to the holodeck.
Zanetis, J. (2010). The Beginner's guide to interactive virtual field trips. ISTE, 37. Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
Jan Zanetis, the author of this article, argues that virtual field trips (VFTs) offer a unique way of exploring the world. There are two types of VFTs that she discusses. The first is asynchronous VFTs which are not delivered in real time, essentially it’s a website set up for classrooms. The other, which I thought are more interesting interactive VFTs. These are conducted in real time, allowing for face-face interactions. She says that 30% of schools already have this technology available. VFTs allow students to go places they otherwise wouldn’t think about. I found a typo!!! She writes “Unfortunately, the most desirable trips—those to far-away…”, when it should be “too” not “to”.
What are the advantages and disadvantages of using VFTs?
VFTs offer students an insight into places, things, and events that they may otherwise not be privy to. Even for local field trips, travel prices have risen, so you can save monetarily. Although, Zanetis does not mention it, you don’t have liability issues for VFTs. The disadvantage is that you don’t get the 100% human touch with VFTs, until VFTs are like the holodeck on the USS enterprise, they won’t be as good as the real thing.
Would you use VFTs in your classroom?
Of course. They sound like a great way of incorporating technology to make a more constructive learning environment. In a lot of ways VFTs have been around for a long time. A book, in a sense, is a VFT. Only the VFTs that the author is discussing are coming closer to the holodeck.
Tuesday, March 23, 2010
Journal # 6 - Blogging
A blog is a combination of the words web and log. With the advent of the Internet it has become a popular means of disseminating information, ideas, opinions, forums, etc. This journal posting, for example, was created, and then posted on my blog. So you are reading a blog right now.
I find blogs interesting because they give a voice to the voiceless and make communication, and building community easier. I was curious how I, as a future educator, could incorporate the use of blogs into the classroom. I followed a few threaded discussions on the website Classroom 2.0 to see how educators, and my peers are doing just that.
What I found was that teachers are having their students create blogs for a certain topic, say history, and having students post their work as a blog. Essentially, it’s the same thing as turning in an essay, but other students can comment on their work. Similar to how I am going to be commenting on the work of my peers in this class.
Also, what I liked about the threaded conversations was that if someone posted a question, it was usually answered. People would leave links to their blogs, so if you wanted to see how they were using blogs in the classroom you would have a first – hand look. Many people believe that the Internet is a cesspool of smut, porn, and debauchery, and to a large extent, that may be true. One of the conversationalists in the thread argued that blogs posted by educators add credibility and respect to the Internet. I liked that, because all too often, I think people don’t realize what a great tool the Internet is, as was evidenced in my reading of classroom 2.0.
I find blogs interesting because they give a voice to the voiceless and make communication, and building community easier. I was curious how I, as a future educator, could incorporate the use of blogs into the classroom. I followed a few threaded discussions on the website Classroom 2.0 to see how educators, and my peers are doing just that.
What I found was that teachers are having their students create blogs for a certain topic, say history, and having students post their work as a blog. Essentially, it’s the same thing as turning in an essay, but other students can comment on their work. Similar to how I am going to be commenting on the work of my peers in this class.
Also, what I liked about the threaded conversations was that if someone posted a question, it was usually answered. People would leave links to their blogs, so if you wanted to see how they were using blogs in the classroom you would have a first – hand look. Many people believe that the Internet is a cesspool of smut, porn, and debauchery, and to a large extent, that may be true. One of the conversationalists in the thread argued that blogs posted by educators add credibility and respect to the Internet. I liked that, because all too often, I think people don’t realize what a great tool the Internet is, as was evidenced in my reading of classroom 2.0.
Thursday, March 18, 2010
PowerPoint Presentation NETS - 1 and 3
The artifact below is a visually pleasing powerpoint presentation which has 5 slides, custom animation, a hyperlink, 4 graphics, and transitions between slides.
Collaborative PowerPoint Rubric - NETS 2
Collaboratively, my colleagues and I created a rubric to assess our powerpoint presentations. The rubric was created using iRubric, an online website dedicated to making rubrics which are affordable and visually pleasing to youth.
Tuesday, March 2, 2010
Journal #5
Journal #5 – How Do We Know It’s Working? Designing an Authentic Assessment Plan
Sun, J. (1991). How Do we know it's working? designing an authentic assessment plan. ISTE, 19. Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/19911/September15/How_Do_We_Know_Its_Working_Designing_an_Authentic_Assessment_Plan.htm
The journal article, “How Do We Know it’s Working? Designing an authentic assessment plan”, was published in September of 1991. That is almost two decades ago. Within the ever-changing field of technology I thought it would be interesting to find the earliest article in ISTE concerning itself with technology and education. Hindsight is 20/20, so I am able to discuss this article with the advantage of being a “Monday morning quarterback”. The article discussed how data was collected and concluded that technology does “affect student achievement positively.”
In 1991, according to the article, parents, teachers, and schools were concerned that too much money was being spent on technology in schools. Many had the pessimistic view that “information technology (IT) will simply become another educational fad”. At the time, I could see how many would feel this way. Today, however, it’s easy to see how IT has had a profound impact on the classroom and in many respects has revolutionized the classroom and student achievement.
The article goes on to discuss the ways in which information was gathered (i.e. the methodology used to collect and interpret data) to conclude that education does improve student achievement. This being said, it was difficult to gather the data because education does not occur in a vacuum and there are many other things at play. For many of the teachers who felt that IT did help their students mainly had anecdotal evidence. I would be interested in reading an article from 2010 that concerns itself with technology improving student achievement and how we know it’s working.
How would your teaching experience be different if the year was 1991?
For one, I wouldn’t even be taking this class if it were the same year the article was written. I wouldn’t know what a blog is, I don’t think I had heard the word, internet in 1991. We had computers but they were mainly used for word processing. Research was done in the library.
What would you do if your students outmatched your IT skills?
I’m not sure if that would be a bad thing. My IT skills will be sufficient to teach a class but there is a possibility that students will know more about technologies. If this were the case, then I would use that opportunity to learn from my students.
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