This week for CEP 811 we read Michigan Merit Curriculum Online Experience Guideline about online learning. It is neat that Michigan is pushing teachers to incorporate technology into their classrooms. I teach in Tennessee and I would love to have some sort of requirement as well. Just one online experience before graduation. I believe that is feasible.
The paper was filled of various ways to incorporate technology into your classroom. It is a wonderful resource. One technology that I would love to use is the Online Field Trips, otherwise known as virtual field trips. I think is is a wonderful tool! I work in a low socio-economic area and the students do not always get the same experiences as other students. It is important for them to explore different places as well. I feel that virtual field trips can be used in every subject and offer so much. They also lend themselves to other online experiences, such as blogging. After the students completed their "field trip" the students could write a short paragraph in a class blog (or even their own blog) about their experience. You could also take it one step further and hold a discussion with an expert. There is no need to stop at just one online experience.
Virtual Field Trips are great for a number of reasons, one being that they have the opportunity to hit many different types of learners. Virtual Field Trips usually have visuals, contain some audio and may require you to take some notes. These hit 3 different types of learners right off the bat! Also, viewing the virtual field trip is always an exciting process. The students could also work in groups. For example this virtual field trip: Max's Fantastical Zoo has a worksheet to print, the ability to play the audio as well as offers challenge problems for students. This virtual field trip is about a zoo and relates to math. The ideas and resources are endless. Another great field trip is Visit a Volcano which incorporates science and social studies. These field trips also tend to go across the curriculum and incorporate other subjects. Students could also create their own higher order thinking questions based on the information they learned. The students can then share their questions with a group and take turns answering them.
However, not all online learning works for everyone. While browsing through the list, I came across a few I knew I would have difficult incorporating into my classroom and into the lives of the students. Like I had mentioned earlier, most of my students do not own computers nor do they have access to them outside the classroom. Therefore, setting up an RSS feed, may not be practical since we have to share the mobile laptops with our entire school and I do not have a computer in my classroom. Another resource that could cause a problem is to have the students create an electronic portfolio. As I was reading the article I noticed that some of the online learning is geared towards older students (high school age). Now, that doesn't mean it cold not be brought down to a level for elementary or middle school students to understand, but the older students may get more out of that particular online learning. I do think that the resources you and your students have can help to contribute or hinder the process of online learning.
Sunday, April 24, 2011
Sunday, April 17, 2011
Wikis
As part of our assignment this week we ventured into the world of Wikipedia and Wikispaces. I found the school system's website on Wikipedia. On the site, it lists all the elementary schools in the school system, I decided to LINK my school's website to the world "Liberty" under elementary schools.
Truth be told, I have always been weary of Wikipedia and Wikispaces. At the beginning of the year, I always talk with my fifth graders that not everything on the internet is true. Therefore, having a website based on "facts" that can be altered by anyone is society, makes me wonder. However, as I browsed the various wiki sites, I noticed that the sites are managed well. I am excited to start my own wikispace and see where it takes me!
Sunday, April 10, 2011
UDL Evaluation Checklist
Universal Design for Learning, UDL is a format in which a lesson is created to try and reach all the learners. I used a lesson I created at the beginning of this course which is geared towards fifth grade with adding and subtracting decimals. Feel free to take a look at the lesson Adding and Subtracting Decimals prior to seeing how it measured up to the UDL checklist. Take a look: UDL Checklist.
Sunday, March 27, 2011
CEP 811 Merlot Evaluation
For CEP 811 we were asked to evaluate a learning material on Merlot. I chose to evaluate a fraction website "Who Wants Pizza? A Fraction Activity" using he same criteria that Merlot uses to evaluate their resources.
Quality of Content:
1. Does the software present valid concepts, models, and skills?
Yes, the website offers valid information, models, and examples.
2. Does the software present educationally significant concepts, models, and skills for the discipline?
Yes, all the the concepts presented on the website are educationally significant and relate directly to fractions.
Potential Effectiveness as a Teaching-Learning Tool:
1. What stage(s) in the learning process/cycle could the materials be used?
1. Explanation or description of the topic/stating the problem?
There is a short explanation in the introduction section of what fractions are, but it does not go into great detail. For example, it does not explain the numerator and denominator.
2. Demonstration of the curriculum/exploration of the problem
An example or two is given, prior to the student independent work.
3. Practice using the curriculum/analysis of the outcomes from solving the problem
The website offers multiple choice questions for the students to practice as well as some interactive problems to help understand equivalent fractions. For practice, the students are given problems of a similar manner to complete (i.e. all the fractions are displayed in a bar form).
4. Applying the curriculum to "new" problems/application of the outcomes to other problems
Not really. At the beginning of some sections a question about sharing pizza is posed. It is not answered, or asked again. These questions could be looked at as applying their knowledge to different types of problems, but they are not really higher order thinking questions.
2. What is (are) the learning objective(s)? What should students be able to do after successfully learning with the materials?
The learning objectives are the different components of fractions; equivalent fractions, adding fractions, and multiplying fractions. After successfully completing the entire website, the students should have a basic understanding of fractions, be able to find equivalent fractions, add fractions and multiply fractions.
3. What are the characteristics of the target learner(s)?
The author stated that this website is for grade school and middle school. I would say upper elementary. The website is not descriptive enough for someone who is just learning about fractions, but it serves as a good reminder for students who may need a refresher about fractions.
4. Does the interactive/media-rich presentation of material improve faculty and students' abilities to teach and learn the materials?
The teacher has the opportunity to complete all the practices in a whole group manner allowing for students to individually offer answers. I believe that a teacher may use this site as a review, but probably not to introduce the concept of fractions.
5. Can the use of the software be readily integrated into current curriculum and pedagogy within the discipline?
The website most likely will relate directly to curriculum. However, it may not be possible to teach all the concepts in one session.
6. Can the software be used in a variety of ways to achieve teaching and learning goals?
The website is not very flexible. It lends itself to a whole group, small group or individual setting. Due to the nature of the problems, it really cannot be used other than in a teaching-learning setting.
7. Are the teaching-learning goals easy to identify?
Yes, the website is broken into sections. For example, the equivalent fraction section's goal is for students to understand and be able to identify equivalent fractions.
8. Can good learning assignments for using the software application be written easily?
The website does not really lend itself to creating good learning assignments. There is a "teacher's resources" page, but those lessons follow with the same linear concept displayed on the website.
Ease of Use:
1. Are the labels, buttons, menus, text, and general layout of the computer interface consistent and visually distinct?
Yes, the layout is consistent and easy to follow.
2. Does the user get trapped in the material?
No, the website is very easy to maneuver and understand.
3. Can the user get lost easily in the material?
No, there are buttons clearly labeled on the bottom of every page that will take you "to the top", "to more practice", or "to the Table of Contents".
4. Does the module provide feedback about the system status and the user's response?
The website provides feedback once the user has completed all the problems. The user can submit their answers and feedback is provided through a score and answers are provided so the user can check which problems were answered correctly.
5. Does the module provide appropriate flexibility in its use?
The website is not very flexible. It offers only information on fractions. However, the fraction website is only one of many the author has created. The homepage that contains many different lessons, offers more flexibility with teaching different concepts.
6. Does the learning material require a lot of documentation, technical support, and/or instruction for most students to successfully use the software?
The website is all that is needed to complete the different mini-lessons.
7. Does the material present information in ways that would be attractive to students?
The title of the website says, "pizza" but all the lessons and practice problems involve fractions in a bar form. Compared to the bright and vivid games the students may be used to playing, this sites lacks some of the attractiveness.
Quality of Content:
1. Does the software present valid concepts, models, and skills?
Yes, the website offers valid information, models, and examples.
2. Does the software present educationally significant concepts, models, and skills for the discipline?
Yes, all the the concepts presented on the website are educationally significant and relate directly to fractions.
Potential Effectiveness as a Teaching-Learning Tool:
1. What stage(s) in the learning process/cycle could the materials be used?
1. Explanation or description of the topic/stating the problem?
There is a short explanation in the introduction section of what fractions are, but it does not go into great detail. For example, it does not explain the numerator and denominator.
2. Demonstration of the curriculum/exploration of the problem
An example or two is given, prior to the student independent work.
3. Practice using the curriculum/analysis of the outcomes from solving the problem
The website offers multiple choice questions for the students to practice as well as some interactive problems to help understand equivalent fractions. For practice, the students are given problems of a similar manner to complete (i.e. all the fractions are displayed in a bar form).
4. Applying the curriculum to "new" problems/application of the outcomes to other problems
Not really. At the beginning of some sections a question about sharing pizza is posed. It is not answered, or asked again. These questions could be looked at as applying their knowledge to different types of problems, but they are not really higher order thinking questions.
2. What is (are) the learning objective(s)? What should students be able to do after successfully learning with the materials?
The learning objectives are the different components of fractions; equivalent fractions, adding fractions, and multiplying fractions. After successfully completing the entire website, the students should have a basic understanding of fractions, be able to find equivalent fractions, add fractions and multiply fractions.
3. What are the characteristics of the target learner(s)?
The author stated that this website is for grade school and middle school. I would say upper elementary. The website is not descriptive enough for someone who is just learning about fractions, but it serves as a good reminder for students who may need a refresher about fractions.
4. Does the interactive/media-rich presentation of material improve faculty and students' abilities to teach and learn the materials?
The teacher has the opportunity to complete all the practices in a whole group manner allowing for students to individually offer answers. I believe that a teacher may use this site as a review, but probably not to introduce the concept of fractions.
5. Can the use of the software be readily integrated into current curriculum and pedagogy within the discipline?
The website most likely will relate directly to curriculum. However, it may not be possible to teach all the concepts in one session.
6. Can the software be used in a variety of ways to achieve teaching and learning goals?
The website is not very flexible. It lends itself to a whole group, small group or individual setting. Due to the nature of the problems, it really cannot be used other than in a teaching-learning setting.
7. Are the teaching-learning goals easy to identify?
Yes, the website is broken into sections. For example, the equivalent fraction section's goal is for students to understand and be able to identify equivalent fractions.
8. Can good learning assignments for using the software application be written easily?
The website does not really lend itself to creating good learning assignments. There is a "teacher's resources" page, but those lessons follow with the same linear concept displayed on the website.
Ease of Use:
1. Are the labels, buttons, menus, text, and general layout of the computer interface consistent and visually distinct?
Yes, the layout is consistent and easy to follow.
2. Does the user get trapped in the material?
No, the website is very easy to maneuver and understand.
3. Can the user get lost easily in the material?
No, there are buttons clearly labeled on the bottom of every page that will take you "to the top", "to more practice", or "to the Table of Contents".
4. Does the module provide feedback about the system status and the user's response?
The website provides feedback once the user has completed all the problems. The user can submit their answers and feedback is provided through a score and answers are provided so the user can check which problems were answered correctly.
5. Does the module provide appropriate flexibility in its use?
The website is not very flexible. It offers only information on fractions. However, the fraction website is only one of many the author has created. The homepage that contains many different lessons, offers more flexibility with teaching different concepts.
6. Does the learning material require a lot of documentation, technical support, and/or instruction for most students to successfully use the software?
The website is all that is needed to complete the different mini-lessons.
7. Does the material present information in ways that would be attractive to students?
The title of the website says, "pizza" but all the lessons and practice problems involve fractions in a bar form. Compared to the bright and vivid games the students may be used to playing, this sites lacks some of the attractiveness.
Wednesday, March 9, 2011
Coming to an End......Well Sort Of
I have to start by saying I really enjoyed this class and have learned so much from it. And although the course itself is coming to an end, my drive to continue to learn about technology in the classroom is only growing. This blog is a reflection of my achievements and thoughts of this course as well as my plans of continued learning in this field.
One of the most important things that I have learned when integrating technology is to check everything before hand. Check to make sure links work and are suitable for student viewing. I have also learned that technology can make certain aspects of teaching easier. Rather than typing up a newsletter every week, copying it on paper and handing it out, if all the students and parents have access to the internet, placing that information on a website where it can always be read (and not lost in a bookbag) can be helpful. Technology can also assist with communication. This communication can take place between you and students, parents, administrators, colleagues and other teachers. Another teaching strategy I learned was not to integrate technology to say that you do it. Take some time to learn about various technologies and decide which one fits into your lesson at that particular time.
The internet offers a seemingly endless amount of information to help a person find and evaluate technologies. I used the internet to research information on my own about different technologies and I used various sites to help guide me with the research. I used bookmarking sites like delicious, which I can bookmark sites I come across, but also find sites that others have come across. I have also used social networking sites, such as blogs, Facebook and Twitter as means of finding out useful sites and technologies. Another wonderful site was Atomic Learning. In order to integrate and evaluate technology, you need to understand it and that site gives you a wonderful insight into many technologies.
I believe that the SIG project on digital storytelling exemplifies good teaching with technology. To begin, it allowed a bunch of great mind to work together to create a unified presentation. As students, we explored Google docs and the joys of being able to chat while working and as teachers we shared our knowledge and findings. We also collaborated by creating a delicious site. Once we were ready to begin our Prezi presentation, we once again, met to complete the presentation as educators as well as learners. While completing the project, I was able to learn so much about digital storytelling and the various ways to implement it into the curriculum. To me, digital storytelling exemplifies good teaching with technology because it allows the teacher to differentiate to meet the students’ needs. For example, if you were to use Stroybird, the students can choose their own illustrations and the length of the story can be based on the individual’s ability. Another example would be using voicethread to show and explain a math problem. The students can choose a math problem they are comfortable with.
At the beginning of this course I created a personal growth plan. “A goal of mine is to be able to accommodate students of all levels using either the same type of media or different.” I believe that I have accomplished that goal. While I am still learning of various technologies that allow me to differentiate and accommodate different levels, I feel as though I have gained a lot of knowledge in this aspect. I was able to obtain this goal by researching and watching tutorials on how to correctly use technologies. Another goal I had was to understand technology and how to correctly implement it into the classroom. I also feel as though I accomplished this goal. I was introduced to many different resources throughout this course and taught how to use them correctly. The YouTube “In Plain English” videos as well as the Atomic Learning Tutorial were all very informative.
However, I wasn’t able to accomplish two of my goals. One of the goals I was not able to accomplish is due to my currently situation. My goal was to allow students to experience as many types of technology as possible. Due to the fact that I currently do not have a computer in my room, makes it difficult to give students the ability to experience these technologies. However, I plan on taking a different position next year and cannot wait to put all my ideas into play. The other goal I had was to “make technology accessible at every income.” I believe that I am on my way to achieving this goal. I have been researching different grants and coming across different organizations and charities that will give technology to schools in low-socioeconomic areas.
I would like to continue to grow with all my goals. I would like to learn about more technologies and how to correctly implement them into my classroom. I would like to continue to come across different sites and ideas that allow for differentiation. I still want to work on sharing technology with my students and allow them to learn and grow. And finally, I want to continue to find out how technology can be accessible for every income. I plan to continue my research through the Internet as well as continue to take courses through Michigan State University. I am currently on the path to obtaining my Masters in Educational Technology, which will continue way after this course. And lastly, I want to take on the role as a leader and sharer. I want to show others what I have learned and share all my knowledge (and wonderful websites) that I am learning myself.
One of the most important things that I have learned when integrating technology is to check everything before hand. Check to make sure links work and are suitable for student viewing. I have also learned that technology can make certain aspects of teaching easier. Rather than typing up a newsletter every week, copying it on paper and handing it out, if all the students and parents have access to the internet, placing that information on a website where it can always be read (and not lost in a bookbag) can be helpful. Technology can also assist with communication. This communication can take place between you and students, parents, administrators, colleagues and other teachers. Another teaching strategy I learned was not to integrate technology to say that you do it. Take some time to learn about various technologies and decide which one fits into your lesson at that particular time.
The internet offers a seemingly endless amount of information to help a person find and evaluate technologies. I used the internet to research information on my own about different technologies and I used various sites to help guide me with the research. I used bookmarking sites like delicious, which I can bookmark sites I come across, but also find sites that others have come across. I have also used social networking sites, such as blogs, Facebook and Twitter as means of finding out useful sites and technologies. Another wonderful site was Atomic Learning. In order to integrate and evaluate technology, you need to understand it and that site gives you a wonderful insight into many technologies.
I believe that the SIG project on digital storytelling exemplifies good teaching with technology. To begin, it allowed a bunch of great mind to work together to create a unified presentation. As students, we explored Google docs and the joys of being able to chat while working and as teachers we shared our knowledge and findings. We also collaborated by creating a delicious site. Once we were ready to begin our Prezi presentation, we once again, met to complete the presentation as educators as well as learners. While completing the project, I was able to learn so much about digital storytelling and the various ways to implement it into the curriculum. To me, digital storytelling exemplifies good teaching with technology because it allows the teacher to differentiate to meet the students’ needs. For example, if you were to use Stroybird, the students can choose their own illustrations and the length of the story can be based on the individual’s ability. Another example would be using voicethread to show and explain a math problem. The students can choose a math problem they are comfortable with.
At the beginning of this course I created a personal growth plan. “A goal of mine is to be able to accommodate students of all levels using either the same type of media or different.” I believe that I have accomplished that goal. While I am still learning of various technologies that allow me to differentiate and accommodate different levels, I feel as though I have gained a lot of knowledge in this aspect. I was able to obtain this goal by researching and watching tutorials on how to correctly use technologies. Another goal I had was to understand technology and how to correctly implement it into the classroom. I also feel as though I accomplished this goal. I was introduced to many different resources throughout this course and taught how to use them correctly. The YouTube “In Plain English” videos as well as the Atomic Learning Tutorial were all very informative.
However, I wasn’t able to accomplish two of my goals. One of the goals I was not able to accomplish is due to my currently situation. My goal was to allow students to experience as many types of technology as possible. Due to the fact that I currently do not have a computer in my room, makes it difficult to give students the ability to experience these technologies. However, I plan on taking a different position next year and cannot wait to put all my ideas into play. The other goal I had was to “make technology accessible at every income.” I believe that I am on my way to achieving this goal. I have been researching different grants and coming across different organizations and charities that will give technology to schools in low-socioeconomic areas.
I would like to continue to grow with all my goals. I would like to learn about more technologies and how to correctly implement them into my classroom. I would like to continue to come across different sites and ideas that allow for differentiation. I still want to work on sharing technology with my students and allow them to learn and grow. And finally, I want to continue to find out how technology can be accessible for every income. I plan to continue my research through the Internet as well as continue to take courses through Michigan State University. I am currently on the path to obtaining my Masters in Educational Technology, which will continue way after this course. And lastly, I want to take on the role as a leader and sharer. I want to show others what I have learned and share all my knowledge (and wonderful websites) that I am learning myself.
Sunday, February 20, 2011
Creative Commons
I had always known that copyright laws were confusing, but the more I seem to learn, the more confusing and complex they get. When you download an item, do you have the right to have that item? Do you have the right to share that item? Edit that item? The copyright law allows for fair use of copyright material. While watching the video "The Code of Best Practices in Fair Use for Media Literacy Education" Peter Jaszi, a Law Professor at American University said, "What constitutes "fair use" depends on the situation". I couldn't have said it better myself. Teacher can sometimes use certain things for particular educational purposes. So many regulations and exceptions. However, Creative Commons helps the average person understand a little better of what is acceptable to do with the image or text.
I was ecstatic to learn (yes, I'm easy to please) that in Firefox, there is a pull-down menu of search engines and one of them is Creative Commons! In Science we are learning about Earthquakes. What not better way to understand the impact of an Earthquake than to see a picture. I decided to search Creative Commons for a picture of the recent earthquake in Haiti.
Original Image: Port-au-Prince, January 2010, Post-earthquake
http://farm5.static.flickr.com/4030/4458418390_96a202a614.jpg
By: Treesftf (Flickr Name)
License Type: Attribution 2.0 Generic License
http://creativecommons.org/licenses/by/2.0/deed.en
Creative Commons is open to the public! I was even able to create a Creative Commons License for my own image!
I'm a teacher. Even on my honeymoon I'm a teacher. While on our Safari in Kruger National Park, we came across these two rhinoceros- and the first thing that came to my mind- Symbiosis! What a wonderful example of mutualism. I could not wait to get back to share with my students. The birds sitting on top of the Rhinos are eating the bugs and other insects off the rhinos and the rhinos are protecting the birds from predators.
(Click on the picture to take you to the site!)
Original Image "Rhinos- Mutualism"
http://picasaweb.google.com/epstein.dana/SouthAfrica#5575982411129944242
By: Dana Collett
License Type: Released Under an Attribution-NonCommercial-No Derivs License
http://creativecommons.org/licenses/by-nc-nd/3.0/
I was ecstatic to learn (yes, I'm easy to please) that in Firefox, there is a pull-down menu of search engines and one of them is Creative Commons! In Science we are learning about Earthquakes. What not better way to understand the impact of an Earthquake than to see a picture. I decided to search Creative Commons for a picture of the recent earthquake in Haiti.
Original Image: Port-au-Prince, January 2010, Post-earthquake
http://farm5.static.flickr.com/4030/4458418390_96a202a614.jpg
By: Treesftf (Flickr Name)
License Type: Attribution 2.0 Generic License
http://creativecommons.org/licenses/by/2.0/deed.en
Creative Commons is open to the public! I was even able to create a Creative Commons License for my own image!
I'm a teacher. Even on my honeymoon I'm a teacher. While on our Safari in Kruger National Park, we came across these two rhinoceros- and the first thing that came to my mind- Symbiosis! What a wonderful example of mutualism. I could not wait to get back to share with my students. The birds sitting on top of the Rhinos are eating the bugs and other insects off the rhinos and the rhinos are protecting the birds from predators.
Original Image "Rhinos- Mutualism"
http://picasaweb.google.com/epstein.dana/SouthAfrica#5575982411129944242
By: Dana Collett
License Type: Released Under an Attribution-NonCommercial-No Derivs License
http://creativecommons.org/licenses/by-nc-nd/3.0/
Learning Styles
I am a visual learner through and through. I learn best when meaningful pictures, videos, and charts are shown. I also enjoy demonstrations and items that color-coded. This couldn't have described me better. While in college, I was constantly creating charts, tables, etc even if they were not given to help me learn. I love to color-code things (even today) to help me differentiate. I wrote notes and color-coded them as well. When I thought about them, the color helped me to remember certain facts. And while i do hold some auditory characteristics (i.e. talking out loud to myself ) I chalk it up to being a teacher, and teachers always seem to talk out loud :)
I take my learning style and the majority of my teaching is for visual learners. In an ideal world, it would be great to be able to teach to everyone, but that is not possible. Most of the population are visual learners, so I am targeting a huge chunk of students. I also try to incorporate many kinesthetic activities since elementary students have a tendency to enjoy hands-on learning, but the majority of my teaching is for the visual learner. I enjoy creating power-points with pictures from my life to help explain a concept in hopes the students will make a connection. I love to color-code things and write in different colors to help get my point across. For example, if I were teaching a math lesson I would explain each step to solving a problem. I would write each step in a different color. When I solved the problem, I would use those same exact colors that corresponded to the step. I have taught inclusion for the past couple of years and they have told me that it has helped them. They can look and see if they have the blue step, red step, etc.
While there is nothing wrong with sticking to your own learning style as a teacher, it is also important to make sure that you cover all the basis in order to make sure you are giving the students all they need to learn.
I take my learning style and the majority of my teaching is for visual learners. In an ideal world, it would be great to be able to teach to everyone, but that is not possible. Most of the population are visual learners, so I am targeting a huge chunk of students. I also try to incorporate many kinesthetic activities since elementary students have a tendency to enjoy hands-on learning, but the majority of my teaching is for the visual learner. I enjoy creating power-points with pictures from my life to help explain a concept in hopes the students will make a connection. I love to color-code things and write in different colors to help get my point across. For example, if I were teaching a math lesson I would explain each step to solving a problem. I would write each step in a different color. When I solved the problem, I would use those same exact colors that corresponded to the step. I have taught inclusion for the past couple of years and they have told me that it has helped them. They can look and see if they have the blue step, red step, etc.
While there is nothing wrong with sticking to your own learning style as a teacher, it is also important to make sure that you cover all the basis in order to make sure you are giving the students all they need to learn.
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