Levin, H. (2003). Making History Come Alive. Learning and Leading with Technology, 31(3), 22-27.
The article, Making History Come Alive, by Howard Levin, was so inspiring; it is incredible how history has become so real and personable for those students. Video projects, such as Telling Their Stories: Oral History of the Holocaust, at Urban School of San Francisco, should be implemented at all schools; in particular, taking a specific region into consideration when creating these undertakings, can be very powerful for a community. For instance, if a school in the southeastern states, home to the Native Americans who were forced to leave their ancestral lands, or in present-day Oklahoma or Kansas where the Cherokees, Creeks, Chickasaws and Choctaws were relocated to, were to do a similar video interview project on survivors and others affected by The Trail of Tears, the impact on the community would be monumental.
Monday, November 2, 2009
Digital Video Goes to School
Handler, M., & Hoffenberg, H. (2001) Digital Video Goes to School. Learning & Leading with Technology. 29 (2), 10-15
Students are developing a plethora of skills during the process of creating a video; there are technical aptitudes involved in making and editing videos. Moreover, this is a huge opportunity to develop and sharpen visual literacy skills. In addition, through the thought process of the brainstorming and pre-work of the video, pinpointing the ideas that they want to focus in on and identifying the details of their videos, students are working on their higher-level thinking skills of analyzing and synthesizing information. Videos are the perfect format for a culminating activity of project-based learning, such as: documentaries, newscasts, infomercials and video clips for multimedia presentations and web pages.
Types of curriculum characteristics that make sense for video, as expressed by Helen Hoffenberg and Marianne Handler, are: emotion, a process, change over time, heritage or culture, a phenomenon in nature, memorable experiences and a process slowed to view frame by frame, in order to gain a better understanding. Planning ahead is the greatest basic guideline for video usage; to commence a video project, it is recommended to choose a subject that one is familiar with. After the subject has been chosen, it is really important to think about the audience and the reason for the video; planning and storyboarding are crucial at this stge. Next, the types of shots that are necessary to convey the message or concept taught should be planned beforehand, as well; this includes, but is not limited to: close-ups, distant, or mood shots. In addition, the type and quality of audio necessary should be considered, including the usage of an additional microphone. The relationship between visual communication and the content should be at the forefront of thought as the students work on their video project. Shooting the movie with a camcorder can begin once all of the planning has been executed; then the editing process will take place after all of the shooting is done.
Students are developing a plethora of skills during the process of creating a video; there are technical aptitudes involved in making and editing videos. Moreover, this is a huge opportunity to develop and sharpen visual literacy skills. In addition, through the thought process of the brainstorming and pre-work of the video, pinpointing the ideas that they want to focus in on and identifying the details of their videos, students are working on their higher-level thinking skills of analyzing and synthesizing information. Videos are the perfect format for a culminating activity of project-based learning, such as: documentaries, newscasts, infomercials and video clips for multimedia presentations and web pages.
Types of curriculum characteristics that make sense for video, as expressed by Helen Hoffenberg and Marianne Handler, are: emotion, a process, change over time, heritage or culture, a phenomenon in nature, memorable experiences and a process slowed to view frame by frame, in order to gain a better understanding. Planning ahead is the greatest basic guideline for video usage; to commence a video project, it is recommended to choose a subject that one is familiar with. After the subject has been chosen, it is really important to think about the audience and the reason for the video; planning and storyboarding are crucial at this stge. Next, the types of shots that are necessary to convey the message or concept taught should be planned beforehand, as well; this includes, but is not limited to: close-ups, distant, or mood shots. In addition, the type and quality of audio necessary should be considered, including the usage of an additional microphone. The relationship between visual communication and the content should be at the forefront of thought as the students work on their video project. Shooting the movie with a camcorder can begin once all of the planning has been executed; then the editing process will take place after all of the shooting is done.
The Database: America's Presidents
Homes, B. (1998). The database: America’s presidents. Leading &Learning With Technology,25(7),6-11.
A database is a great resource for organizing newfound knowledge; The Database: America’s Presidents, emphasizes how 21st century learners must add additional skills to their educational repertoire, entitled the “Six C’s”: compute, communicate, conclude, confirm, categorize, and classify. Utilizing a database to collect and organize data as a class, engages students in their professional growth and leadership; reports indicate that students who have the opportunity to play a role in the success of the classroom’s collection of information have a heightened sense of responsibility and are more motivated to complete accurate work.
Databases in the classroom can be used in a myriad of ways, organizing and making any subject matter accessible. For example, the United States of America is comprised of fifty individual states; studying their state capitals and any other relevant information, such as the state bird or flower, could easily be organized using a database. Beth Holmes, a technology trainer for preservice and inservice teachers, created and used an “American Presidents” activity and database in order to establish the importance of a database in a learning environment. Upon completion , a database may be used as an educational game; for instance, using the “American Presidents” database, find the three presidents who had the most children, or who had the same amount of children as there are in your family, or who was the youngest children. This could also be an opportunity for the students to discover interesting miscellaneous facts, such as the various pets in the White House. Databases can be used as a means of organizing any subject matter, whether it be the key information pertaining to the elements in a periodic table or the main functions of the organs in the human body, databases have proven to be extremely useful.
A database is a great resource for organizing newfound knowledge; The Database: America’s Presidents, emphasizes how 21st century learners must add additional skills to their educational repertoire, entitled the “Six C’s”: compute, communicate, conclude, confirm, categorize, and classify. Utilizing a database to collect and organize data as a class, engages students in their professional growth and leadership; reports indicate that students who have the opportunity to play a role in the success of the classroom’s collection of information have a heightened sense of responsibility and are more motivated to complete accurate work.
Databases in the classroom can be used in a myriad of ways, organizing and making any subject matter accessible. For example, the United States of America is comprised of fifty individual states; studying their state capitals and any other relevant information, such as the state bird or flower, could easily be organized using a database. Beth Holmes, a technology trainer for preservice and inservice teachers, created and used an “American Presidents” activity and database in order to establish the importance of a database in a learning environment. Upon completion , a database may be used as an educational game; for instance, using the “American Presidents” database, find the three presidents who had the most children, or who had the same amount of children as there are in your family, or who was the youngest children. This could also be an opportunity for the students to discover interesting miscellaneous facts, such as the various pets in the White House. Databases can be used as a means of organizing any subject matter, whether it be the key information pertaining to the elements in a periodic table or the main functions of the organs in the human body, databases have proven to be extremely useful.
Digital Citizenship: Addressing Appropriate Technology Behavior
Ribble , M. & Bailey D. & Ross T. (2004). Digital citizenship: addressing appropriate technology behavior. Learning and Leading with Technology 32(1), 7-11
Digital Citizenship can be described as the common behavior revolving around the use of technology, of which nine general areas of behavior have been identified: etiquette, communication, education, access, commerce, responsibility, rights, safety and security.
Etiquette: refers to the standards for personal behavior concerning technology. As a result of the ever-changing environment of electronics, not all of the rules have been established in regards to digital etiquette; however, generally one should use the same manners of conduct as one uses in a face-to-face setting and remember that everyone is a role model. An example of inappropriate etiquette is answering the phone while talking to another person; this is rude and inconsiderate to the person that is present. Other examples are, but not limited to: the language used in emails, texting during a lecture, or using technology during class for business not pertaining to the lesson.
Communication: is the exchange of information electronically, essentially a digital conversation. Technology has had a negative effect on the writing style of many students, as they use slang, abbreviations, and poor grammar, similar to that used in text messages, instant messages, and emails, in school assignments. Educating students on the etiquette of electronic communication, in conjunction with establishing the difference between different formalities in various types of writing is necessary in this digital age. Moreover, utilizing various forms of digital communication in the classroom will give teachers the opportunity to model appropriate behavior; meanwhile, giving the students a safe environment to practice and learn these teachings.
Digital Citizenship can be described as the common behavior revolving around the use of technology, of which nine general areas of behavior have been identified: etiquette, communication, education, access, commerce, responsibility, rights, safety and security.
Etiquette: refers to the standards for personal behavior concerning technology. As a result of the ever-changing environment of electronics, not all of the rules have been established in regards to digital etiquette; however, generally one should use the same manners of conduct as one uses in a face-to-face setting and remember that everyone is a role model. An example of inappropriate etiquette is answering the phone while talking to another person; this is rude and inconsiderate to the person that is present. Other examples are, but not limited to: the language used in emails, texting during a lecture, or using technology during class for business not pertaining to the lesson.
Communication: is the exchange of information electronically, essentially a digital conversation. Technology has had a negative effect on the writing style of many students, as they use slang, abbreviations, and poor grammar, similar to that used in text messages, instant messages, and emails, in school assignments. Educating students on the etiquette of electronic communication, in conjunction with establishing the difference between different formalities in various types of writing is necessary in this digital age. Moreover, utilizing various forms of digital communication in the classroom will give teachers the opportunity to model appropriate behavior; meanwhile, giving the students a safe environment to practice and learn these teachings.
Scaffolding Math Learning with Spreadsheets
Niess, M. (2005). Scaffolding Math Learning with Spreadsheets. Learning and Leading with Technology.(32), 5, p 24-26.
How does utilizing spreadsheets to scaffold math learning meet the National Educational Technology Standards?
By utilizing spreadsheets to support the learning of mathematical concepts, students are able to explore technology as a means of researching and solving authentic problems. Moreover, by grouping the students in spreadsheet math exercises, students can use software to collaboratively come to a solution. In addition, using spreadsheets in math lessons provide an excellent opportunity for students to demonstrate how their knowledge of spreadsheets can transfer to other productive and useful means. Moreover, spreadsheets can be a vital aid to students’ organization of study material, schoolwork, and other aspects of their educational and professional life.
What is another example of how technology can add to a lesson in mathematics?
Excel is an excellent tool for creating various charts with accuracy; as opposed to having the children attempt to draw out a chart, teaching the students to make a chart in Excel would provide the perfect opportunity to teach an avenue of technology that would assist the children in their mathematical understanding, as well as, their professional development. Depending on the exercise, the students may demonstrate their creativity and decision making skills by having a choice in the chart made, along with all of the other design components involved with a chart, such as color and dimension. In addition, the students could collaboratively develop their own math word problems that could be explained by their charts, which would give them a chance to strengthen their leadership and social skills. Real world scenarios and issues may also be explored and solved by the students through the use of excel charts. Excel can be an extremely powerful technological educational tool for mathematics.
How does utilizing spreadsheets to scaffold math learning meet the National Educational Technology Standards?
By utilizing spreadsheets to support the learning of mathematical concepts, students are able to explore technology as a means of researching and solving authentic problems. Moreover, by grouping the students in spreadsheet math exercises, students can use software to collaboratively come to a solution. In addition, using spreadsheets in math lessons provide an excellent opportunity for students to demonstrate how their knowledge of spreadsheets can transfer to other productive and useful means. Moreover, spreadsheets can be a vital aid to students’ organization of study material, schoolwork, and other aspects of their educational and professional life.
What is another example of how technology can add to a lesson in mathematics?
Excel is an excellent tool for creating various charts with accuracy; as opposed to having the children attempt to draw out a chart, teaching the students to make a chart in Excel would provide the perfect opportunity to teach an avenue of technology that would assist the children in their mathematical understanding, as well as, their professional development. Depending on the exercise, the students may demonstrate their creativity and decision making skills by having a choice in the chart made, along with all of the other design components involved with a chart, such as color and dimension. In addition, the students could collaboratively develop their own math word problems that could be explained by their charts, which would give them a chance to strengthen their leadership and social skills. Real world scenarios and issues may also be explored and solved by the students through the use of excel charts. Excel can be an extremely powerful technological educational tool for mathematics.
Don't Feed the Trolls: Using Blogs to teach civil discourse
Richardson, K. (2008). Don’t feed the trolls: Using blogs to teach civil discourse. Learning & Leading with Technology. 35 (7), 12-15.
This article demonstrates the importance of utilizing blogs in education, which is an application I will certainly bring to the classroom. Given the current trend of students having the desire to be digitally savvy, it is important to teach the proper etiquette to blogging, which will positively affect their civil discourse both in and outside of the classroom. Students will not only have the opportunity to review the rules, but they will also have a chance to practice the rules, ensuring that self-monitoring skills are being utilized. The big underlying message that Don’t Feed the Trolls conveyed, which will constantly run through my mind in the classroom, is that, “Civil discourse forms the foundation of a democratic society.”
Rationale for Educational Blogging gives some insight to blogging in education; it is extremely helpful, as it sheds light on some advantages of educational blogging that are not so obvious. Blogs have the potential to redefine meaning of voice for students; they provide an avenue for the exchange of opinions, while giving students recognition from those who read, and the chance to interact and collaborate with others.
Rational for Teaching. EduBlog Insights. http://anne.teachesme.com/2007/01/17/rationale
for-educational-blogging/
This article demonstrates the importance of utilizing blogs in education, which is an application I will certainly bring to the classroom. Given the current trend of students having the desire to be digitally savvy, it is important to teach the proper etiquette to blogging, which will positively affect their civil discourse both in and outside of the classroom. Students will not only have the opportunity to review the rules, but they will also have a chance to practice the rules, ensuring that self-monitoring skills are being utilized. The big underlying message that Don’t Feed the Trolls conveyed, which will constantly run through my mind in the classroom, is that, “Civil discourse forms the foundation of a democratic society.”
Rationale for Educational Blogging gives some insight to blogging in education; it is extremely helpful, as it sheds light on some advantages of educational blogging that are not so obvious. Blogs have the potential to redefine meaning of voice for students; they provide an avenue for the exchange of opinions, while giving students recognition from those who read, and the chance to interact and collaborate with others.
Rational for Teaching. EduBlog Insights. http://anne.teachesme.com/2007/01/17/rationale
for-educational-blogging/
Visualize, Visualize, Visualize: Designing Projects for Higher-Order Thinking
Chen, P., & McGarth, D. (2004). Visualize, visualize, visualize: Designing projects for higher order thinking. Learning and Leading with Technology, 32 (4), 54-57.
Project-based learning involves hands-on learning activities that require contemplation and planning; often times, students who have found conventional education difficult, will be drawn to project-based learning and flourish. The results of these methods have been proven to have a dramatic effect on the learning environment of a classroom, with students who are more willing to engage in mentally challenging tasks. Educating students who are inspired and persistent will allow teaching to go beyond basic instruction and learning, into the realm of students managing and accessing their own personal mental data.
Time and time again, my experiences have shown that students need to receive a thorough understanding of what information and assignments mean to them, in conjunction with an outlet for their opinion and emotions. Pearl Chen and Diane McGrath present the idea of requesting students to, “Speak their minds;” applying this concept to the classroom would be therapeutic for the students, while giving insight to their thought process. This would therefore, give opportunity to identify any discontinuity in their learning. In addition, encouraging students to utilize technology, such as a concept map, to demonstrate their cognitive construction will provide a platform for their creative expression and design.
Higher-order thinking is more than memorizing and repeating back information given; it involves thinking about the knowledge gained and applying it to a higher level of thinking. For example, upon researching a new subject, a student may compose a persuasive essay pertaining to their newfound knowledge; therefore accessing the information and formulating thoughts, opinions, and new concepts around the facts obtained.
The following articles give further insight to project-based learning. Evaluating the Impact of Project Based Learning by using Student Created PowerPoint Games in the Seventh grade Language Arts Classroom explores the pros to project based learning; however, Jamie S. Parker also gives some compelling examples of the cons to project-based learning, such as the required additional teacher preparation time and students’ resistance to technology. The Houghton Mifflin’s Project-Based Learning Space also addresses the support needed by teachers in order to successfully execute project-based learning; in addition to how the opinion of the students can change the results of project-based learning.
Parker, J. S. (2004). Evaluating the impact of project based learning by using student created
PowerPoint games in the seventh grade language arts classroom. Instructional Technololgy Monographs 1 (1). Retrieved October 11, 2009, from http://projects.coe.uga.edu/itm/archives/fall2004/JPARKER.HTM
Houghton Mifflin. Project-Based Learning Space. In Background Knowledge & Theory. Retrieved October
11, 2009, from http://college.cengage.com/education/pbl/background.html
Project-based learning involves hands-on learning activities that require contemplation and planning; often times, students who have found conventional education difficult, will be drawn to project-based learning and flourish. The results of these methods have been proven to have a dramatic effect on the learning environment of a classroom, with students who are more willing to engage in mentally challenging tasks. Educating students who are inspired and persistent will allow teaching to go beyond basic instruction and learning, into the realm of students managing and accessing their own personal mental data.
Time and time again, my experiences have shown that students need to receive a thorough understanding of what information and assignments mean to them, in conjunction with an outlet for their opinion and emotions. Pearl Chen and Diane McGrath present the idea of requesting students to, “Speak their minds;” applying this concept to the classroom would be therapeutic for the students, while giving insight to their thought process. This would therefore, give opportunity to identify any discontinuity in their learning. In addition, encouraging students to utilize technology, such as a concept map, to demonstrate their cognitive construction will provide a platform for their creative expression and design.
Higher-order thinking is more than memorizing and repeating back information given; it involves thinking about the knowledge gained and applying it to a higher level of thinking. For example, upon researching a new subject, a student may compose a persuasive essay pertaining to their newfound knowledge; therefore accessing the information and formulating thoughts, opinions, and new concepts around the facts obtained.
The following articles give further insight to project-based learning. Evaluating the Impact of Project Based Learning by using Student Created PowerPoint Games in the Seventh grade Language Arts Classroom explores the pros to project based learning; however, Jamie S. Parker also gives some compelling examples of the cons to project-based learning, such as the required additional teacher preparation time and students’ resistance to technology. The Houghton Mifflin’s Project-Based Learning Space also addresses the support needed by teachers in order to successfully execute project-based learning; in addition to how the opinion of the students can change the results of project-based learning.
Parker, J. S. (2004). Evaluating the impact of project based learning by using student created
PowerPoint games in the seventh grade language arts classroom. Instructional Technololgy Monographs 1 (1). Retrieved October 11, 2009, from http://projects.coe.uga.edu/itm/archives/fall2004/JPARKER.HTM
Houghton Mifflin. Project-Based Learning Space. In Background Knowledge & Theory. Retrieved October
11, 2009, from http://college.cengage.com/education/pbl/background.html
Find the Best Software: Using Bloom's Taxonomy and Multiple Intelligences to Select and Use Software
McKenzie, W. (2003). Find the Best Software: Using Bloom's Taxonomy and Multiple Intelligences to Select and Use Software. Learning & Leading with Technology. 30 (8). 54-58.
Although the learner should always be put at the forefront of the thought process, there are numerous things to take into consideration when selecting software for the classroom. Initially, it is crucial to have an accurate inventory of existing computer programs, with an organization based on their primary usage. At this point, an evaluation of their relationship to Bloom’s Taxonomy of Educational Objectives (Bloom & Krathwohl, 1956) and Gardner’s (1983) theory of multiple intelligences (MI) should be conducted. A few categories that one might consider are: Tutorial, Guided Practice, Independent Practice, Assessment, Heuristic, Productivity, and Simulation. Once a thorough inventory and categorization has been performed, it will be very clear what types of software will add to your learning environment; it is recommended to seek computer applications that have already been tested in the classroom and have gained popularity, perhaps your fellow teachers is a good start.
Although many software applications may meet multiple intelligences and challenge higher academic levels, it is far more beneficial to the educator and the learner if the strengths and main functions of software are identified for categorization, rather than making a particular computer program all inclusive. Keeping the learner in mind when sorting software will assist in fighting this temptation; the relationships with the intelligences should be a natural connection and foster a child’s learning and exploration. In addition, it is vital that one does not completely rely on applications to teach in the classroom; rather, software should add and enrich the learning environment. A strategy that can be utilized in the classroom is the PEP model, which is composed of: Pre-software, Experience, Post-software. The PEP model involves providing framework and points of reference before introducing the computer program; moreover, this is the stage for announcing extension activities. Following the Pre-software state is the Experience component of the model. The Post-software is the final stage, which provides an opportunity to assess the children’s understanding and make any necessary accommodations for intelligences not met.
Identifying a child’s individual and varying learning styles can be extremely difficult at times; software can provide a platform that is safe for failure, while exploring or confirming a child’s learning style. In addition, a classroom filled with varying intelligences can be challenging to accommodate; computer programs can provide a scaffold, assisting the learner’s needs that may not be met during the classroom setting and allowing them to work on other intelligences. Many children have not gained the confidence to fully participate during class activities, or they might be too embarrassed to express a lack of understanding; software can provide another avenue of learning with a safe haven for children who lack certainty. Computer applications can also be used as a means to strengthen intrapersonal or interpersonal intelligences, as they can be utilized in a group setting or individual setting. Songs and beats are often a primary component programs; these can be used to strengthen a child’s Musical/Rhythmic intelligence, or if given a little space to move around the computer, it can provide a stage for working on Bodily/Kinesthetic intelligence and spatial awareness. Verbal/Linguistic and Logical/Mathematical, amongst the other intelligences, are more commonly met through traditional software applications.
A large portion of the book Multiple Intelligences in the Classroom: Second Edition, by Thomas Armstrong, can be viewed at the following website: http://books.google.com/books?id=tXEK7ZkOv8QC&lpg=PR5&ots=aPGgDbRjIJ&dq=multiple%20intelligences%20in%20the%20classroom&lr=&pg=PP1#v=onepage&q=&f=false
This article provides a thorough introduction of Howard Gardner’s Multiple Intelligences, along with a seasoned perspective of usage in the classroom.
Although the learner should always be put at the forefront of the thought process, there are numerous things to take into consideration when selecting software for the classroom. Initially, it is crucial to have an accurate inventory of existing computer programs, with an organization based on their primary usage. At this point, an evaluation of their relationship to Bloom’s Taxonomy of Educational Objectives (Bloom & Krathwohl, 1956) and Gardner’s (1983) theory of multiple intelligences (MI) should be conducted. A few categories that one might consider are: Tutorial, Guided Practice, Independent Practice, Assessment, Heuristic, Productivity, and Simulation. Once a thorough inventory and categorization has been performed, it will be very clear what types of software will add to your learning environment; it is recommended to seek computer applications that have already been tested in the classroom and have gained popularity, perhaps your fellow teachers is a good start.
Although many software applications may meet multiple intelligences and challenge higher academic levels, it is far more beneficial to the educator and the learner if the strengths and main functions of software are identified for categorization, rather than making a particular computer program all inclusive. Keeping the learner in mind when sorting software will assist in fighting this temptation; the relationships with the intelligences should be a natural connection and foster a child’s learning and exploration. In addition, it is vital that one does not completely rely on applications to teach in the classroom; rather, software should add and enrich the learning environment. A strategy that can be utilized in the classroom is the PEP model, which is composed of: Pre-software, Experience, Post-software. The PEP model involves providing framework and points of reference before introducing the computer program; moreover, this is the stage for announcing extension activities. Following the Pre-software state is the Experience component of the model. The Post-software is the final stage, which provides an opportunity to assess the children’s understanding and make any necessary accommodations for intelligences not met.
Identifying a child’s individual and varying learning styles can be extremely difficult at times; software can provide a platform that is safe for failure, while exploring or confirming a child’s learning style. In addition, a classroom filled with varying intelligences can be challenging to accommodate; computer programs can provide a scaffold, assisting the learner’s needs that may not be met during the classroom setting and allowing them to work on other intelligences. Many children have not gained the confidence to fully participate during class activities, or they might be too embarrassed to express a lack of understanding; software can provide another avenue of learning with a safe haven for children who lack certainty. Computer applications can also be used as a means to strengthen intrapersonal or interpersonal intelligences, as they can be utilized in a group setting or individual setting. Songs and beats are often a primary component programs; these can be used to strengthen a child’s Musical/Rhythmic intelligence, or if given a little space to move around the computer, it can provide a stage for working on Bodily/Kinesthetic intelligence and spatial awareness. Verbal/Linguistic and Logical/Mathematical, amongst the other intelligences, are more commonly met through traditional software applications.
A large portion of the book Multiple Intelligences in the Classroom: Second Edition, by Thomas Armstrong, can be viewed at the following website: http://books.google.com/books?id=tXEK7ZkOv8QC&lpg=PR5&ots=aPGgDbRjIJ&dq=multiple%20intelligences%20in%20the%20classroom&lr=&pg=PP1#v=onepage&q=&f=false
This article provides a thorough introduction of Howard Gardner’s Multiple Intelligences, along with a seasoned perspective of usage in the classroom.
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