Students’ practice of generating and testing hypotheses is a helpful learning strategy in all content areas because it requires the learner to engage in higher order thinking. Technology allows students to focus their time interpreting data (as opposed to gathering it), thereby greatly enhancing the process. One technology tool that does this are Data Collection Tools. Once the student has researched a problem and formed a hypothesis, they can be used to collect data that either confirms or denies them. While most hypothesis forming and data collection strategies seem to be geared towards the science classroom, such applications can also be implemented in the language arts classroom and in the library. One novel that our 8th grade language arts classes read every year is The Outsiders, a story that centers on gang activity and social conflict. During the novel unit, students can form hypotheses about gangs--why they are formed, why someone would want to join one, and about the existence of gangs in the community. Data collection tools, such as Survey Monkey, can then be used to gather data from peers and local law enforcement officials. Once the data has been collected, students can examine it and use it to confirm or deny their hypotheses. In the library, I can use data collection tools to find circulation information (such as the most checked out book, the oldest book, etc.) and have students form hypotheses about the answer.
A second technology tool that allows students to practice generating and testing hypotheses is Web Resources. There is a vast array of interactive games and simulations available that allow students to form hypotheses about situations and then see the outcome in the virtual world. Making History is a strategy game that engages students in the events leading up to World War II. This would be a fabulous way for students to gain a deeper understanding of the Holocaust, a unit that is taught in 8th grade language arts concurrent with their reading of Night. Such a simulation game could be implemented as part of any historical fiction novel unit. When our 7th graders read The Watsons Go to Birmingham, such a resource could be used to immerse them in the South during the Civil Rights movement in the 1960s. Simulation games draw the learner directly into the action and allow them to become key players in historical events and hypothetical situations; as a result, students are able to see why certain decisions were made and what the ramifications of different decisions are. Our “digital natives” already have a strong gaming and virtual background; web resources allow them to engage in something that they find entertaining while they develop important higher order thinking skills.
Showing posts with label Technology. Show all posts
Showing posts with label Technology. Show all posts
Thursday, June 24, 2010
Wednesday, June 23, 2010
Chapter 10: Homework and Practice
In an educational environment, homework and practice are important to the process of learning because they give students the opportunity to review and apply what they have learned. Technology aides in these processes by allowing teachers and students to get the most out of their homework practices. Web Resources, one technology tool, give learners the opportunity to practice and refine skills and concepts form their homes or classrooms. Many students enjoy the educational games they can play as a way to have fun while they are learning. The immediate feedback that they give is just one big advantage to online educational games that can be accessed from a students home, the public library, the school, or anywhere that provides computers with internet access. Our students are “digital natives” and playing games online is second nature to them; it only makes sense for us, as educators, to take advantage of their affinity for this. One web resource that my campus is in the process of acquiring is web-based AR (Renaissance Place), a web based program that tracks student reading comprehension via their independent reading, to allow students to take AR quizzes and earn AR points from home. The current system is server-based, so it has many limitations that include only offering students the opportunity to take AR quizzes from a campus computer. Renaissance Place provides a web based resource for students to complete their reading requirements from home. Like some web resources, however, the migration to Renaissance Place is very costly and that remains our biggest obstacle for acquiring it.
Communication Software is a second technology tool that facilitates with homework and practice. Whereas collaborative projects that require some outside-of-the-classroom time can become cumbersome when the communication is done via e-mail (which involves multiple versions of the same document and each member overwriting one another), communication software makes such collaboration much more organized and streamlined. Writeboard is an internet based computer software that offers multiple users the ability to modify and edit a single document (similar to the way a wiki works), all while allowing users to track the changes that have been made. There are also other free software (like Backpack) that further allow students to work collaboratively by sharing notes, calendars, etc. Such communication software can be implemented in the language arts classroom (or any curriculum content area for that matter) any time that a group project is assigned. Students no longer have to worry about organizing and rearranging their schedules to set up a common meeting time. Group meeting, with the help of communication software, can be conducted at each individual member’s convenience. This is a powerful alternative because it allows group homework and collaborative projects to be done at the convenience of each individual.
Communication Software is a second technology tool that facilitates with homework and practice. Whereas collaborative projects that require some outside-of-the-classroom time can become cumbersome when the communication is done via e-mail (which involves multiple versions of the same document and each member overwriting one another), communication software makes such collaboration much more organized and streamlined. Writeboard is an internet based computer software that offers multiple users the ability to modify and edit a single document (similar to the way a wiki works), all while allowing users to track the changes that have been made. There are also other free software (like Backpack) that further allow students to work collaboratively by sharing notes, calendars, etc. Such communication software can be implemented in the language arts classroom (or any curriculum content area for that matter) any time that a group project is assigned. Students no longer have to worry about organizing and rearranging their schedules to set up a common meeting time. Group meeting, with the help of communication software, can be conducted at each individual member’s convenience. This is a powerful alternative because it allows group homework and collaborative projects to be done at the convenience of each individual.
Chapter 9: Identifying Similarities & Differences
Having students identify the similarities and differences in the materials and concepts that they are learning acts as a powerful instructional strategy because it challenges them to restructure their understanding of the content and leads to a deeper understanding of the material. Technology gives us tools that we, as educators, can use in the process of teaching students to identify similarities and differences--primarily tools that are used to create graphic organizers. Every computer at my campus has Microsoft Word, so Word Processing Applications are a readily available tool that can be used to create graphic organizers that represent the similarities and differences in concepts. The Drawing toolbar of Word can be used to draw and create a variety of templates to organize similarities and differences--diagrams, charts, and other graphic organizers. The comparing and contrasting of text is a TAKS objective in 7th and 8th grade language arts; students are expected to be able to compare and contrast two similar reading passages. Word processing applications offer teachers and students a way to electronically organize such information visually, helping learners to better see and understand how two passages are alike and different.
A second technology tool, Organizing and Brainstorming Software, is created specifically for the purpose of organizing information and offers many methods of facilitating in the identification of the similarities and differences of many concepts. Since software such as Inspiration must be purchased and licensed, some schools may find the expense to be cost prohibitive. If this type of software is available, however, it can be used very effectively to reinforce the concept of comparing and contrasting. The application of organizing and brainstorming software (such as Kidspiration and Inspiration) is so powerful because it provides a visual portrayal of the similarities and differences of concepts (e.g. Venn diagram, comparison template). Inspiration even comes with a Book Comparison feature that is specifically designed to compare and contrast literature. This feature could be used in so many different ways in the classroom to reinforce the concept of identifying similarities and differences, an important (and often very challenging) learning objective. In the library, such software could also be used to reinforce this learning objective by drawing comparisons and contrasts between literary genres, information literacy concepts, and other library concepts.
A second technology tool, Organizing and Brainstorming Software, is created specifically for the purpose of organizing information and offers many methods of facilitating in the identification of the similarities and differences of many concepts. Since software such as Inspiration must be purchased and licensed, some schools may find the expense to be cost prohibitive. If this type of software is available, however, it can be used very effectively to reinforce the concept of comparing and contrasting. The application of organizing and brainstorming software (such as Kidspiration and Inspiration) is so powerful because it provides a visual portrayal of the similarities and differences of concepts (e.g. Venn diagram, comparison template). Inspiration even comes with a Book Comparison feature that is specifically designed to compare and contrast literature. This feature could be used in so many different ways in the classroom to reinforce the concept of identifying similarities and differences, an important (and often very challenging) learning objective. In the library, such software could also be used to reinforce this learning objective by drawing comparisons and contrasts between literary genres, information literacy concepts, and other library concepts.
Sunday, June 20, 2010
Chapter 6: Summarizing and Note Taking
Two important and related learning strategies are summarizing and note taking. These two processes are higher order thinking skills because they require learners to synthesize information and put it in their own words. With the help of technology, the practice of note taking can be turned into a learning experience in and of itself. Technology also offers support with the skill of summarization.
Word Processing Applications are one technology tool that provides learners with an avenue to strengthen summarization and note taking skills. Summarization is a vital learning objective in the language arts classroom, so the features that word processing applications offer can act as learning aides to help students master this often challenging skill. I like the concept of rule-based summarizing because it gives learners a process and structure to follow when trying to distill the important points of a chunk of information. The Track Changes feature of Microsoft Word allows users to follow the steps of rule-based summarization while visually seeing the changes that are made. I think that this will prove to be an effective way to help students see how the summarization process takes them from a lengthy chunk of information into a more concise form. I didn’t know about another feature that Word offers--the Auto-Summarize tool. This, too, can be utilized in the classroom. Students can be given a piece of text that the teacher has already entered into Word and be asked to summarize it on their own. They can then see what Auto-Summarize comes up with and compare it to their summary.
Technology also gives us many Web Resources that can be accessed to assist with summarization and note taking. Most of these websites use a collaborative approach that allows students to work with one another when practicing these skills. This approach offers a valuable perspective because many educators approach the concept of summarization and note taking as an individual endeavor. Research tells us that students can increase their sense of understanding of difficult concepts when they work through them collaboratively, so using these web resources really offers educators an opportunity to more effectively teach concepts. Some of these resources are free, so all that the classrooms need are computers with internet access. Students can be divided into groups and then guided to these web resources. One website that I like is NoteStar because it allow students to take research and information from the internet and assists them in organizing it; the MLA or APA citations that it offers are also a valuable asset to student research because it shows them the proper way to cite sources. Think Tank is another free resource that educators can use to help students gather information and summarize it. Students can be introduced to the web resources at the beginning of a study or research unit and then allowed to explore and choose the one that is best for their project.
Word Processing Applications are one technology tool that provides learners with an avenue to strengthen summarization and note taking skills. Summarization is a vital learning objective in the language arts classroom, so the features that word processing applications offer can act as learning aides to help students master this often challenging skill. I like the concept of rule-based summarizing because it gives learners a process and structure to follow when trying to distill the important points of a chunk of information. The Track Changes feature of Microsoft Word allows users to follow the steps of rule-based summarization while visually seeing the changes that are made. I think that this will prove to be an effective way to help students see how the summarization process takes them from a lengthy chunk of information into a more concise form. I didn’t know about another feature that Word offers--the Auto-Summarize tool. This, too, can be utilized in the classroom. Students can be given a piece of text that the teacher has already entered into Word and be asked to summarize it on their own. They can then see what Auto-Summarize comes up with and compare it to their summary.
Technology also gives us many Web Resources that can be accessed to assist with summarization and note taking. Most of these websites use a collaborative approach that allows students to work with one another when practicing these skills. This approach offers a valuable perspective because many educators approach the concept of summarization and note taking as an individual endeavor. Research tells us that students can increase their sense of understanding of difficult concepts when they work through them collaboratively, so using these web resources really offers educators an opportunity to more effectively teach concepts. Some of these resources are free, so all that the classrooms need are computers with internet access. Students can be divided into groups and then guided to these web resources. One website that I like is NoteStar because it allow students to take research and information from the internet and assists them in organizing it; the MLA or APA citations that it offers are also a valuable asset to student research because it shows them the proper way to cite sources. Think Tank is another free resource that educators can use to help students gather information and summarize it. Students can be introduced to the web resources at the beginning of a study or research unit and then allowed to explore and choose the one that is best for their project.
Friday, June 18, 2010
Chapter 4: Cues, Questions, & Advance Organizers
Once educational goals have been established along with methods of giving feedback and recognition, it is time to design the means of facilitating learners in their acquiring and integrating of knowledge. it is recommended that advance organizers be used as an effective way of doing this.
One technological tool that can be used to create such organizers are Word Processing Applications. I particularly like this tool because it is so readily available and accessible on school computers. Nothing fancy or expensive is needed; all computers, both student and teacher, already have the software for Microsoft Works, PowerPoint, and Publisher--all tools that can be used to create advance organizers. In the library and language arts classrooms, these tools can be used to create expository advance organziers such as brochures to advertise novels. They can also be used to create narrative advance organizers in the form of articles or book reviews; graphic advance organizers can also be created by designing book covers or posters (akin to movie posters) that advertise the book. I also see potential in using a word processor's table-feature to create note-taking organizers. A template could be created that lists the important literary elements that need to be defined in a novel (e.g. setting, conflict, characters, etc.) that the students fill in as a novel or story is read.
There is also actual software that is designed to organize information: Organizing and Brainstorming Software. This technology tool is especially useful in allowing educators to give explicit cues to learners when introducing a new concept or beginning a new unit of study. The value of giving an explicit cue is that it essentially tells students what they are about to learn. Such software, such as Kidspiration, can be used to cue and question students, thereby effectively introducing a novel. My school's 8th grade language arts classes all read the novel Night as part of a unit on the Holocaust. Kidspiration could be used to cue students about the unit and then ask essential questions that prompt students to give their background knowledge on the Holocaust. As such software enables educators to give students a sense of what they are about to learn while offering visual aides and multimedia resources to address a variety of learning styles, it can be a very powerful tool in learning. The biggest obstacle that I see to implementing such software is that it may be cost prohibitive in some schools.
One technological tool that can be used to create such organizers are Word Processing Applications. I particularly like this tool because it is so readily available and accessible on school computers. Nothing fancy or expensive is needed; all computers, both student and teacher, already have the software for Microsoft Works, PowerPoint, and Publisher--all tools that can be used to create advance organizers. In the library and language arts classrooms, these tools can be used to create expository advance organziers such as brochures to advertise novels. They can also be used to create narrative advance organizers in the form of articles or book reviews; graphic advance organizers can also be created by designing book covers or posters (akin to movie posters) that advertise the book. I also see potential in using a word processor's table-feature to create note-taking organizers. A template could be created that lists the important literary elements that need to be defined in a novel (e.g. setting, conflict, characters, etc.) that the students fill in as a novel or story is read.
There is also actual software that is designed to organize information: Organizing and Brainstorming Software. This technology tool is especially useful in allowing educators to give explicit cues to learners when introducing a new concept or beginning a new unit of study. The value of giving an explicit cue is that it essentially tells students what they are about to learn. Such software, such as Kidspiration, can be used to cue and question students, thereby effectively introducing a novel. My school's 8th grade language arts classes all read the novel Night as part of a unit on the Holocaust. Kidspiration could be used to cue students about the unit and then ask essential questions that prompt students to give their background knowledge on the Holocaust. As such software enables educators to give students a sense of what they are about to learn while offering visual aides and multimedia resources to address a variety of learning styles, it can be a very powerful tool in learning. The biggest obstacle that I see to implementing such software is that it may be cost prohibitive in some schools.
Wednesday, June 16, 2010
Chapter 2: Providing Feedback
Once educational goals are set, an important step to reaching those goals is providing feedback. When learners are given information regarding their performance and progress, they are better suited for improvement. Timeliness is a vital component to feedback: its impact is greatest when it is more immediate. Technology gives educators many resources to facilitate immediate feedback; two of these are Data Collection Tools and Communication Software.
Data Collection Tools are very valuable because they enable one teacher to simulateously give immediate and personalized feedback to a classroom full of students. The Data Collection Tool that I see the most potential for is the Classroom Response System that collects student responses (and data) via the students' use of clickers. Even though they rely solely on multiple choice questions, the questions can be written in a variety of different ways so that all skill levels and information can be assessed. I envision using a Classroom Response System in the library to survey readers' interests and assess student knowledge on research strategies and information literacy skills. One thing that I really appreciate about the Classroom Response System is the anonymity that provides the learners. I imagine that using this tool would be much like watching a game show on television and playing along. Once the students' answers are submitted, they are immediately shown the correct response and they can compare their response to the correct one.
A second technology tool that provides timely feedback are those that fall under the category of Communication Software. There are many types of communication software and it is easy to see why they are called that--they all facilitate communication among people. I particularly like the idea of using blogs in an educational setting. Because their nature encourages readers to leave comments and replies to individual posts, they are effective in providing feedback. I think that a "What I'm Reading" type of blog would be an effective way to spread the word about new books in the library; readers could post reviews to the books that they've read, thereby providing feedback. Such a blog could also be used as a forum to recommend different book titles; students could post what types of books they like and readers could leave feedback about other books they've read that may be of interest. Blogs could also be implemented in our language arts department as many of the classes require students to keep a Reading Response Journal that contains responses to open-ended questions about the books that each student is reading. Rather than use an "old fashioned" journal, students could post blog entries that other students and the teacher could respond to. I also like the use of wikis in educational settings because they are so collaborative in nature. Teachers can oversee student group wikis and chart their progress while seeing first-hand each person's contribution. On a professional level, wikis are also very valuable in that they can be used as forums for discussion. There are two big obstacles, however, that I see to fully implementing blogs and wikis in our district. The first issue is that of availability of computers. The second issue is that many blog and wiki sites are blocked by the district filter.
Data Collection Tools are very valuable because they enable one teacher to simulateously give immediate and personalized feedback to a classroom full of students. The Data Collection Tool that I see the most potential for is the Classroom Response System that collects student responses (and data) via the students' use of clickers. Even though they rely solely on multiple choice questions, the questions can be written in a variety of different ways so that all skill levels and information can be assessed. I envision using a Classroom Response System in the library to survey readers' interests and assess student knowledge on research strategies and information literacy skills. One thing that I really appreciate about the Classroom Response System is the anonymity that provides the learners. I imagine that using this tool would be much like watching a game show on television and playing along. Once the students' answers are submitted, they are immediately shown the correct response and they can compare their response to the correct one.
A second technology tool that provides timely feedback are those that fall under the category of Communication Software. There are many types of communication software and it is easy to see why they are called that--they all facilitate communication among people. I particularly like the idea of using blogs in an educational setting. Because their nature encourages readers to leave comments and replies to individual posts, they are effective in providing feedback. I think that a "What I'm Reading" type of blog would be an effective way to spread the word about new books in the library; readers could post reviews to the books that they've read, thereby providing feedback. Such a blog could also be used as a forum to recommend different book titles; students could post what types of books they like and readers could leave feedback about other books they've read that may be of interest. Blogs could also be implemented in our language arts department as many of the classes require students to keep a Reading Response Journal that contains responses to open-ended questions about the books that each student is reading. Rather than use an "old fashioned" journal, students could post blog entries that other students and the teacher could respond to. I also like the use of wikis in educational settings because they are so collaborative in nature. Teachers can oversee student group wikis and chart their progress while seeing first-hand each person's contribution. On a professional level, wikis are also very valuable in that they can be used as forums for discussion. There are two big obstacles, however, that I see to fully implementing blogs and wikis in our district. The first issue is that of availability of computers. The second issue is that many blog and wiki sites are blocked by the district filter.
Monday, June 14, 2010
A Vision of K-12 Students Today
As a digital immigrant, it always helps to be reminded of the needs of our students-- the digital natives. Because they were brought into a world with such a ubiquitous digital landscape, their expectations and needs are fundamentally different from the needs and expectations of my primary education.
As educators, most of us are digital immigrants--we weren't born into such a digital world but we have had the awesome experience of watching it come to be. Unlike my students, I can remember a time when there was no internet and the only phones that we used were connected to the wall by a three-foot cable.
This, however, does not excuse my obligation to them. As an educator, I must stay current on technological trends so that I can speak their "digital" language. Particularly compelling to me was the part in the video that said that most of the jobs my students will have have do not even exist yet. Wow!
The only way to properly and effectively educate our 21st century learners is to teach them to use the myriad technological tools that they have at their disposal.
As educators, most of us are digital immigrants--we weren't born into such a digital world but we have had the awesome experience of watching it come to be. Unlike my students, I can remember a time when there was no internet and the only phones that we used were connected to the wall by a three-foot cable.
This, however, does not excuse my obligation to them. As an educator, I must stay current on technological trends so that I can speak their "digital" language. Particularly compelling to me was the part in the video that said that most of the jobs my students will have have do not even exist yet. Wow!
The only way to properly and effectively educate our 21st century learners is to teach them to use the myriad technological tools that they have at their disposal.
Saturday, July 25, 2009
Thing #15
The presented articles on Library 2.0 offered some very interesting insight to the concept of the future of libraries. Dr. Wendy Schultz's article challenges us to rethink our definitions of a library. According to her, our past, conventional definitions of libraries (Library 1.0) where books are commodities to be stored and cataloged must be rethought and expanded to include the concept of libraries that are barrier free and extend into every aspect of our life (Library 2.0). I agree with her thoughts--as technology breaks down our barriers to information, libraries must adapt and change.
I also enjoyed reading Rick Anderson's article about the three "icebergs" that threaten the future success of libraries. The first iceberg particularly stood out to me--it is no longer our job as librarians to predict our user's needs and provide "just in case" collections. Now that information is available in many more formats than just print, it is no longer necessary to build collections that may, hopefully be needed by our patrons. Rather, we librarians should focus on accessing the digital portals of information that exist.
Finally, David Warlick's July 16 post, "Technology and Teaching" brought up some interesting points about the integration of technology and teaching. The internet has changed what it means to be literate with information so readily available. We no longer have to wait for the evening news to find out what's going on in the world; sites like Twitter and Flickr allow users to be informed of news as it happens. Rather than teaching students to consume information (Library 1.0), we must teach them to be "information artisans" that are able to seek out and contribute to the information banks (Library 2.0).
I also enjoyed reading Rick Anderson's article about the three "icebergs" that threaten the future success of libraries. The first iceberg particularly stood out to me--it is no longer our job as librarians to predict our user's needs and provide "just in case" collections. Now that information is available in many more formats than just print, it is no longer necessary to build collections that may, hopefully be needed by our patrons. Rather, we librarians should focus on accessing the digital portals of information that exist.
Finally, David Warlick's July 16 post, "Technology and Teaching" brought up some interesting points about the integration of technology and teaching. The internet has changed what it means to be literate with information so readily available. We no longer have to wait for the evening news to find out what's going on in the world; sites like Twitter and Flickr allow users to be informed of news as it happens. Rather than teaching students to consume information (Library 1.0), we must teach them to be "information artisans" that are able to seek out and contribute to the information banks (Library 2.0).
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