Today I attended the OTEN Conference; a keynote speaker opened the conference followed by two sessions I selected that dealt with incorporating games using technology and how to spark teen interest in literature with technology assistance. Below outlines my audio experience of the conference.
Saturday, September 24, 2011
Wednesday, September 14, 2011
Educational Technology Standards
I gathered from reading the Oregon Educational Technology Standards (OETS) that the overall big picture is for students to be well rounded and competent with technology. The standards outline a breadth of criteria (creativity, innovation, collaboration, communication, research fluency, critical thinking, problem solving, etc.) that are applicable both within the classroom and outside of the classroom in a real world setting. What I found most interesting is that all of these standards could easily be applied to any other important skill set that is required as a classroom standard or a workplace standard; for example, all students and employees must be able to work well with others, think critically on their own and be a contributing citizen. Essentially these standards recognize and validate technology competence as a crucial skill set for success (and in order to earn a diploma).
Below are three standards that struck me and how I will implement them in the classroom:
I interpreted the ed tech for teachers standards as a guideline for how teachers should model for students in order for them to learn and be able to apply technology skills. When teachers utilize and teach with technology, the benefit is that students can see how technology becomes applicable, useful and relevant in their own lives. Meaning can easily be enhanced with the use of technology, and the standards for teachers demonstrates this. In addition to the aforementioned benefits of using technology, students also learn how to use technology when their teachers model it in the classroom. For example, when a teacher creates and uses an aspect of technology (whether this be a blog, website, visual presentation, etc.) students see how the tool is being used and perhaps explore the technology on their own as a result of curiosity.
One of the challenges we face as teachers is that there is so much to know and technology is always advancing; consequently, it can be difficult to keep up. For example, prior to taking this course I had no idea that there were alternatives to PowePoint (google presentations) or composing all of my documents onto Microsoft Word (google docs). In order to overcome this obstacle, I need to challenge myself to stay current with the technology. I can learn just as much from my students as they learn from me. Technology is a huge part of life for students. Asking them what they know about technology gives them a "teaching moment" in which they can reinforce what they already know and take pride in the fact that they are teaching their educator; in addition to the student's benefits of teaching me about technology, I learn and stay current too.
Below are three standards that struck me and how I will implement them in the classroom:
- Creativity and innovation: Students can read a passage or poem and predict what will happen next/the direction that the material will take. Technology can be used by creating a google presentation of a breakdown of what they think will happen next. Artwork, drawings, words, etc. can all be used in the presentation to communicate their ideas.
- Communication and collaboration: Students can create a google doc for their group projects. This way students can communicate from home, instantly be on the same page as their group members and easily work in a group setting.
- Research and Information Fluency: Students can research the author, time period, other pieces of work, literary terms, etc. with the usage of the internet. Their ideas can then be taken one step further by using Screenr in order to visually communicate what they learned. Students can create a presentation that shows the web pages they found and verbally articulate at the same time what they learned from each web page or image.
I interpreted the ed tech for teachers standards as a guideline for how teachers should model for students in order for them to learn and be able to apply technology skills. When teachers utilize and teach with technology, the benefit is that students can see how technology becomes applicable, useful and relevant in their own lives. Meaning can easily be enhanced with the use of technology, and the standards for teachers demonstrates this. In addition to the aforementioned benefits of using technology, students also learn how to use technology when their teachers model it in the classroom. For example, when a teacher creates and uses an aspect of technology (whether this be a blog, website, visual presentation, etc.) students see how the tool is being used and perhaps explore the technology on their own as a result of curiosity.
One of the challenges we face as teachers is that there is so much to know and technology is always advancing; consequently, it can be difficult to keep up. For example, prior to taking this course I had no idea that there were alternatives to PowePoint (google presentations) or composing all of my documents onto Microsoft Word (google docs). In order to overcome this obstacle, I need to challenge myself to stay current with the technology. I can learn just as much from my students as they learn from me. Technology is a huge part of life for students. Asking them what they know about technology gives them a "teaching moment" in which they can reinforce what they already know and take pride in the fact that they are teaching their educator; in addition to the student's benefits of teaching me about technology, I learn and stay current too.
Monday, September 12, 2011
Assignment #5: Multimedia Project
In order to explain how to make a TinyUrl, I decided to use Screenr. I have never used Screenr before and had never heard of it prior to taking this course. It was incredibly easy to use; I was pleasantly surprised. I first went to the Screenr website, signed up, and hit the "record button" on the top right hand of the webpage. I large box then popped up that gave me three simple instructions for how to use the product (1. Move and resize the frame. 2. Click the red button to record. 3. Press DONE when finished). I followed these three instructions and moved my cursor between the two websites I wished to talk about (the TinyURL website and a website that had a long address for writing wedding vows).
Screenr could EASILY be incorporated into my future curriculum. I already committed to my cooperating teacher that I would create a blog for his class after seeing the benefits. This website would allow me to give easy and simple instructions for students to find outside course information. I can see myself using Screenr as an extension of my voice outside of the classroom; it allows them to hear me give directions and visually see the websites I am visiting.
Sunday, September 11, 2011
Analyzing student data in a spreadsheet
The chart is a line graph of student progress. The growth of each student is demonstrated in the line graph. Each line represents a student's test score during the second half of the testing period (tests 6 - 10). In order to extract the below data, I deleted every student that scored higher than the average (192). The below graph represents the students that fell below the average, and had their own average slightly above 170. In order to make the graph clear, I inputted the test scores and tests so that the graph was visually appealing and understandable.
As a teacher, although the scores are still below the class average, I would take into account that improvement has been made by the majority of the students, especially towards the end of the testing period. In order to get test scores up and above the average, I would partner these students with a student that was above the average so they could learn from their peers and review the questions that were missed by several in order to clarify confusion. Examining frequently missed questions demonstrates gaps in knowledge.
Spreadsheet
As a teacher, although the scores are still below the class average, I would take into account that improvement has been made by the majority of the students, especially towards the end of the testing period. In order to get test scores up and above the average, I would partner these students with a student that was above the average so they could learn from their peers and review the questions that were missed by several in order to clarify confusion. Examining frequently missed questions demonstrates gaps in knowledge.
Spreadsheet
Friday, September 2, 2011
Web 2.0 and Tiny URL... What are they?
Web 2.0: A brief explanation
This very blog is an example of Web 2.0; social networking sites such as blogs, "facebook" and "myspace" to name a few have become a new standard in the internet and the implications for what the web stands for. In an effort to make the internet more collaborative and interactive, the usage of the term "Web 2.0" essentially refers to the movement of creating a true online community. Where as before the internet was constructed as a tool for merely viewing information (a passive action), the shift has been made for all to come together and both read, write and contribute in general to sites people can access online. Perhaps most interesting is that new technology has not been created as a means for the usage of Web 2.0, rather people are just using the internet in new ways (such as creating their own website which can be interactive).
Another important component of Web 2.0 is that your saved information can be accessed from any computer and at any point (think Google Docs - hit the save button and your writing is saved until you delete it). The days of only accessing information from the computer the document was originally saved on are long gone.
Screenr and it's many uses:
Screenr provides the ability to create an instant and free screencast that can be viewable from any computer (or smartphone!) at any time. Up to five minutes can be recorded and inserted onto a Powerpoint presentation, YouTube video, Google Presentation, etc. Within the classroom context, students can record themselves presenting speeches, watch interviews or listen to a presentation. This method of media instruction can greatly enhance student interest and participation because the format of the class momentarily shifts from direct instruction to an inclusion of media. By involving students and letting them record their work, the option can be given for students to practice and rehearse at home and present their video work in the class. This can decrease student anxiety regarding presentations and does not "put them on the spot" if they need more preparation time before they verbally contribute their thoughts. This tool would be a huge asset for both the shy and quiet student as well as for the student that is a perfectionist and would like to spend more time on their work.
Visual breakdown of Web 2.0
Tiny URL: The opposite of long URL!
Problem: Copy and paste of a long URL can take a long time, and takes up a great amount of space. Consider the difference:
http://shop.nordstrom.com/s/nadri-cubic-zirconia-drop-earrings/3058412?origin=category&resultback=2360 (Long URL)
OR -
http://tinyurl.com/44x35el (tiny URL)
Which looks better? Which takes up less space? Both lead to the same pair of earrings... how is this possible? It's easy and can be summarized in a few steps:
1. Copy and paste the long URL
2. In a new window or in the same window, open tinyurl.com
3. Paste the long URL into the box
4. Click on "Make TinyURL!" button
5. Voila!
So how would this feature enhance student learning? Two main ways: One is that the URL takes up less space and is less of a distraction for viewers. The second is that less error can occur with a shortened URL. Were an instructor to pass out a handout for the student to look up a website on their own, or were an instructor to write a link on the whiteboard, the chances of students copying or typing the URL incorrectly greatly increase. Shortening the URL link decreases the margin of error as well as decreases student frustration of locating the typo.
This very blog is an example of Web 2.0; social networking sites such as blogs, "facebook" and "myspace" to name a few have become a new standard in the internet and the implications for what the web stands for. In an effort to make the internet more collaborative and interactive, the usage of the term "Web 2.0" essentially refers to the movement of creating a true online community. Where as before the internet was constructed as a tool for merely viewing information (a passive action), the shift has been made for all to come together and both read, write and contribute in general to sites people can access online. Perhaps most interesting is that new technology has not been created as a means for the usage of Web 2.0, rather people are just using the internet in new ways (such as creating their own website which can be interactive).
Another important component of Web 2.0 is that your saved information can be accessed from any computer and at any point (think Google Docs - hit the save button and your writing is saved until you delete it). The days of only accessing information from the computer the document was originally saved on are long gone.
Screenr and it's many uses:
Screenr provides the ability to create an instant and free screencast that can be viewable from any computer (or smartphone!) at any time. Up to five minutes can be recorded and inserted onto a Powerpoint presentation, YouTube video, Google Presentation, etc. Within the classroom context, students can record themselves presenting speeches, watch interviews or listen to a presentation. This method of media instruction can greatly enhance student interest and participation because the format of the class momentarily shifts from direct instruction to an inclusion of media. By involving students and letting them record their work, the option can be given for students to practice and rehearse at home and present their video work in the class. This can decrease student anxiety regarding presentations and does not "put them on the spot" if they need more preparation time before they verbally contribute their thoughts. This tool would be a huge asset for both the shy and quiet student as well as for the student that is a perfectionist and would like to spend more time on their work.
Visual breakdown of Web 2.0
Tiny URL: The opposite of long URL!
Problem: Copy and paste of a long URL can take a long time, and takes up a great amount of space. Consider the difference:
http://shop.nordstrom.com/s/nadri-cubic-zirconia-drop-earrings/3058412?origin=category&resultback=2360 (Long URL)
OR -
http://tinyurl.com/44x35el (tiny URL)
Which looks better? Which takes up less space? Both lead to the same pair of earrings... how is this possible? It's easy and can be summarized in a few steps:
1. Copy and paste the long URL
2. In a new window or in the same window, open tinyurl.com
3. Paste the long URL into the box
4. Click on "Make TinyURL!" button
5. Voila!
So how would this feature enhance student learning? Two main ways: One is that the URL takes up less space and is less of a distraction for viewers. The second is that less error can occur with a shortened URL. Were an instructor to pass out a handout for the student to look up a website on their own, or were an instructor to write a link on the whiteboard, the chances of students copying or typing the URL incorrectly greatly increase. Shortening the URL link decreases the margin of error as well as decreases student frustration of locating the typo.
Subscribe to:
Posts (Atom)