Chapter 3 - Blog Posting

After reviewing Gee’s principles; I selected three principles, which I believe would be important for education.  To illustrate, I believe the Active, Critical Learning Principle to be of exceptional importance, as it allows one to be able to learn actively rather than passively; a trait that I believe helps all students succeed in a particular subject matter because the learner is taking an initiative to become involved in the technical aspect of design and presentation. Next, I would choose the Probing Principle, because he student is able to learn about the subject by somewhat dissecting the information through the use of a scientific technique which involves doing something about the subject by forming a question, testing the answer, and developing an opinion about it, which I believe is critical in the thinking process of a student.  Then, I would choose the Discovery Principle, which is a principle that I believe all teachers should abide by because it allows the student to find an answer rather than the answer be told to them with the use of self-made discovery, and progress, (Jonassen, Howland, Marra, & Crismond 2008, pp. 54-55).

This type of thinking could also be used when forming a simulation as well.

To illustrate, simulations are used in the classroom in order to connect an observation through a virtual real-life environment where a student will be able to perform certain actions such as an experiment of sorts.  Of course, if I was to allow my students to perform such an action; I would have to consider using a Bioblast Simulation.  Accordingly, there would be variable in which my students could manipulate in such a lab which could include different productions of the body such as hormones, glands, and other small glands order to detect their relationship to one’s health, (KidsBiology.com, 2010).

In essence, in order to a student to fully understand a particular area of thinking or subject matter, there has to be certain methods and/or processes of thinking used when instructing a student.  For instance, a student must be prompted to use an active imagination rather than a passive one so that he/she can fully understand what he/she is learning.  In addition, a student should research in order to find out exactly why this or that is happening and form an opinion rather than conforming to one belief.  Of course, in order to do this, one must take a hands-on approach and search for the answers rather than the answers be given on a platter per say.  This will help the student use his/her critical thinking skills in order to figure out how and/or why events happen the way they do while formulating their own opinion rather than someone else’s.  To illustrate, this could definitely be done with the use of simulations that could assist a student in creating a project which will allow him/her to visualize the subject matter in progress while manipulating variables and experiencing failures, until one has achieved success, which I believe is key to mental exploration and content mastery.

Reference:

Jonassen, D., Howland, J., Marra, R., & Crismond, D.,(2008). Meaningful Learning With

Technology (3rd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

 KidsBiology.com. (2010). Endocrine System. Retrieved from

http://www.kidsbiology.com/human_biology/endocrine-system.php

Assessing Meaningful Learning with Technology

Assessing Meaningful Learning with Technology

Rubrics are used as a form of assessment when concerning a student’s work. These rubrics are usually made up of elements and qualities for which a teacher would have enjoyed his/her student to grasp accordingly.  However, there have been various ways to access these rubrics.  For instance, Technology-Based Rubric Tools are being used by teachers as an efficient way of assessing the work of his/her students.  To illustrate, there are two types of rubrics which include bank rubrics which in essence carry an unlimited amount of rubrics concerning all types of subject matter which can be easily accessed and used.  However, I believe it may be a time-consuming process when considering that one has to look through a plethora of rubrics, and on top of that; one has to research them in order to make sure that they assess a particular assignment appropriately.  Therefore, I almost find it unnecessary to use these rubric banks unless one absolutely has to find a rubric at the very last minute, and has no other alternative, or time to check it anyhow.  On the other hand, there are rubric generators provided to teachers who would like a template of sorts in order to create his/her own rubric.  Of course, I believe this is the most efficient way to create a rubric, and it would quite possibly take the headache out of researching a pre-existing rubric, which would probably have taken the same time anyhow. 

In addition, if a teacher wanted to simply study the progression of his/her class ahead of time.  He/she could use clicker assessment tools which usually come in the form of a television remote.  Of course, one would assume that students could not only relate to such a tool, but it is fairly easy to operate.  For instance, a teacher can ask a question to the entire class, and the entire class can answer at the same time without having to say a word.  Usually these answers are posted on some type of screen whether it is a computer screen, a data spreadsheet, or perhaps a whiteboard in front of the classroom.  Nevertheless, I believe this clicker assessment tool would be beneficial in the classroom as classroom participation is not always tremendous due to a student’s fear of speaking out and getting a question wrong, or perhaps taking away from others who would like to answer the question as well. Nevertheless, I think this tool is exceptional, and not only would it account for an easy assessment of student progress, but it would also allow every student to have a voice, even when and if he/she is too afraid to express it. 

On the other hand, there are tools that both teachers and students can use in order to organize thoughts and/or gain knowledge through the use of computer generated concepts maps, or visual diagrams relating to a particular subject matter.  To illustrate “Inspiration” is a type of software that teachers can use to organize their thoughts and ideas by way of concepts maps and organizational strategies that I believe could assist them in lesson planning, among other ideas they have when concerning activities in the classroom.  In addition, “kidspiration” is a type of software that allows students to tap into technology in order to grasp the concepts of math and writing skills among other basic skills necessary to succeed in a particular grade.  Therefore, I believe both to be a productive and effective way to teach a particular subject matter, and grasp the ideas behind it.

Overall, there are ways one can incorporate these tools in their classroom.  For instance, one could use technology based rubrics in order to create an overall assessment of a student’s progress in a class or on a particular subject such as projects, oral papers, and so on.  In addition, clicker assessment tools can be used in class for assignments such as bell ringers or other short tests that calculate a student’s comprehension of subject matter in a class thus far.  Finally, inspiration and kidspiration can be used by teachers in order to plan out the activities for the week in his/her class, and create an effective schedule for the implementation of that lesson; the kidspiration software could be used by kids in order to use the computer screen to demonstrate information needing to be comprehended by the students by graphs, diagrams, etc. 

Digital Storytelling, Mathematical Comprehension, and T.V., as a learning tool....

When considering the article “Digital Storytelling, by Kate Kemker”; one has to consider it as the process of making a movie beginning with the rough sketch, the filming, and the critique afterwards.  In essence, one must first think of the idea of a story in which he/she will tell, and put it all on paper.  For example, he/she will have a group of collaborators who will help put the idea of the story on paper which will include the beginning of the story, the climax of the story along with any other conflicts in the story, and the ending of the story.  Also involved will be the particular frames, and position of those frames which include the actors as the story goes along.  The story will have to have transitions, music, narraratives, and text perhaps.

  Nevertheless, the story will all be jotted down on paper before the student begins to film so that the story in its entirety will already be planned, which will make it easier so that the composer can work on the production of the movie.  In general, the filming process will include one who looks over the rough sketch, the producer, the camera man, the actors, etc.  Then, once the filming is finished, it will hit screen, where someone will critique the movie, and provide input as to how effective the entire process was, and whether the movie made an impact.  Of course, when considering how it would work in my classroom; I would expect that it would allow for my students to use their imagination to create short stories of their own while learning how to organize and create their thoughts on paper, which would allow for a student to be able to jot his/her goals for life down, and somewhat plan for his/her future possibly.

On the other hand, mathematics in its abstract form is proven difficult for most students to understand when considering equations that deal with numbers and letters alone.  However, when an image is presented to a student which explains the relationship between those formulas, only then will a student will be able to understand how and why an equation works out.  For instance, a graphic calculator is useful when plotting equations concerning an x, and y axis rather than simply working the equation out on paper alone.  In essence, a graphic calculator allows a student to enter the value for each variable in the calculator where a visible graph is composed in order to show the relationship between each value so that the student will understand the equation much better. 

Furthermore, technology is growing in popularity where instruction is concerned.  Therefore, when asked if it is possible to learn from T.V. alone; I would have to say yes, in part.  Of course, it would have to take a hands on approach to do something, but it helps to have someone show you how to do it rather than use methods, such as a sheet of paper with steps 1, 2, etc.  In fact, most activities whether it be a toy, a hair product, or any other type of object that needs instruction, will often come with a DVD to show one how to perform, or piece an object together carefully.  Indeed, I believe this is an often effective way of learning, and I personally recommend it.  

Podcasting

After reviewing the information given about podcasting; I believe this type of technology to be cutting edge, and quite convenient for one to have his/her say so regarding any given topic, at any given time. Accordingly, a podcast can be accessible by subscribing to it, and it can be heard on demand by way of the internet and/or one’s iPod, and other devices such as an MP3 player, and other types of media.  Of course, all one needs in order to produce his/her podcast is a microphone, a video camera, and an internet connection, (Common Craft, 2008). Therefore; podcasts can be easily produced, and can be produced by anyone.  Of course, there are many uses for podcasts, which includes the use of podcasts in the classroom, to be  specific. Accordingly, podcasts can be an alternative to certain assignments such as a newspaper article, or a video project, (Shelley, n.d).  In addition, a podcast can be used for the benefit of students who missed a day of instruction. For instance, a teacher can download his/her daily lecture to the school’s website, and the student will be able to access this information without skipping a beat.

However, when considering the other types of Web 2.0 applications I have learned about; I have noticed a few similarities, and a few differences between them, and podcasting.  For instance, one can use a wiki in order to communicate information, and ideas in a written text format. Of course, this can also be accessed and changed by anyone, as opposed to a podcast which can be accessed by anyone, but cannot be altered.  Next, a blog is a form of personal communication used by anyone who wishes to create a page to list their views, and opinions regarding general thoughts and circumstances and can be commented on by anyone.  However, podcast is a form of communication which one can hear, but cannot read, and cannot be commented on per say.  Then, social bookmarking much like podcasting can be used as a form of communication between people from all walks of life whether he or she is in one state or the other.  However, social bookmarking is a list of websites constructed by text, rather than audio. Finally, voice thread can be used much like a podcast can be used since they both deal with information provided through audio.  However, a voice thread can also contain a picture, and a podcast cannot.

Nevertheless, I currently own an iPod, and I currently use it for music while I am on the treadmill at the gym.  However, an iPod depending on the storage space can be used for more than music.  It can actually be used for the storage of videos, movies, and podcasts.  Therefore, I would definitely implement an iPod in my classroom, as it has the capability of holding educational information retrieved from home for the use of students in my classroom.  However, there are advantages and disadvantages of online communication tools. For instance; an advantage of online communication tools is that most of which are all public domain, and can be accessed by anyone, virtually anywhere.  In addition, it can also create an open line of communication which allows people to connect with each other all around the world.  However, I would assume that there are risks dealing with privacy when considering putting any type of personal information online.  In fact, it would be difficult to monitor or filter who can, and cannot either access and/or change information communicated through the internet.

References:

Common Craft (2008, April 21). Podcasting in Plain English [Video file]. Retrieved from

http://www.commoncraft.com/podcasting

Shelley, N. (n.d). Podcasts in the Classroom. School of the Epiphany Archdiocese of San

Francisco. Retrieved from http://userwww.sfsu.edu/~nshelley/

Web 2.0 - Blogs, Wikis, etc.....

Blogs and Wikis are a very efficient and technologically interactive way for teachers to communicate information to, and with students.  Of course, when considering how I would use wikis and blogs with my students; one must consider that I will be teaching students with special needs who range from mild to severe on a level of disability.  Therefore, my strategies may differ from an educator of children without disability. For instance; blogs and wikis would be used in my class as a tool for communicating with students, as well as communicating with parents, and staff as well.  For instance, I would imagine that I could use a wiki to develop, and explain lesson plans to my students.  Specifically, I could use a wiki when a lesson plan involves basic operations such as vocabulary, (Ledesma, 2009).  In essence, I could make a list of vocabulary words to be used for that week, or weeks, and adjust these words according to the student’s success in learning them, and so forth.  In addition, I could use a blog in order to communicate with staff and parents by giving somewhat of a weekly newsletter that could be seen by a parent, and the necessary persons involved with areas such as ARD meetings, and so on.  This information will give insight to the parents and the staff, which will allow both to provide feedback as to how they believe their child is doing, or feedback regarding what the school can do to improve the student’s success in my classroom.

On the other hand, I believe that social bookmarking is an exceptional way for educators to communicate ideas with each other, and I think that this method of collecting my favorite websites would be beneficial for my students, and I.  To illustrate, special education teachers from my experience have been few, and far between.  Therefore, sharing ideas and particular instructional strategies would be a daunting task for a special education teacher as opposed to a general education teacher because of the limit of special education teachers in our current school system.  Nevertheless, I believe social bookmarking would be beneficial for special education teachers in general, as we are able to share ideas, and educational practices, and exercises without necessarily having to speak to each other in the same room, building, or city, (Jackson, 2009).  In essence, this method would benefit our students while giving them variety when teaching practices are concerned and possible success when dealing with certain subjects.  Of course, voice thread is an instructional strategy used in education as well.   In fact, I do plan to use voice thread with my students.  Of course, the voice threads may be from me while I am describing pictures, telling stories, or sounding out words.  However, I could also engage my students by allowing them to do the same, and give them a chance to hear their own personal reactions to each picture, story, or word. 

However, students in a special education setting are often somewhat isolated from many other students like them in the sense that most schools have a special education setting of perhaps no more than 6-10 children in their class at all times.  Therefore, although I have not studied or researched into it much; I believe Tapped In is an exceptional way for my students who are able, to communicate with other students who perhaps have the same disability as they do, or who have other disabilities in other areas of the city, country or world for that matter.  In addition, tapped in is also an exceptional way for special education teachers to share, or communicate their areas of thought and/or concern when considering exceptional students, ( Jonassen, Howland, Marra, and Crismond, 2008). Of course, this also gives teachers a way to communicate in real-time as well as opposed to having to wait until a teacher answers an e-mail, has a planning period, or any other time for that matter.  In essence, the textbook has taught me that Tapped in is a social network for teachers from all areas of the educational and world spectrum to come together in order to improve, and learn several areas of educational procedures, and planning in order to ensure that all educators know that they are not alone, and that there is a community and people out there willing to help whenever possible. 

References:

Jackson, L. (2009). Sites to See: Social Bookmarking. Education World. Retrieved from

http://www.educationworld.com/a_tech/sites/sites080.shtml

Jonassen, D., Howland, J., & Marra, R. M., Crismond, D., (2008). Meaningful Learning With Technology (3rd ed.). Upper

Saddle River, NJ: Pearson Prentice Hall.

Ledesma, P. (2009). NECC 2009 Presentation: Strategies for Using Blogs and....... Word Press. Retrieved

from http://edtechbytes.com/?cat=9

Learning Assessments

When one’s education is taken into consideration; it is important to use assessment activities which vary in style in order to evaluate one’s progression in learning, by gathering particular data determine whether one’s expected outcome has been met, (Jonnasen, Howland, Marra, Crismond, 2008).  Accordingly, I believe assessment activities can be used to generate feedback that can improve learner performance by taking the student’s strengths and weaknesses, and developing a style of teaching and helpful information that would allow a student to thrive in a particular subject, (Connelly, n.d).

On the other hand, an e-portfolio is a collection of a student’s work and/or accomplishments in the area of education that can be found in digital, graphic, sound, and writing sample formats, which will allow for one to get an in depth idea as to how much a student has grown to learn from a particular area of education, (Jonnasen, Howland, Marra, Crismond, 2008). In essence, this type of virtual presentation will allow for teachers to be able to measure the quality of a student’s work, while determining whether he/she has met the requirements of the curriculum. In addition, this type of presentation can assist a student with feedback not only to improve his/her knowledge of the subject, but to improve one’s assessments in general.  Furthermore, computer bases tests are used an efficient way of grading by allowing a student to access questions via their computer while having the opportunity to answer them as well.  In addition, a form of computer based testing can occur by way of a scantron which is filled in with a pencil, and scanned in order to grade the particular test, which both make it easy and quick for students to retrieve their scores in a timely manner, (Jonnasen, Howland, Marra, Crismond, 2008) However, computer based tests do impact validity, and reliability as every subject is different, and perhaps multiple choice questions are not always the way to go.  For instance, if a child is asked to complete a computer based test based on his writing ability; one might find this type of test to be unreliable, (Holder, Gibson).  However, if one is trying to conduct a test of core knowledge; then this type of test may be valid.

Nevertheless, it does not matter what type of assessment one uses whether it be for student and/or teacher purposes; the type of format and information for which each assessment uses should be accommodated so that it fits the particular area, scope of students, and reliability in order to ensure that one obtains the feedback responsible for the improvement of a student’s learning ability and overall educational success within any given area of education.   For instance, no one assessment should be used to measure a student’s level of success as they all vary in subject matter.  However, one should determine which tests are appropriate for what a teacher and/or student is trying to gain from the information gathered.  In essence, all tests are not created equal, and one should consider the benefits and limitations of each in order to carefully determine which assessments are appropriate for each student, or a class as a whole.  On the other hand, an e-portfolio is an exceptional way for a student to put what he/she has learning in written format while transferring his/her mental knowledge of the subject to a format in which one is able to view and evaluate his/her comprehension.  Moreover, assessments are necessary, and should be used as much as possible in the classroom, and at home.

References:

Connelly, Dr. J.F. (n.d.). Assessment. www.ied.edu.hk. Retrieved from

http://engres.ied.edu.hk/assessment/onlineReading/embpolicy.html

Holder, S.D., Gibson, R., Ph.D (n.d.). Electronic Versus Paper-Based Testing in

Education. aitp.org. Retrieved from

http://www.aitp.org/isedj/isecon/2000/902/ISECON.2000.holder.pdf

Jonassen, D., Howland, J., & Marra, R. M., Crismond,D., (2008). Meaningful Learning With Technology

(3rd ed.). Upper Saddle River, NJ: Pearson-Merrill Prentice Hall.

Discussion Question (Copyrights and Fair Use Rules)

Discussion Blog

When considering copyrights and the fair use rules; it is considered respectful to use caution when contemplating the use of another’s work since the copyright of an author’s work is for the sole purpose to protect the owner against others using their work inappropriately, and/or for possible economic gain.  Of course, as opposed to the strict rules involving copyright infringement; it is also important to respect the fair use rules as these rules include certain provisions which can be crossed by a thin line; especially by educators.  Accordingly, it is important to respect the rights and rules associated with such legalities, because one could suffer consequences such as monetary fines, and jail time in some cases. Therefore, it would be beneficial to teach students about copyright infringement by allowing the students to have a hand on experience with the use of physical props detailing copyrighted material whether it is on the internet, or for personal use.  Accordingly, the teacher could ask the student to make a list or create multiple choice questions which detail which works of art are copyright material, and how and when they can be used. 

Moreover, online safety can be described as the prevention of online predators, which can be a threat to the classroom by using the internet to stalk a user with harmful intentions, or to use a person’s information for identity theft which affects both the teacher and the student. On the other hand, cyber bulling is the act of one using the internet to humiliate or harm someone which is the opposite of a personal bully who can use verbal or physical threats in person.  In essence, Cyber bulling is meant for the intention of hurting someone’s pride and integrity.  Therefore, educators could protect students from online predators by installing software which would filter certain websites such as chat rooms, and so forth.  In addition, a teacher could be protected by online predators by limiting the amount of detail, and information put in a system, and making sure that the websites he/she uses are protected from tampering. In addition, it would suffice to monitor who has access to the school’s internet services.

Furthermore, I found this week’s activities to be hands on and informative to say the least.  To illustrate, I would have never known that one had any provisions when concerning copyrighted works.  However, I now know what these provisions are which will help me in the future as an educator.  For instance, I know now that such works can only be used by semester, and is not to exceed that semester unless permission is received. Overall, I learned that there is a thin line between copyright provisions and infringement, and it would be beneficial for everyone to monitor their use of copyrighted work in the future.