The Knowledge Network has quite a few interesting ideas and lesson plans, but I don't think it is as exciting as Thinkfinity. I don't think the lessons are quite as in depth, and I found a lot more dead links on The Knowledge Network. TKN was also harder for me to navigate. It didn't allow specific searches as easily as Thinkfinity does (ex. grades 6-8 math). I did find a link I would like to explore a little more called Math Magic. I am sure if I spend a little more time with the site, I will find more valuable sites.
The online quiz sites were fun. I played with Tickle in class and had a lot of fun trying out some of the strange quizzes! I learned that, strangely enough, I am most like Ryan in High School Musical. I don't see many applications in the classroom for this site, but you can create your own quiz so that could be useful.
I spent a little time with some of the other quiz sites, and I even started to create a Geometry quiz on Quiz Lab. Most of the sites seems pretty similar. You can take quizzes that have been created by others or you can make a quiz of your own. Since I have started playing around with Facebook, I could see using one of these sites to create quiz to add to my page.
When I have some extra time, I would like to go back to both The Knowledge Network and the Quiz sites and experiment a little more!
Saturday, December 29, 2007
Thursday, December 13, 2007
"Thinkfinity"
The "Thinkfinity" site is truly amazing! I don't think I have ever spent that much time looking at any ONE website. There is so much information on there and SO MANY lesson plans available. I am glad we learned about it, and I plan to spend more time on it locating resources to integrate into my classes.
I already found a few lessons I plan to adapt and use. When my eighth graders get to the Geometry unit, I want to use the Mandala lesson and possibly the Architecture lesson I found in the Arts Edge portion of the site. I know if I hadn't been "forced", I never would have looked in the Arts Edge section. There were several ideas I might be able to use!
The Illuminations (math) section is unbelievable! It will take me awhile to look through all the possible lessons and activities! One activity I found last night was the Paper Pool project. This activity reviews ratios, proportions, patterns, LCM, GCF, equivalent fractions, and similar figures. It would be a fun way to review and apply these concepts for my seventh grade classes.
I am looking forward to creating my "Internet Scavenger Hunt." I have always loved doing activities like that and I know my students will enjoy it too. I haven't completely decided what I will be doing for my scavenger hunt, but I am leaning towards Geometry. I haven't done Geometry with either my seventh or eighth graders yet this year. This might make a nice introduction to the unit!
I already found a few lessons I plan to adapt and use. When my eighth graders get to the Geometry unit, I want to use the Mandala lesson and possibly the Architecture lesson I found in the Arts Edge portion of the site. I know if I hadn't been "forced", I never would have looked in the Arts Edge section. There were several ideas I might be able to use!
The Illuminations (math) section is unbelievable! It will take me awhile to look through all the possible lessons and activities! One activity I found last night was the Paper Pool project. This activity reviews ratios, proportions, patterns, LCM, GCF, equivalent fractions, and similar figures. It would be a fun way to review and apply these concepts for my seventh grade classes.
I am looking forward to creating my "Internet Scavenger Hunt." I have always loved doing activities like that and I know my students will enjoy it too. I haven't completely decided what I will be doing for my scavenger hunt, but I am leaning towards Geometry. I haven't done Geometry with either my seventh or eighth graders yet this year. This might make a nice introduction to the unit!
Wednesday, December 5, 2007
CEdu 510
How has Cedu 510 impacted my teaching?
I have learned a lot in this class. I think the biggest impact on my teaching so far has been my experience with Google Docs. It is a great program that I am using with my classes right now. We are reading The Witch of Blackbird Pond, and I divided them into groups. Each group is creating a Google Docs presentation on a history topic related to the book (ex. witch trials). It is so neat that the members of the groups can all work on it at one time. They really like the fact they can access it from home as well. If they get behind, they can catch up without worrying about the compatibility issues.
Another good experience was my re-introduction to spreadsheets. I have used them in the past, but really hadn't done much with them recently. It was good to be exposed to them again, along with the idea websites. It motivated me to come up with some activities to use in my classroom. We are starting our "Christmas Shopping Spree" this week. We will put our info into a spreadsheet!
The graphics programs were an unexpected surprise. When I first started experimenting with them, I automatically wrote them off as "too young." Then I found Project Draw, and thought of many applications to my classroom! That program was even the springboard for the Math Academic Expo (our version of the science fair) project I created for my seventh and eighth graders to do this year. The students who choose to do a math project will be designing a dream room, creating a budget, and making a scale model of the room. I don't think I would have ever come up with that project if I hadn't been introduced to Project Draw.
I have learned a lot in this class. I think the biggest impact on my teaching so far has been my experience with Google Docs. It is a great program that I am using with my classes right now. We are reading The Witch of Blackbird Pond, and I divided them into groups. Each group is creating a Google Docs presentation on a history topic related to the book (ex. witch trials). It is so neat that the members of the groups can all work on it at one time. They really like the fact they can access it from home as well. If they get behind, they can catch up without worrying about the compatibility issues.
Another good experience was my re-introduction to spreadsheets. I have used them in the past, but really hadn't done much with them recently. It was good to be exposed to them again, along with the idea websites. It motivated me to come up with some activities to use in my classroom. We are starting our "Christmas Shopping Spree" this week. We will put our info into a spreadsheet!
The graphics programs were an unexpected surprise. When I first started experimenting with them, I automatically wrote them off as "too young." Then I found Project Draw, and thought of many applications to my classroom! That program was even the springboard for the Math Academic Expo (our version of the science fair) project I created for my seventh and eighth graders to do this year. The students who choose to do a math project will be designing a dream room, creating a budget, and making a scale model of the room. I don't think I would have ever come up with that project if I hadn't been introduced to Project Draw.
Chapter 15: Issues and Implications
Discuss ways in which computers are affecting the world of work:
Before reading this chapter, I never really thought about the negatives when computers are integrated into the world and it's effect on the work force. I knew the focus of many jobs had changed with the implementation of computers, but I never gave much thought to the amount of people losing jobs in industries. The book questioned whether a time may come when middle-aged, blue-collar workers wouldn't be able to find jobs above minimum wage. When you think of all the companies that have merged/moved overseas recently, I think that may be true. However, even technology companies are laying off large numbers of people. According to the book, job security may be a thing of the past.
The chapter also discussed the trend of working from home. More and more people don't commute to work, and some companies don't even have physical buildings anymore.
Explain and assess changes in the traditional educational roles of teachers, students, and parents due to technology:
Teaching with technology is actually harder and requires more planning than traditional methods. Students need to be guided to create their own knowledge (constructivism) rather than taught specific facts in our changing world. We need to move from "sage on the stage to guide on the side."
Students cannot learn everything because there is too much out there. Instead, they must learn how to find the information they need and to use it properly for their purpose.
Parents must understand and be comfortable with technology in order to help and protect their children. Children have been raised with technology and are, in many cases, more at ease with it's use than are many adults. Parents can't be intimidated by this, but must be willing to learn in order to guide their children.
Before reading this chapter, I never really thought about the negatives when computers are integrated into the world and it's effect on the work force. I knew the focus of many jobs had changed with the implementation of computers, but I never gave much thought to the amount of people losing jobs in industries. The book questioned whether a time may come when middle-aged, blue-collar workers wouldn't be able to find jobs above minimum wage. When you think of all the companies that have merged/moved overseas recently, I think that may be true. However, even technology companies are laying off large numbers of people. According to the book, job security may be a thing of the past.
The chapter also discussed the trend of working from home. More and more people don't commute to work, and some companies don't even have physical buildings anymore.
Explain and assess changes in the traditional educational roles of teachers, students, and parents due to technology:
Teaching with technology is actually harder and requires more planning than traditional methods. Students need to be guided to create their own knowledge (constructivism) rather than taught specific facts in our changing world. We need to move from "sage on the stage to guide on the side."
Students cannot learn everything because there is too much out there. Instead, they must learn how to find the information they need and to use it properly for their purpose.
Parents must understand and be comfortable with technology in order to help and protect their children. Children have been raised with technology and are, in many cases, more at ease with it's use than are many adults. Parents can't be intimidated by this, but must be willing to learn in order to guide their children.
Saturday, December 1, 2007
Program Integration
Integration between programs opens up endless possibilities for students. With this ability, students will have so many different ways to express their ideas and present what they have learned. It is very motivating for students, for example, to be able to add music to their presentations or to add a chart to their word processing document.
The ability to integrate programs will also help them in the future. These skills will be expected of them in college and in the workplace. If they learn them early, it will make it much easier for them in the long run.
The ability to integrate programs will also help them in the future. These skills will be expected of them in college and in the workplace. If they learn them early, it will make it much easier for them in the long run.
What issues do teachers have with technology implementation?
Teacher competency and comfort level:
In our school we have a large divide. First of all, there are those of us that are comfortable using and integrating technology into the curriculum. We may not know how to do everything, but we are willing to try, and we like learning new things. We have another group of teachers that are computer-phobic. They are terrified to try anything even remotely involving technology. They refuse to learn how to use what we have available.
We do not have a lot of in-service offered to us in technology. I know that budget is the main concern, but I think it would really help if we were “forced” to try things out. The teachers who are afraid of technology are not going to overcome that without a little push.
What training and resources are available?
Patty is our tech coordinator, and she is a great resource for the teacher - if they choose to take advantage of her skills. As I mentioned above, we aren’t offered much in the way of training. I wish we had money available for training. I think it would really help the comfort level in the school. We do have a nice computer lab that is available when Patty is not teaching a class. Our school is networked, and there is at least one computer in every classroom.
Administrative support:
Our principal seems to want technology in the school, but the money that was supposed to be budgeted for computers doesn’t seem to exist. Patty has had a very hard time getting any money to purchase anything. On the other hand, money IS spent for things that really aren’t necessary without a lot of thought beforehand.
What are the expectations of the teachers and the technology coordinator?
In our school, the teachers are supposed to be working with Patty to integrate computers into the regular curriculum. For the most part, that is not happening. The teachers think of “computers” as a break and don’t want to give up the time to actually spend some time in the lab and see what is going on. Patty would like the teachers who are computer-phobic to spend that time working on the computer and learning what the students are learning. Instead, however, they escape quickly.
Do we have the funds? Is it budgeted?
In a word... NO. There is supposed to be money in the budget for technology, but it just doesn’t seem to exist.
In our school we have a large divide. First of all, there are those of us that are comfortable using and integrating technology into the curriculum. We may not know how to do everything, but we are willing to try, and we like learning new things. We have another group of teachers that are computer-phobic. They are terrified to try anything even remotely involving technology. They refuse to learn how to use what we have available.
We do not have a lot of in-service offered to us in technology. I know that budget is the main concern, but I think it would really help if we were “forced” to try things out. The teachers who are afraid of technology are not going to overcome that without a little push.
What training and resources are available?
Patty is our tech coordinator, and she is a great resource for the teacher - if they choose to take advantage of her skills. As I mentioned above, we aren’t offered much in the way of training. I wish we had money available for training. I think it would really help the comfort level in the school. We do have a nice computer lab that is available when Patty is not teaching a class. Our school is networked, and there is at least one computer in every classroom.
Administrative support:
Our principal seems to want technology in the school, but the money that was supposed to be budgeted for computers doesn’t seem to exist. Patty has had a very hard time getting any money to purchase anything. On the other hand, money IS spent for things that really aren’t necessary without a lot of thought beforehand.
What are the expectations of the teachers and the technology coordinator?
In our school, the teachers are supposed to be working with Patty to integrate computers into the regular curriculum. For the most part, that is not happening. The teachers think of “computers” as a break and don’t want to give up the time to actually spend some time in the lab and see what is going on. Patty would like the teachers who are computer-phobic to spend that time working on the computer and learning what the students are learning. Instead, however, they escape quickly.
Do we have the funds? Is it budgeted?
In a word... NO. There is supposed to be money in the budget for technology, but it just doesn’t seem to exist.
Saturday, November 17, 2007
Databases
In class Wednesday, we experimented with a database called DabbleDB. I have not had much experience with databases. I think the program is a very good one, but I really can't see myself using it very often in the classroom.
Since we needed to experiment with one, I started a database of information on my students. I included names, addresses, phone numbers, birthdays, etc. It was really re-inventing the wheel, however, because I already have all that information in a printed form from the school office. I think I would be much more likely to use the printed version than to log on to the computer and look up the information in a database.
I might see myself making a database of classroom novels or maybe a Christmas card list, but I don't think this is something I will use as much as a spreadsheet or word processing program.
I have not thought of any reason to use a database in any of my math classes. I know there are activities I could "create", but I don't see the value in doing something like that just to use a database.
Since we needed to experiment with one, I started a database of information on my students. I included names, addresses, phone numbers, birthdays, etc. It was really re-inventing the wheel, however, because I already have all that information in a printed form from the school office. I think I would be much more likely to use the printed version than to log on to the computer and look up the information in a database.
I might see myself making a database of classroom novels or maybe a Christmas card list, but I don't think this is something I will use as much as a spreadsheet or word processing program.
I have not thought of any reason to use a database in any of my math classes. I know there are activities I could "create", but I don't see the value in doing something like that just to use a database.
InTime Videos
I really like the concept of the Intime videos, but there weren't many available in math. When I limited the search to my grade level, I found one. The video I watched was called "Applying Statistics to Real Life." The teachers in the video used sports statistics to teach ratios and percentages. I have done this before and found it to work pretty effectively. The kids enjoy using numbers that have some meaning, like the sports statistics. I wish the video had more time with the kids doing the activity, rather than the two teachers talking about what they had done.
The accompanying lesson plan was very well-written and it listed all the standards met by the unit. There was one idea from their lesson that I will incorporate into my unit. They had the kids shoot 8 free throws and then figure out their percentages. I like that they chose 8 because normally you would have the kids shoot 10, but that makes the percentages much too easy.
Now that I have had my eyes re-opened to spreadsheets, I could see making a class spreadsheet with the results from the free throw experiment. We could find each individual free throw percentage as well as the whole class average. I think the kids will enjoy the activity!
The accompanying lesson plan was very well-written and it listed all the standards met by the unit. There was one idea from their lesson that I will incorporate into my unit. They had the kids shoot 8 free throws and then figure out their percentages. I like that they chose 8 because normally you would have the kids shoot 10, but that makes the percentages much too easy.
Now that I have had my eyes re-opened to spreadsheets, I could see making a class spreadsheet with the results from the free throw experiment. We could find each individual free throw percentage as well as the whole class average. I think the kids will enjoy the activity!
Sunday, November 11, 2007
Spreadsheet Activity
I found several interesting spreadsheet activities I could use with my math classes while we were looking online Wednesday night. With the holidays approaching, I think it would be neat to try this shopping activity.
http://www.ncwiseowl.org/kscope/techknowpark/FreeFall/ShoppingSpree.html
I am going to wait and do this activity the week after Thanksgiving. I can use the ads that come out at Thanksgiving for the project.
http://www.ncwiseowl.org/kscope/techknowpark/FreeFall/ShoppingSpree.html
I am going to wait and do this activity the week after Thanksgiving. I can use the ads that come out at Thanksgiving for the project.
Wednesday, November 7, 2007
Spreadsheets/Web Quests in the Classroom
In class tonight, we worked on spreadsheets. I haven't done any work recently with spreadsheets so it was a good activity to refresh my memory. We did a magic square - slightly frustrating, and a budget.
I would like to do the magic square with my 8th graders. I think they would enjoy the challenge. I can see the value in teaching the kids to do a budget too. I explored several sites during class that listed activities to do in the classroom using spreadsheets. Budgets were featured in many of the activities. I really love the idea of planning a trip to Disney World. I am a Disney fanatic, and I think it would be neat to give the kids a budget, and have them plan all the aspects of the trip (travel, hotel, food, admissions, etc.).
Another activity I found again related to the M&M activity. There is a web quest that involves an imaginary employee for M&M Mars that was hired to do quality control. This person then follows all the links and completes the M&M activities, including a spreadsheet. I can't wait to try it. I think the kids will really enjoy it.
I will definitely try to incorporate spreadsheets into my classroom this year!
I would like to do the magic square with my 8th graders. I think they would enjoy the challenge. I can see the value in teaching the kids to do a budget too. I explored several sites during class that listed activities to do in the classroom using spreadsheets. Budgets were featured in many of the activities. I really love the idea of planning a trip to Disney World. I am a Disney fanatic, and I think it would be neat to give the kids a budget, and have them plan all the aspects of the trip (travel, hotel, food, admissions, etc.).
Another activity I found again related to the M&M activity. There is a web quest that involves an imaginary employee for M&M Mars that was hired to do quality control. This person then follows all the links and completes the M&M activities, including a spreadsheet. I can't wait to try it. I think the kids will really enjoy it.
I will definitely try to incorporate spreadsheets into my classroom this year!
Saturday, November 3, 2007
Clusty
We explored different search engines in class Wednesday. I never realized most of the even existed. I never really varied from Google when I need to search for something, but now I will be using Clusty as well.
There are several unique features of Clusty that I really want to explore. I love how it "clusters" your results together by topic, sources, or site type. When I searched for information on The Westing Game, a book my seventh graders recently finished, I was really excited by the way they grouped the results. The box on the left-hand side of the screen sorts the results in so many ways! If I click on the "sites" tab, I can include only the type of sites I wish to view. I decided to look at only the ".edu" sites at first. That was really nice because I know that they won't be trying to sell me something if I click on to the site. The "clusters" tab is probably the one I will make the most use of when searching for activities to use in my classroom. It allowed me to look at the results for The Westing Game that were "resources and lesson plans" and "activities." This will save so much time searching. I won't have to look at a bunch of sites that don't include the information I am looking for!
There are several unique features of Clusty that I really want to explore. I love how it "clusters" your results together by topic, sources, or site type. When I searched for information on The Westing Game, a book my seventh graders recently finished, I was really excited by the way they grouped the results. The box on the left-hand side of the screen sorts the results in so many ways! If I click on the "sites" tab, I can include only the type of sites I wish to view. I decided to look at only the ".edu" sites at first. That was really nice because I know that they won't be trying to sell me something if I click on to the site. The "clusters" tab is probably the one I will make the most use of when searching for activities to use in my classroom. It allowed me to look at the results for The Westing Game that were "resources and lesson plans" and "activities." This will save so much time searching. I won't have to look at a bunch of sites that don't include the information I am looking for!
Word Processing in the Classroom
In class on Wednesday we were asked to practice word processing by using Google Docs to discuss a new search engine we learned something about in class.
I think that like any other new application, Google Docs is going to take a little getting used to... I got a little frustrated as I tried to find the tools I know so well in Word and Apple Works. It took me much too long to figure out how to double-space the document, but eventually it became easier.
I really like the idea of using Google Docs in my classroom - mostly because of past compatibility issues for the students. They would start a project at school and want to work on it at home, but because we have Macs at school and most of them have PCs at home, it was difficult to transfer the work back and forth. I also think the collaboration component could be beneficial.
Word processing does not play a large part in my math classes, but I have done some projects that had a written portion where the students would explain the results of the project. I have used it more extensively in literature. We have done book jackets, advertising posters, character sketches, etc.
Patty and I will be starting a Google Docs project with the seventh graders next week. They will be creating a group slide presentation on a research topic from the new novel we are starting, The Witch of Blackbird Pond.
I think that like any other new application, Google Docs is going to take a little getting used to... I got a little frustrated as I tried to find the tools I know so well in Word and Apple Works. It took me much too long to figure out how to double-space the document, but eventually it became easier.
I really like the idea of using Google Docs in my classroom - mostly because of past compatibility issues for the students. They would start a project at school and want to work on it at home, but because we have Macs at school and most of them have PCs at home, it was difficult to transfer the work back and forth. I also think the collaboration component could be beneficial.
Word processing does not play a large part in my math classes, but I have done some projects that had a written portion where the students would explain the results of the project. I have used it more extensively in literature. We have done book jackets, advertising posters, character sketches, etc.
Patty and I will be starting a Google Docs project with the seventh graders next week. They will be creating a group slide presentation on a research topic from the new novel we are starting, The Witch of Blackbird Pond.
Tuesday, October 30, 2007
Our Very Own WIKI Page!
Yesterday, I introduced WIKI pages to my seventh grade literature classes. I set one up with a very basic question about a book we had just finished. I gave them a week to find time to complete the question, and I sent them home with directions for logging on and high hopes for the outcome!
I checked the progress at about 8:00 last night. To my surprise, 16 students had already logged in and completed the question! They were so excited about it this morning. They told me they want to do these all the time. They only encountered one slight problem. They found out that two students couldn't edit the page at the same time. They had to wait until the student working was done. No one seemed very upset by that though.
It was a really good experience and one I will definitely repeat!
I checked the progress at about 8:00 last night. To my surprise, 16 students had already logged in and completed the question! They were so excited about it this morning. They told me they want to do these all the time. They only encountered one slight problem. They found out that two students couldn't edit the page at the same time. They had to wait until the student working was done. No one seemed very upset by that though.
It was a really good experience and one I will definitely repeat!
Project Draw... A Second Attempt
After more time playing with the program, I figured out the editing! I was so proud of myself =) I thought I should give it another try with my 8th graders this morning. It was all going so well. Then I made the mistake of saying how well it was going! Today, it wouldn't let us save anything! It kept freezing whenever we tried... I think I am ready to give up, and I had such high hopes for the program!
Monday, October 29, 2007
Project Draw
Well, I had great plans to use Project Draw with my math class this morning. I asked them, in a group of three, to create a unique shape (a combination of shapes), label the sides with measurements, and list directions on the page. They were to make a perimeter or area problem for another group in the class to later solve. I had hoped that 4 groups would be able to get one finished (2 computers). That didn't happen...
They were extremely frustrated by the end of the class with nothing to show for it. The editing is nearly impossible, especially in the text boxes. One of the two groups I had working was ready to give up about halfway through the period. I couldn't really help them much because I couldn't figure out how to edit it either.
Another downside is that I can't figure out how to print the drawings. I wanted to print out the sample I had made for an example. I tried printing right from the web page. The menus printed but not the drawing. I tried copying and pasting to a word document. That didn't work either. Finally I tried taking a "picture" of it (mac feature) and saving it to the desktop. When I tried to import that graphic, it told me it wasn't valid.
Overall it has been a VERY frustrating morning!
Sunday, October 28, 2007
Presentation Programs
I didn't realize you could find these applications online! It will be really great to avoid compatibility issues. It won't matter if we have macs at school, but the kids are working on PCs at home - the internet is the same.
I tried four different programs, and I really liked Zoho and Google Docs the best. Zoho was easy to use and edit. It also had great shape templates which help when doing the math presentations! That was the one downside for me with Google Docs. I did my presentation using it, but I had a hard time incorporating the shapes because it didn't have a template.
Spresent had lots of great tools. I am sure, with some practice, it would be a great program. I only tested it for a little while, and I couldn't figure out how to change the graphs and charts. I got frustrated and gave up, knowing I had others to test.
Empressr.com didn't have nearly as many tools as the others. There weren't any online directions that I could find. I know we had a handout to go with it, but most people wouldn't have access to that.
I can think of many possible applications for this in both math and literature. I think the neatest feature is that the kids can work on the same presentation from different computers. It will make group work much easier.
I tried four different programs, and I really liked Zoho and Google Docs the best. Zoho was easy to use and edit. It also had great shape templates which help when doing the math presentations! That was the one downside for me with Google Docs. I did my presentation using it, but I had a hard time incorporating the shapes because it didn't have a template.
Spresent had lots of great tools. I am sure, with some practice, it would be a great program. I only tested it for a little while, and I couldn't figure out how to change the graphs and charts. I got frustrated and gave up, knowing I had others to test.
Empressr.com didn't have nearly as many tools as the others. There weren't any online directions that I could find. I know we had a handout to go with it, but most people wouldn't have access to that.
I can think of many possible applications for this in both math and literature. I think the neatest feature is that the kids can work on the same presentation from different computers. It will make group work much easier.
Thursday, October 25, 2007
Internet Graphics Programs
In class yesterday, we tried out some internet graphics programs, and I did a little more experimenting today. (It is hard to stop once you get started!) Some of these programs definitely required more artistic talent than what I possess!
Comics Sketch and Art Pad require artistic talent. I was disappointed with Comics Sketch because when I heard about it, I started thinking about all the neat literature applications for a comic strip. There aren't any real directions, you can't add any text unless you draw it, and you have to actually "draw" everything - no templates or anything to help.
Mr. Picasso Head was a lot of fun. I can see the children really enjoying it. I could use it in literature to create characters. It would be nice though if you could add text to the drawings. The only thing it will let you add is a signature.
My favorite, by far, was Cumulate Draw. There are so many ways I could use that in my math classes. I love the grid. It makes it so easy to make accurate shapes. I am thinking about creating a project where the kids will design a dream bedroom using Cumulate Draw. I think I will have them actually calculate the costs for designing the room as well. I could probably incorporate a spreadsheet for that part. The only downside I can see with the program is the editing. It is very difficult to change something once it is added.
These programs are so much fun. I really enjoyed experimenting with them, and I definitely want to try Cumulate Draw with my class.
Comics Sketch and Art Pad require artistic talent. I was disappointed with Comics Sketch because when I heard about it, I started thinking about all the neat literature applications for a comic strip. There aren't any real directions, you can't add any text unless you draw it, and you have to actually "draw" everything - no templates or anything to help.
Mr. Picasso Head was a lot of fun. I can see the children really enjoying it. I could use it in literature to create characters. It would be nice though if you could add text to the drawings. The only thing it will let you add is a signature.
My favorite, by far, was Cumulate Draw. There are so many ways I could use that in my math classes. I love the grid. It makes it so easy to make accurate shapes. I am thinking about creating a project where the kids will design a dream bedroom using Cumulate Draw. I think I will have them actually calculate the costs for designing the room as well. I could probably incorporate a spreadsheet for that part. The only downside I can see with the program is the editing. It is very difficult to change something once it is added.
These programs are so much fun. I really enjoyed experimenting with them, and I definitely want to try Cumulate Draw with my class.
Wednesday, October 24, 2007
Tech Survey (Cedu510)
Here we are at the beginning of another class. We started with a technology survey to learn about what we know and what we don't... So much for starting a class with confidence... =)
I thought I knew something about the internet and computers in general, but after taking that survey... Well, I guess I don't know much after all! =) I didn't even understand what some of the questions were asking... so I guess I probably don't know much about those topics! Well, hopefully after these classes I will know what these things mean!
I thought I knew something about the internet and computers in general, but after taking that survey... Well, I guess I don't know much after all! =) I didn't even understand what some of the questions were asking... so I guess I probably don't know much about those topics! Well, hopefully after these classes I will know what these things mean!
Thursday, October 18, 2007
Cedu 523 - Intro to the Internet
10/18/07
It seems odd to me that one class in the program is already complete! It seems like just yesterday when Trinie was talking me into doing the program with her. I have wanted to get my master's degree for quite a while so I am glad I am finally starting!
I can honestly say that I learned a lot in our "Introduction to the Internet" class. The thing that stands out most in my mind are the WIKI pages. I would really like to try that with my class. I am starting a new novel soon with my 7th grade literature class, and I am planning to do something with characterization on a WIKI page. I would like for the students to add information we find about the characters as we read.
Patty and I have also talked about implementing Moodle in our school. I don't know a lot about it yet, but that is definitely something I want to investigate. From what we saw, it looks like it would be a valuable tool.
I never realized Google had so much available! I'm a little ashamed to admit I thought it was a search engine, period. I think Google Notebook and Google Docs are great, and I want to use those with my class too. I think it would really work well to use Notebook with group research projects.
We've only finished one class, and I already have practical ideas I can take back to my classroom and use. I hope that continues throughout the rest of the program!
It seems odd to me that one class in the program is already complete! It seems like just yesterday when Trinie was talking me into doing the program with her. I have wanted to get my master's degree for quite a while so I am glad I am finally starting!
I can honestly say that I learned a lot in our "Introduction to the Internet" class. The thing that stands out most in my mind are the WIKI pages. I would really like to try that with my class. I am starting a new novel soon with my 7th grade literature class, and I am planning to do something with characterization on a WIKI page. I would like for the students to add information we find about the characters as we read.
Patty and I have also talked about implementing Moodle in our school. I don't know a lot about it yet, but that is definitely something I want to investigate. From what we saw, it looks like it would be a valuable tool.
I never realized Google had so much available! I'm a little ashamed to admit I thought it was a search engine, period. I think Google Notebook and Google Docs are great, and I want to use those with my class too. I think it would really work well to use Notebook with group research projects.
We've only finished one class, and I already have practical ideas I can take back to my classroom and use. I hope that continues throughout the rest of the program!
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