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.
Subscribe to:
Posts (Atom)
Posts
