Blog #10

I remember back in the good ol' days of CI 201, sitting down in the CTLT staring at the screen trying to hold in a stream of obscenities as I realized that I had lost a page of my website and had to start that part over again. Thankfully, I finished the site on time and it still stands as it did back then! (you can see it here) I think that e-portfolios are fantastic, reading these articles actually inspires me to go back and update and make mine a bit more professional for interviews.

In younger grades students can use them to share work with home as well as have a place to access their files from home and at school. Teaching students web design and aesthetics as well as using best practice and integrity are great lessons to start with students at a young age. Designing an online portfolio would be a great co-curricular lesson with art as well, learning about balance, unity and color are all key art concepts. It can also open up students to new career ideas, like web design or graphic design that they may not have thought of before.

Blog #9

The concept of using gaming in education is not a new one to me. I've had several classes that attempted to integrate Second Life in some way. To be quite honest, this is one area of technology that I'm not very supportive of in the area of education. If games or virtual MMORPGs existed that were actually educational or meaningful I would be all for it. Granted, I've only had limited experiences with various gaming programs, but, I really just don't see it.

Second Life really accomplishes nothing other than allowing you to run around in various worlds, it's not intuitive or particularly user-friendly. I consider myself to be a "digital native" I'm fairly comfortable with new programs/technologies and rarely have to look at directions for how things work...I just figure it out. However, with Second Life I was frustrated nearly the whole time, either the game lagged so much I could hardly move or I couldn't figure out how to access something. My teacher wanted us to go on a "scavenger hunt" and explore some online environments, but, I saw no educational value in any of this. It was unorganized and frankly, it was sort of chaotic.

I know that kids use video games a lot, I grew up with a Nintendo 64 and loved it, there just needs to be a company that steps up and revolutionizes the way we think about educational games. Math Blaster and Reader Rabbit don't grab students' attention, they don't sit for hours playing it and they certainly don't interest high school students like Call of Duty or Halo do. There has to be a change.

Blog #8

It's interesting that we're talking about portable media. I oftentimes forget that it exists or even that it could be used in an educational setting. I almost view it as an extension of myself, my cell phone, laptop and iPod are pretty much always with me and I panic when they're lost or I've left them at home. I feel disconnected and a little lost, it's sort of crazy when you step back to think about it really.

The articles were really interesting. It had NEVER occurred to me to use a cell phone in education. They were banned in my high school and most schools I've had practicums in have a similar policy. I really loved the concept of teaching students HOW to access information, throughout reading the article I really came to agree with everything that it said. I remember in school being forced to memorize things, like the periodic table, and wondering what the point was...if I needed to know an element, I could look at the poster on the wall. I knew how to access the information. Students are smart and making them do rote memorization of uninteresting concepts really makes them check out of learning. When you make it meaningful, make the search something that they're interested in and what to know, that's when it becomes meaningful and something that students can remember. I always remember things I write for papers in college, especially the ones I have to do lots of research for. The search for important information makes it more valuable and memorable to me.

Portable media is the way of the future, schools really need to re-think the way they are delivering information.

Blog #7

I really enjoyed the link for this week, I'm going to put in my favorite part here and then talk about it,

"Instead of valuing one style, an organization should respect and value the adaptive and innovative styles of creativity. Individuals within an organization can work more effectively together by capitalizing on each others' strengths, rather than punishing each other because of individual differences. If an atmosphere of openness and trust prevails in the organization, then the adaptors and innovators will be able to join their creative talents to propel the organization to success. ... Individuals will manifest their creativity in different ways, and both styles of creativity are valuable."

I think that really is the key part of creativity. Each student will be gifted in different ways. I judged ITEC a few weeks ago and just seeing how absolutely different every student's project was, despite the fact that they were given similar parameters was incredible. Even in TWT class, we all get the same LEGO kits, everyone comes up with different ways to solve the problem. I think that many lessons in school could use some more creativity and free thinking from students. Presenting them with materials and a problem, forces them to not only be creative, but, to be critical thinkers, which inspires the next generation of people to accomplish many more things.

Reflection Blog #6

I think that creativity tools are my favorite part of education. I feel like students really enjoy projects more when they are able to create the project themselves and make it their own. I remember reading in an article once about a teacher who was baffled by students coming into the computer lab, sitting down, and instantly changing the desktop background.

I tend to be more on the "artsy" side of things, I LOVE working with imovie or Garage Band to create all sorts of things. I think inspiring creativity in kids really works their brain and helps them to critically think in new ways. Without creativity, we would have none of the inventions we have today.

Lesson #5

Who's Who at Our School?

Grade Level: Second Grade

Content Area: Writing

Technologies Used: iPod with microphone attachment, iTunes, Laptops with Word

Overview: Students will interview different people in the school using iPod microphones and then create a news story "human interest" piece about their person.

Procedures:

1. Students will first be split into partners to work together on this project. They will begin by reading examples of stories that the newspapers do about people in the community.
2. They will work together using their laptops to develop the questions they will ask.
3. The teacher will set up a time and a person for them to interview in the school such as the principal, secretary, janitor and specials teachers. Students will have a print out of their questions as well as a microphone and will record their interview.
4. Students will load their interview into iTunes and will refer back to it as needed throughout the writing process.
5. Students will then work together to create their human interest story using Word to write and work together.
6. The articles can all be brought together and published in an online class blog, in the school newspaper or in a newsletter that goes home.

Standards:

Iowa Core:

Students will write for different communication purposes.

Students will write using different formats and write for different mediums.

Students will incorporate technology as a tool to enhance writing.

Students will listen for information and understanding.

NETS-S

Students apply digital tools to gather, evaluate and use information.

Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.

Lesson Plan #4

Grade Level:

Third Grade

Content:

History: Christopher Columbus

Tech Used:

Internet, Computers, LCD Projector

Activity Overview:

Students will use multiple online websites to research information about Christopher Columbus. Students will use this information to create an online timeline highlighting at least 10 important events in Columbus' life.

Procedures:

The lesson will start with a KWL chart on Christopher Columbus. Students will use the "W" questions to guide them in their online search. Students will then begin their search from a list of pre-approved bookmarked sites. Students will choose the information they want to include on their timeline. Students will then take the information they have gathered and use this timeline tool to create their timeline about Christopher Columbus. The teacher may want to model using the LCD projector for students so that they have a starting point and somewhere to begin working from. Students will then present their timeline using the LCD projector.

Essential Skills and Concepts:

Students will use pre-writing to prepare for research

Students will collect and expand historical information

Students will learn how to create a timeline using online resources

Standards:

Iowa Core

Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues.

Understand historical patterns, periods of time, and the relationships among these elements.

Understand the role of innovation on the development and interaction of societies.

NETS-S

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

use models and simulations to explore complex systems and issues.

Students apply digital tools to gather, evaluate, and use information. Students:

locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

process data and report results.

Thinking Tools: Planning

Concept maps are a VERY familiar topic for me. During my science methods class, I don't think we went more than a week without using one. Generally in that class, each group would get a big whiteboard and make one of their own and then present it to the class. At first, I didn't really see the point in making all these "dumb" concept maps. I didn't get it. Then slowly, my view changed as I realized that each group (even though given the same ideas or chapter to map) came up with completely different maps.

I like the idea of using an online resource to create a concept map. I feel like that way it's easier to make corrections and changes. The one issue I see with using online resources to make a concept map is that (at least in my experience) you can't add connecting words to the map, in my science methods class my professor really really emphasized having those connecting words to bring it all together so that it makes sense.

I thought that the Mindtools article brought up a really great point about making sure that students are the ones creating the knowledge and learning when using technology. It's so easy to get excited about having students working with technology that we (as educators) forget how key it is to focus on WHAT they are getting out of the experience. Having them simply play a game or absorb information from the computer. Using concept map technology is all student based knowledge and information, you can really get a grasp for what they know and understand.

Collaboration Tools

The readings we did this week are sort of what I expected we would talk about throughout this class, thankfully, I have been pleasantly surprised that we have discussed other topics. I think that most of my internet use is with collaboration tools. It's hard for me to think of something that I use online that isn't a collaboration tool.

The knowledge building article discussed the tension between "tried and true" knowledge techniques (drill and practice, tutoring etc.) vs. exploratory activities on the other. The article proposes that we should search for a third way to teach. The article really made me think of my science methods class, my professor REALLY emphasized teaching science through inquiry. After taking that class and experiencing a classroom in my practicum, I can see how HUGE this idea is. Students don't respond to being lectured, they like to ask questions and explore learning.

I think the strongest point for online collaborative learning environments is their ability to share information from wherever you are. I remember working on projects in elementary school, only to panic when I realized I had forgotten a prized worksheet or important information. Having these things accessible from home is a great benefit for students working together as well as for those students who forget things.

Lesson Plan #3

Grade Level and Content Area: Kindergarten; Math: Number Sense

Technologies Used: A projector, computers, printer, KidPix

Activity Overview: Students will investigate different ways of representing numerals and numbers using KidPix in order to develop number sense and one-to-one correspondance.

Procedures: The teacher will introduce numbers through a read-aloud of the book The Cheerios Counting Book discussing the word "number" and asking for definitions. Students will then use manipulatives to create different ways to represent numbers on cards. The teacher will then odel the use of KidPix with the class projector to create representations of a specific number. The students will use the pencil and stamp tool to create various ways to represent the number.

Essential Skills and Concepts: Students will demonstrate one-to-one correspondence and learn various ways to represent numbers.

Iowa Core Curriculum Standard:

Represent numbers in different ways using written words, numerals, or models and translate among representations.

NETS-S Standards:

Students use technology to communicate information and ideas effectively to multiple audiences using a variety of media and formats.

Lesson #2

Grade Level

5^th Grade

Technologies Used

The internet

Microsoft Excel

Microsoft Word

Overview

A health lesson teaching students about calories and fat using the internet to view fast food nutritional information as well as the food pyramid.

Procedures

Students will be asked to choose a fast food restaurant with an online menu that features the number of calories and calories from fat in each of the food items. Once there students will make their own meal choosing a sandwich, a side dish, a drink and dessert. Students will then create a chart in Excel showing the calories and calories from fat. Students will then view the online food pyramid and healthy eating habits website. After reading about what they should eat, students will write a reflection/answer these questions in Word. Paragraph 1: Introduction, restaurant and food chosen, paragraph 2: summarize the findings of the meal, copy and past a chart from excel, paragraph #3: compare and contrast your meal with another student, paragraph #4 what choices can you make to help make your meal healthier?

Standards

Iowa Core Curriculum

Know and use concepts related to health promotion and disease prevention.

Analyze influencing factors on health enhancing behaviors.

Advocate for personal, family and community health.

Apply writing strategies to communicate in a variety of genres.

NETS-S

Students apply digital tools to gather, evaluate, and use information.

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Reflection #2

This week the readings were about telecommunication. I don't think I had ever considered tools like skype to have a place in the elementary classroom. I always thought it was more for those in business or friends that want to keep up across distances.

One of the articles talked about a classroom of American students interviewing HIV positive students in Africa. That is incredibly powerful. "Students were moved from apathy into empathy as they began to form an emotional connection to the people on the other side of the world." Empathy is not something that can be taught to students, it's something that comes from an emotional bond and understanding the situation on a personal level. Knowledge is power and knowledge can move to action. These students will remember the rest of their lives what HIV can do to people.

Tags are something I'm very familiar with, I use facebook, youtube as well as tumblr to organize and tag things as well as search with tags. I think tagging is a very web 2.0 idea. People don't search for things that the "internet" labels, but, rather things that other people label or things they have labeled themselves. It's not passive, it's active.

Lesson Plan #1

This lesson would most likely be expanded into a unit plan. The lesson assumes students are familiar with blogging and that they have completed reading The Giver. The lesson could also be extended into a journaling activity with students imagining what it would be like to live a day to day life in the utopian society created in The Giver and writing about that day to day life.

Overview

After reading The Giver, students design their own utopian society, publishing the explanation of their ideal world on a blog. As they blog about their utopia, students establish the social structure and habits that citizens will follow in their utopian societies. They begin by brainstorming ideas about what a perfect society would be like and then, in groups, begin to plan their project. Over several class sessions, students work on their blogs comparing their work to a rubric. Finally, after students visit one another’s blogs and provide constructive and supportive feedback, they reflect on their own work.

Grade Level

6th grade

Materials

Computers

Blog hosting site (i.e. blogger, livejournal etc.)

Standards (from Iowa Core Curriculum)

Students use an effective writing process.

Students use knowledge of purpose, audience, format, and medium in developing written communication.

Students incorporate technology as a tool to enhance writing.

Students collaborate with peers, experts, and others using interactive technology.

Objectives

Students will create a utopian society with at least 3 established guidelines for the social structure of their society and habits (practices) that members of the society conform to.

Students will critically analyze and reflect on their peers' utopian society blogs and provide constructive feedback for their peers.

Students will reflect and blog about their own experiences and "ah-ha" moments throughout the experience.

Procedures

The topic of utopian societies will be introduced to the students through the reading of the book "The Giver" as students read the class will learn and discuss how the society in the book works.

Once the book is completed students will participate in a brainstorming activity to help them create their own utopian society using these questions:

• If you could live anywhere in the world where would you life? Why?
• Describe your perfect life...What kind of house would you have? What would you do everyday? How would you make money? What would you do for fun? What rules would you follow?

Using these questions, students will then break into their groups and have a group brainstorm about the society that they would like to create. The students will then be asked to create a 5 day plan for what they need to accomplish each day in order to finish their project. They will also be given a rubric so that they know what is expected for the final product.

Assessment

Students will be assessed from a rubric provided to them at the beginning of the project.

Adapted from this lesson on ReadWriteThink

Reflection for Week 3

I remember when I got my first blog, back in the "old" days before facebook, when xanga was king. If you were anyone worth knowing, you had a xanga. People would yell times in the small, cramped junior high hallway. I remember listening for the voices, waiting for the ones I recognized, the voices of friends or my silly crushes. Once the time had been established, it became a waiting game until that glorious hour arrived. We were a community in the classroom and a community online. At that magical pre-determined time, dozens of us would sign on to AIM (AOL instant messenger) and a whole new game would start.

I still marvel at how well I could keep up. I would be writing on my xanga about the days events, gossip and newest crushes, while simultaneously chatting on aim with at least a dozen different people. How I could keep track of all the screen names and conversations, I'll never know. That was my life though, missing out on one of these gossip sessions could seriously damage your social life, you were out of the loop and would spend the next day reading everyone's blogs trying to catch up.

The evolution of social networking eventually silenced our frantic typing on xanga, and moved us to myspace and then finally to facebook (back in the days where you had to have a college email to have one). But, blogging has always been a backdrop for all of the sites, there are many facebook groups that link back to blogging communities. When someone goes overseas they instantly post a link on their facebook guiding readers to their blogger or wordpress, encouraging others to comment or read their adventures there. The blog is still sacred, even though facebook fully has the capacity to be a blog with it's Notes, people still gravitate toward creating a new site for their writing. It feels more private, less cluttered and a bit more safe. Which is exactly what the E-school News article said, "MacKenty also praised what he called the “purity” of blogs as a communication tool, saying, “It’s not about…who you are, or the color of your skin–it’s about what you have to say. There’s something utterly beautiful and noble about that.'"

As someone who has created multiple blogs for personal use as well as for use in my reflection through teaching, I instantly can see their value. I think that the "The Use of Blogs, Wikis and RSS in Education: A Conversation of Possibilities" article really summed up well how blogs can be used in an educational setting. My emphasis in elementary education is in English/Language Arts and I actually started college as a journalism major, with a fire for writing that, wasn't quite satisfied by re-wording police reports. There is a serious lack of emphasis on writing in schools, in both of my practicum settings (one in West Des Moines and the other in Perry) the students spent little time writing, if any at all. I asked my cooperating teacher in Perry about it and she simply dismissed it as, "something that they'll do later, we don't have time for it now."

Needless to say, that statement made me a little upset. These kids will soon be junior high and high school students, and expected to write papers. If they have never put pencil to paper (or fingers to keys) how can we expect them to be excellent writers overnight? It's unfair to them. I really hope that in my student teaching I can use blogs in some way, I get excited when I think about how students can use them to post writings or journal or peer review work. Using computers is incredibly exciting to them and being able to network through these blogs with other schools make the possibilities endless.

I think that educator's can jump on the bandwagon as well, reading other teacher's experiences through this online medium can really help teachers bounce new ideas off of one another or adapt lessons to be used in their own classrooms. Wikis can also be used to create smaller communities in classrooms, schools and link with students across the country. It's a technology that's as limitless as the human mind.