Billings, K. (2004). Online Assessment: Perspectives of Developers. Media
& Methods, 40(4), 26-27. Retrieved from Library, Information Science
& Technology Abstracts database.
Hew, K., & Brush, T. (2007). Integrating Technology into K-12 Teaching
and Learning: Current Knowledge Gaps and Recommendations for
Future Research. Educational Technology Research and
Development, 55(3), 223-252. Retrieved from ERIC database.
As I read the article for this week, I thought it was interesting that the authors shared that often schools focus on how they could use technology to administer an assessment, instead of using it to teach the skills that the students need to complete the assessment (Hew & Brush, 2007, p. 230). While using technology to give an assessment is utilizing technology in the classroom, I thought it was interesting that the authors did not recognize this as technology integration. They made this distinction because the term "technology integration" specifically relates to a teacher's instruction (Hew & Brush, 2007, p. 230). This part of the article jumped out at me because I have had to administer assessments using technology, and I question the value that this format has for students.
As a fifth grade classroom teacher, I am expected to prepare my students for state assessments in math, reading, and science. Math and reading are normal paper/pencil tests, but the science assessment is conducted on the computer. Each screen presents a different question, and students are able to pull up connected screens with text that they can refer to when writing a response. Students also are allowed to access extra features such as highlighters, red check marks to track progress, and an online calculator. My students usually struggle with this assessment more than they do the other state tests, and I think this is because the test is administered via the computer.
In our curriculum, technology is not deliberately integrated. If a teacher chooses to integrate technology into his/her instruction, that is considered to be a good thing, but there are no enforced requirements for technology integration. This causes problems for the students, particularly when they then have to complete the test online. Because the students are not exposed to technology on a frequent basis, they lack certain skills such as learning how to scroll down, adjust screen sizes, or even develop the basic typing skills they need to complete the written portion of the test. They also have difficulty keeping track of their progress, and if they skip a problem, they have trouble locating it again. Written responses are also an issue because the students are given a box to type in, and they are used to filling a box with their thoughts. However, they forget that type is smaller than print, and therefore many don't even finish the assessment because they spend so much time trying to "fill their box". I have even had students get nauseus from frantically scrolling around the screens, and I have had other students use the highlighter feature to draw smiley faces or to highlight every single word. This behavior shocks me because my students never do that on a regular test, and they almost seem to view the online test as a game. I think this is due in part to the fact that they rarely get to use technology in the classroom, and therefore they do not look at the computer as a scholastic tool. My students face many challenges when completing their online assessment, and I feel that these challenges affect their scores.
Online assessments can have advantages, including ease of grading and immediate feedback (Billings, 2004). Online assessments can also be easier for teachers to administer and for administrators to track (Billings, 2004). However, I question the value that these tests have, especially when working with students that have limited exposure to technology. As a classroom teacher, it is frustrating to have such a large amount of curriculum required to be taught in a specific amount of time, and to have no time given to focus on technology. I have taken steps to integrate technology into my own instruction, but I have to admit that it is sporadic. After reading the articles for this week, I would like to see time given to integrate technology, specifically so they will have the skills needed when completing an online assessment.
Saturday, November 7, 2009
Friday, October 30, 2009
Exciting new technology!
Ashburn, E. A., & Floden, R. E. (2006). Meaningful learning using
technology: What educators need to know and do. New York:
Teachers College Press.
Schultz-Jones, B. (2009). COLLABORATION IN THE SCHOOL SOCIAL
NETWORK. Knowledge Quest, 37(4), 20-25.
http://search.ebscohost.com
Recently I was introduced to a new technology that I think will change my teaching career permanently! My district decided to purchase a new program called "Edline", and I can't wait to get started. Edline is an online program that enables teachers to communicate freely with parents. One section of Edline provides a central class webpage, with separate pages for each subject area. This site allows me to upload documents, post calendars, and share updates. For example, I was able to upload all of the study guides to my math page, so that if a child loses their guide, their parents can go online and print out another. The site also allows me to share pictures, add folders, and even attaches a link for parents to e-mail me directly through the site. My favorite part of Edline is that it also comes with an online gradebook. I can record my students grades, hit "post", and the parents can sign in and see their child's grades on a weekly basis. No more e-mails such as "what do you mean my child failed the math test" or "I didn't know they were missing their spelling homework." I rarely get this excited about a new technology, but I really think that this will alleviate many headaches and hold the students more accountable for their learning. I can't wait to see how this new technology will be implemented!
I think part of the reason I am so excited to use Edline is due to the way it was presented. In our chapters this week, we read that teacher perception plays a big role in how technology is implemented. Specifically, our text mentioned that teachers are more likely to effectively learn a technology when they are given time to "play" with it and experiment with different ways to use it (Ashburn and Floden, 2006). When I initially found out that we would be getting Edline this year, my first thought was "great- something else we have to do". I went into the training apprehensive, and I expected that I would spend the day listening to the instructors talk from the front of the room, while I frantically tried to keep up with their online models. Instead, we were immediately connected to our own sites, and instructed to try clicking around and see what we found. The instructors then showed us step by step how to create our site, with pauses in between in which we could explore and move at our own pace. Overall, we received about 3 hours of exploration time, and this helped me wrap my head around the site and all that it had to offer. Not only were we given time to explore, but we were also given one-on-one answers to questions. The instructors spent most of their time circulating, and this allowed for individualized attention. Our chapters this week addressed the importance of collaboration when learning a new technology, and I was able to see firsthand how helpful this collaboration can be (Ashburn and Floden, 2006). Finally, teachers are more likely to embrace a new technology when they can see the immediate benefits the technology will have to their instruction and/or their students (Schultz- Jones, 2009). All of the teachers on my team were excited about this new program, and I think their excitement came from the fact that they could clearly see how this program would bring positive changes for their students. I am excited about this new opportunity to implement technology, and part of my enthusiasm stems from the way the program was presented.
technology: What educators need to know and do. New York:
Teachers College Press.
Schultz-Jones, B. (2009). COLLABORATION IN THE SCHOOL SOCIAL
NETWORK. Knowledge Quest, 37(4), 20-25.
http://search.ebscohost.com
Recently I was introduced to a new technology that I think will change my teaching career permanently! My district decided to purchase a new program called "Edline", and I can't wait to get started. Edline is an online program that enables teachers to communicate freely with parents. One section of Edline provides a central class webpage, with separate pages for each subject area. This site allows me to upload documents, post calendars, and share updates. For example, I was able to upload all of the study guides to my math page, so that if a child loses their guide, their parents can go online and print out another. The site also allows me to share pictures, add folders, and even attaches a link for parents to e-mail me directly through the site. My favorite part of Edline is that it also comes with an online gradebook. I can record my students grades, hit "post", and the parents can sign in and see their child's grades on a weekly basis. No more e-mails such as "what do you mean my child failed the math test" or "I didn't know they were missing their spelling homework." I rarely get this excited about a new technology, but I really think that this will alleviate many headaches and hold the students more accountable for their learning. I can't wait to see how this new technology will be implemented!
I think part of the reason I am so excited to use Edline is due to the way it was presented. In our chapters this week, we read that teacher perception plays a big role in how technology is implemented. Specifically, our text mentioned that teachers are more likely to effectively learn a technology when they are given time to "play" with it and experiment with different ways to use it (Ashburn and Floden, 2006). When I initially found out that we would be getting Edline this year, my first thought was "great- something else we have to do". I went into the training apprehensive, and I expected that I would spend the day listening to the instructors talk from the front of the room, while I frantically tried to keep up with their online models. Instead, we were immediately connected to our own sites, and instructed to try clicking around and see what we found. The instructors then showed us step by step how to create our site, with pauses in between in which we could explore and move at our own pace. Overall, we received about 3 hours of exploration time, and this helped me wrap my head around the site and all that it had to offer. Not only were we given time to explore, but we were also given one-on-one answers to questions. The instructors spent most of their time circulating, and this allowed for individualized attention. Our chapters this week addressed the importance of collaboration when learning a new technology, and I was able to see firsthand how helpful this collaboration can be (Ashburn and Floden, 2006). Finally, teachers are more likely to embrace a new technology when they can see the immediate benefits the technology will have to their instruction and/or their students (Schultz- Jones, 2009). All of the teachers on my team were excited about this new program, and I think their excitement came from the fact that they could clearly see how this program would bring positive changes for their students. I am excited about this new opportunity to implement technology, and part of my enthusiasm stems from the way the program was presented.
Saturday, October 17, 2009
Shutterfly in the classroom
(1995). Environmental Views Series CD-ROMs. Information Today, 12(2),
21. http://search.ebscohost.com
Ashburn, E. A., & Floden, R. E. (2006). Meaningful learning using
technology: What educators need to know and do. New York:
Teachers College Press.
My mom hated technology. She would refuse to turn on the computer, and she still asks for help when we are loading files or attaching documents. So, when my mom offered to show me a new website, I was pleasantly surprised, and a little skeptical. However, I gave the website (shutterfly.com) a chance, and have been obsessed with it since.
Shutterfly.com is a site where you can load your pictures and create your own mugs, Christmas cards, or photo sharing websites. My favorite feature of this site is that it allows you to create your own online albums, which you can then order and received in book form. Using this site, I was able to design my own wedding album, with pictures from friends, family, and the photographer combined- not only is my shutterfly album beautiful, but what a bargain! I have also used shutterfly to create Christmas gifts and cards for my family and friends, and have begun working on other albums as well. I have fallen in love with this website, and as I was reflecting on upcoming projects and exploring other possibilities, I started wondering: could you use shutterfly in the classroom?
As I read the chapters for this week, I began to think about the answer to my question. Researchers Asburn and Floden pointed out that "teachers need to identify and develop technologies into tools for meaningful learning [and]...they need a useful portfolio of technologies" (2006, pg. 141.) In other words, teachers need to be able to use technology themselves, and they need to be able to think about how they can use different forms of technology in the classroom. After reading this, I started thinking about my "portfolio" of technology, and shutterfly came to mind. I began trying to think of ways I could use shutterfly in the classroom, but as I kept reminding myself that I needed to keep a purpose in mind. While using technology is a great thing, if the technology doesn't have a specific purpose, then meaningful learning will not take place (Asburn & Floden, 2006). As I thought about uses for photography in the classroom, ideas began flowing through my mind on ways I could integrate this website.
The saying "a picture's worth a thousand words" has been proven true throughout time, and I think this is especially true in education. I teach elementary special education students, and many times they struggle to listen to instructions or to write their thoughts on paper. I began to think through some of the writing assignments that I give, and I wondered if some of those assignments could be transferred into a shutterfly project. For example, every year I have the students complete a journal pretending that they are an explorer. They have to write about where they would travel and what they would see, as well as reasons they are exploring and items they bring home in their travels. I started thinking that I could turn this project into a project they could complete online, using shutterfly. I could have them take/ load pictures of different place and objects, and they could use those to help illustrate their journal entries. I could also have them use special antique backgrounds for their entries, which would make it look more like an old-fashioned log. Finally, instead of simply having them read their projects to the class, I could have them sign in online and use the "share" feature to virtually flip through their book on my projector screen for their presentations. Thinking through this project brought others to mind, and I did some searching to see if other teachers were already using photo technology in the classroom setting. I learned that some teachers use photo technology to create electronic slide shows focusing on the environment (Environmental Views Series CD-ROMS, 1995). This technology could be used to show issues in our environment, to compare and contrast geographic areas, or to show how our earth has changed through time. Other similar technology could be used to create scrapbooks for book characters, sequential photographs connected with timelines, or photographic writing prompts. After spending some time reflecting this week's readings, and by brainstorming ideas for lessons, I have concluded that shutterfly, and similar websites and programs, can have a valid place in classroom instruction.
21. http://search.ebscohost.com
Ashburn, E. A., & Floden, R. E. (2006). Meaningful learning using
technology: What educators need to know and do. New York:
Teachers College Press.
My mom hated technology. She would refuse to turn on the computer, and she still asks for help when we are loading files or attaching documents. So, when my mom offered to show me a new website, I was pleasantly surprised, and a little skeptical. However, I gave the website (shutterfly.com) a chance, and have been obsessed with it since.
Shutterfly.com is a site where you can load your pictures and create your own mugs, Christmas cards, or photo sharing websites. My favorite feature of this site is that it allows you to create your own online albums, which you can then order and received in book form. Using this site, I was able to design my own wedding album, with pictures from friends, family, and the photographer combined- not only is my shutterfly album beautiful, but what a bargain! I have also used shutterfly to create Christmas gifts and cards for my family and friends, and have begun working on other albums as well. I have fallen in love with this website, and as I was reflecting on upcoming projects and exploring other possibilities, I started wondering: could you use shutterfly in the classroom?
As I read the chapters for this week, I began to think about the answer to my question. Researchers Asburn and Floden pointed out that "teachers need to identify and develop technologies into tools for meaningful learning [and]...they need a useful portfolio of technologies" (2006, pg. 141.) In other words, teachers need to be able to use technology themselves, and they need to be able to think about how they can use different forms of technology in the classroom. After reading this, I started thinking about my "portfolio" of technology, and shutterfly came to mind. I began trying to think of ways I could use shutterfly in the classroom, but as I kept reminding myself that I needed to keep a purpose in mind. While using technology is a great thing, if the technology doesn't have a specific purpose, then meaningful learning will not take place (Asburn & Floden, 2006). As I thought about uses for photography in the classroom, ideas began flowing through my mind on ways I could integrate this website.
The saying "a picture's worth a thousand words" has been proven true throughout time, and I think this is especially true in education. I teach elementary special education students, and many times they struggle to listen to instructions or to write their thoughts on paper. I began to think through some of the writing assignments that I give, and I wondered if some of those assignments could be transferred into a shutterfly project. For example, every year I have the students complete a journal pretending that they are an explorer. They have to write about where they would travel and what they would see, as well as reasons they are exploring and items they bring home in their travels. I started thinking that I could turn this project into a project they could complete online, using shutterfly. I could have them take/ load pictures of different place and objects, and they could use those to help illustrate their journal entries. I could also have them use special antique backgrounds for their entries, which would make it look more like an old-fashioned log. Finally, instead of simply having them read their projects to the class, I could have them sign in online and use the "share" feature to virtually flip through their book on my projector screen for their presentations. Thinking through this project brought others to mind, and I did some searching to see if other teachers were already using photo technology in the classroom setting. I learned that some teachers use photo technology to create electronic slide shows focusing on the environment (Environmental Views Series CD-ROMS, 1995). This technology could be used to show issues in our environment, to compare and contrast geographic areas, or to show how our earth has changed through time. Other similar technology could be used to create scrapbooks for book characters, sequential photographs connected with timelines, or photographic writing prompts. After spending some time reflecting this week's readings, and by brainstorming ideas for lessons, I have concluded that shutterfly, and similar websites and programs, can have a valid place in classroom instruction.
Friday, October 2, 2009
The Importance of Planning
Ashburn, E. A., & Floden, R. E. (2006). Meaningful learning using
technology: What educators need to know and do. New York:
Teachers College Press.
Miners, Z. (2009). Classroom Technology Integration. District
Administration, 45(4), 35-38. http://search.ebscohost.com.
Planning is the key to a teacher's success, especially when technology is involved. As a classroom teacher I have had many lessons go awry because the laptops won't connect to the wireless network, the filter has been updated and is blocking the websites, errors have occurred that lock my students out certain domains, or my students accidentally save their work in the wrong folder and can't find it again. Planning for these and other mishaps can save a lesson and help teachers feel more comfortable using technology because they don't feel completely helpless when it fails. I witnessed the downfalls of poor planning a few weeks ago when I showed up to school 10 minutes before the students arrived to find that the most of the electricity was down and all of the computers were not working. It amazed me how panicked the teachers were when they learned that their PowerPoints and other programs would not be accessible, and one teacher loudly declared "we may as well go home because my entire day was on my computer and I have nothing to do!" Now, this struck me as interesting because every technology class I have ever attended addresses the fact that while technology is wonderful and can provide us with countless opportunities in the classroom, it still is "technology" and things can and do go wrong. As a classroom teacher, I have found over the years that it never hurts to have a back-up plan, and so I was able to relate to the readings this week that addressed planning.
I loved that the authors compared planning for technology integration to creating a map (Ashburn & Floden, 2006). Planning for technology use is essential, and there are steps that need to be followed. The authors' mentioned the importance of identifying big ideas, focusing on state and county instructional standards, and understanding the processes needed to learn about a certain subject (Ashburn & Floden, 2006). They also mentioned that a map has tools that are needed to complete it, and the same is true for technology integration (Ashburn & Floden, 2006). Teachers need to be able to use technology in order to teach it, and so need to select and plan out what technologies would be most effective for their lessons. For example, when teachers were using Project TIME, they had access to a program called the Inquiry Station. This program allowed the students to access audio and visual images that they could collect and organize (Ashburn & Floden, 2006). They could then use these clips to sequence events or to show a pattern. In order to be able to have students use technology like this program, the teacher needs to have a clear vision of what they want them to accomplish and what the end product should look like. This kind of integration requires planning or "mapping" of ideas to keep the lessons focused and the unit aligned with state and county standards. As one researcher notes "having the technology is one thing- maximizing the investment is another" (Miners, 2009, pg. 35).
In order for students to really learn from technology, the teacher needs to take the time to plan and figure out what the objectives are and how the technology will support those objectives. Specifically the teacher needs to plan specific details related to how they will use the technology, and come up with clear directions so that students are not wandering lost on their computers. And as always, teachers should have a back-up plan in case the technologies that they want to use let them down. Planning guides teachers as they move through their instruction, and without planning they are lost.
technology: What educators need to know and do. New York:
Teachers College Press.
Miners, Z. (2009). Classroom Technology Integration. District
Administration, 45(4), 35-38. http://search.ebscohost.com.
Planning is the key to a teacher's success, especially when technology is involved. As a classroom teacher I have had many lessons go awry because the laptops won't connect to the wireless network, the filter has been updated and is blocking the websites, errors have occurred that lock my students out certain domains, or my students accidentally save their work in the wrong folder and can't find it again. Planning for these and other mishaps can save a lesson and help teachers feel more comfortable using technology because they don't feel completely helpless when it fails. I witnessed the downfalls of poor planning a few weeks ago when I showed up to school 10 minutes before the students arrived to find that the most of the electricity was down and all of the computers were not working. It amazed me how panicked the teachers were when they learned that their PowerPoints and other programs would not be accessible, and one teacher loudly declared "we may as well go home because my entire day was on my computer and I have nothing to do!" Now, this struck me as interesting because every technology class I have ever attended addresses the fact that while technology is wonderful and can provide us with countless opportunities in the classroom, it still is "technology" and things can and do go wrong. As a classroom teacher, I have found over the years that it never hurts to have a back-up plan, and so I was able to relate to the readings this week that addressed planning.
I loved that the authors compared planning for technology integration to creating a map (Ashburn & Floden, 2006). Planning for technology use is essential, and there are steps that need to be followed. The authors' mentioned the importance of identifying big ideas, focusing on state and county instructional standards, and understanding the processes needed to learn about a certain subject (Ashburn & Floden, 2006). They also mentioned that a map has tools that are needed to complete it, and the same is true for technology integration (Ashburn & Floden, 2006). Teachers need to be able to use technology in order to teach it, and so need to select and plan out what technologies would be most effective for their lessons. For example, when teachers were using Project TIME, they had access to a program called the Inquiry Station. This program allowed the students to access audio and visual images that they could collect and organize (Ashburn & Floden, 2006). They could then use these clips to sequence events or to show a pattern. In order to be able to have students use technology like this program, the teacher needs to have a clear vision of what they want them to accomplish and what the end product should look like. This kind of integration requires planning or "mapping" of ideas to keep the lessons focused and the unit aligned with state and county standards. As one researcher notes "having the technology is one thing- maximizing the investment is another" (Miners, 2009, pg. 35).
In order for students to really learn from technology, the teacher needs to take the time to plan and figure out what the objectives are and how the technology will support those objectives. Specifically the teacher needs to plan specific details related to how they will use the technology, and come up with clear directions so that students are not wandering lost on their computers. And as always, teachers should have a back-up plan in case the technologies that they want to use let them down. Planning guides teachers as they move through their instruction, and without planning they are lost.
Science and technology
Ashburn, E. A., & Floden, R. E. (2006). Meaningful learning using
technology: What educators need to know and do. New York:
Teachers College Press.
Eidietis, L., & Rutherford, S. (2009). Sailing toward Understanding Surface
Currents: A Science and Geography Integration Activity for Upper-
Elementary Students. Science Activities: Classroom Projects and
Curriculum Ideas, 46(3), 5-14. http://search.ebscohost.com
As I read the chapters for this week, I was particularly interested in the chapter that related to science integration with technology (Ashburn & Floden, 2006). As a fifth grade teacher I am required to administer the science MSA (Maryland State Assessment) to my students; on this test they are tested on every science concept they have had from first through fifth grade. This is a very daunting assessment, and it causes a lot of stress for the teachers and the students. It doesn't help that it is the only test we administer online and that it is the first test our students have ever encountered in an online setting. This chapter grabbed my attention because we have been encouraged to address this anxiety by incorporating more technology into our science instruction, so that students will connect technology and science and so it won't "feel" so different when they have to complete experiments and analyze data online.
I enjoyed reading this chapter because I agree that science instruction needs to meaningful, and I liked the ideas included in this chapter. For example, I liked that the chapter showed how the students were able to graph their data on the computer (Ashburn & Floden, 2006). Even though one teacher felt that the students would have learned more if they were forced to create the graph themselves, the reality of our world is that technology is available and students will be expected to use it when they are adults in the work force (Ashburn & Floden, 2006). I also liked that the chapter mentioned vocabulary. When analyzing our science MSA scores, vocabulary was the weakest area. As the chapter mentions, stimulating vocabulary is necessary for a deep understanding of science and an ability to communicate scientific ideas (Ashburn & Floden, 2006). The scenarios described in the chapter involved experiments that use difficult terms and cross-curriculur connections that would reinforce the science related vocabulary. Finally, I loved that the WISE project allowed the students to feel "like real scientists" (Ashburn & Floden, 2006, pg. 62). Science is growing in importance as a subject, and technology allows students to be able to participate in science experiences that cannot be easily reconstructed in the classroom setting.
As a result of reading this chapter, I decided to look for other programs that focus on using technology to teach science, and I read about another school that used technology when teaching currents (Eidietis & Rutherford, 2009). Currents are difficult to teach because it is hard to create experiments on this topic for a classroom setting, and this article showed how the teachers used technology to make this abstract concept more concrete (Eidietis & Rutherford, 2009). For example, the students were able to copy information off of the Internet, and then cut and paste that information into a table, which allowed them to organize their research. When they finished, they could print out the table and then use the information to draw conclusions. They could also organize their data using charts and graphs, and then look at these tools to locate patterns. As an assessment, students were able to use online maps to predict currents for fake bodies of land and water based on what they learned. They then drew these currents on computer-based maps. This article, as well as the other readings for this week, show that technology is an excellent way to make science instruction hands-on and motivating.
technology: What educators need to know and do. New York:
Teachers College Press.
Eidietis, L., & Rutherford, S. (2009). Sailing toward Understanding Surface
Currents: A Science and Geography Integration Activity for Upper-
Elementary Students. Science Activities: Classroom Projects and
Curriculum Ideas, 46(3), 5-14. http://search.ebscohost.com
As I read the chapters for this week, I was particularly interested in the chapter that related to science integration with technology (Ashburn & Floden, 2006). As a fifth grade teacher I am required to administer the science MSA (Maryland State Assessment) to my students; on this test they are tested on every science concept they have had from first through fifth grade. This is a very daunting assessment, and it causes a lot of stress for the teachers and the students. It doesn't help that it is the only test we administer online and that it is the first test our students have ever encountered in an online setting. This chapter grabbed my attention because we have been encouraged to address this anxiety by incorporating more technology into our science instruction, so that students will connect technology and science and so it won't "feel" so different when they have to complete experiments and analyze data online.
I enjoyed reading this chapter because I agree that science instruction needs to meaningful, and I liked the ideas included in this chapter. For example, I liked that the chapter showed how the students were able to graph their data on the computer (Ashburn & Floden, 2006). Even though one teacher felt that the students would have learned more if they were forced to create the graph themselves, the reality of our world is that technology is available and students will be expected to use it when they are adults in the work force (Ashburn & Floden, 2006). I also liked that the chapter mentioned vocabulary. When analyzing our science MSA scores, vocabulary was the weakest area. As the chapter mentions, stimulating vocabulary is necessary for a deep understanding of science and an ability to communicate scientific ideas (Ashburn & Floden, 2006). The scenarios described in the chapter involved experiments that use difficult terms and cross-curriculur connections that would reinforce the science related vocabulary. Finally, I loved that the WISE project allowed the students to feel "like real scientists" (Ashburn & Floden, 2006, pg. 62). Science is growing in importance as a subject, and technology allows students to be able to participate in science experiences that cannot be easily reconstructed in the classroom setting.
As a result of reading this chapter, I decided to look for other programs that focus on using technology to teach science, and I read about another school that used technology when teaching currents (Eidietis & Rutherford, 2009). Currents are difficult to teach because it is hard to create experiments on this topic for a classroom setting, and this article showed how the teachers used technology to make this abstract concept more concrete (Eidietis & Rutherford, 2009). For example, the students were able to copy information off of the Internet, and then cut and paste that information into a table, which allowed them to organize their research. When they finished, they could print out the table and then use the information to draw conclusions. They could also organize their data using charts and graphs, and then look at these tools to locate patterns. As an assessment, students were able to use online maps to predict currents for fake bodies of land and water based on what they learned. They then drew these currents on computer-based maps. This article, as well as the other readings for this week, show that technology is an excellent way to make science instruction hands-on and motivating.
Podcasts- hero or villain?
Hendron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts and
wikis in the classroom. Eugene, OR: ISTE.
Last year, podcasting was introduced in my school, and was promoted as the technology of the future. At our faculty meetings we were entertained with glorified accounts of the many uses of a podcast, and we were told frequently that podcasting would make our lives easier. Specifically, we were told that podcasts would shorten faculty meetings, cause less training sessions to take place, and replace almost all face-to-face interactions. Leaving that meeting, many of the teachers were thrilled, and few people had concerns about the new technology. However, now after a year of using podcasts, concerns have been raised, as with most technologies. Even though the podcast has incredible potential, one has to wonder if it really is the solution to so many problems, especially issues related to time management.
Podcasts are video recordings that can be accessed online. They can be used in schools for faculty meetings, principal updates, or sharing of information among teachers (Hendron, 2008). Podcasts use a technology referred to as RSS (Really Simple Syndication) that allows people to easily record and access the video clips. Using podcasts reminds me of watching a YouTube video, although the ones we view at school are usually longer (20-30 minutes) and are designed to be educational for the teachers. Podcasts are an easy way to tape training sessions or sample lessons that you want the faculty to view, and allows teachers to access the clips on their own time. I remember at our meeting the big promotion was that "instead of attending a faculty meeting, you can watch a podcast while eating ice cream before bed, in the comfort of your own home." Podcasts are a great way to encourage communication and to share visual clips among staff, but I question their "time-saving" capacity.
Having used podcasts for a year, I have noticed that instead of saving time, they have added more time and work to the teacher's plates. When they were first introduced, we were told that faculty meetings would be cancelled so that we could watch the podcasts, yet out of two years only one meeting has been cancelled and approximately 10 podcasts required. This issue is not directly related to the podcast itself, but rather it's implementation. Yet, in order for a podcast to truly be a useful technology, it should somehow enrich or lessen the work load, rather than being used as an excuse to assign more work. Podcasts can also be a hassle when issues with the technology arise. For example, at the beginning of the year we were required to view four podcasts and complete a post-test for each. However, the system locked certain teachers out, and they got in trouble for not completing the requirements. The result was teacher frustration, miscommunication, and many phone calls to the technnology office. Another issue is that the files tend to be very large, and many teachers were not able to "view them from the comfort of their own home" because they couldn't get the podcasts loaded onto their computers (Hendron, 2008). Finally, podcasts were difficult to use in situations where teachers had to refer back to them, because the teachers had to search through the files to locate the exact material; whereas, print is easier to scan through (Hendron, 2008). Podcasts are an excellent form of technology, but as with any technology, there are glitches and concerns that need to be taken into account.
wikis in the classroom. Eugene, OR: ISTE.
Last year, podcasting was introduced in my school, and was promoted as the technology of the future. At our faculty meetings we were entertained with glorified accounts of the many uses of a podcast, and we were told frequently that podcasting would make our lives easier. Specifically, we were told that podcasts would shorten faculty meetings, cause less training sessions to take place, and replace almost all face-to-face interactions. Leaving that meeting, many of the teachers were thrilled, and few people had concerns about the new technology. However, now after a year of using podcasts, concerns have been raised, as with most technologies. Even though the podcast has incredible potential, one has to wonder if it really is the solution to so many problems, especially issues related to time management.
Podcasts are video recordings that can be accessed online. They can be used in schools for faculty meetings, principal updates, or sharing of information among teachers (Hendron, 2008). Podcasts use a technology referred to as RSS (Really Simple Syndication) that allows people to easily record and access the video clips. Using podcasts reminds me of watching a YouTube video, although the ones we view at school are usually longer (20-30 minutes) and are designed to be educational for the teachers. Podcasts are an easy way to tape training sessions or sample lessons that you want the faculty to view, and allows teachers to access the clips on their own time. I remember at our meeting the big promotion was that "instead of attending a faculty meeting, you can watch a podcast while eating ice cream before bed, in the comfort of your own home." Podcasts are a great way to encourage communication and to share visual clips among staff, but I question their "time-saving" capacity.
Having used podcasts for a year, I have noticed that instead of saving time, they have added more time and work to the teacher's plates. When they were first introduced, we were told that faculty meetings would be cancelled so that we could watch the podcasts, yet out of two years only one meeting has been cancelled and approximately 10 podcasts required. This issue is not directly related to the podcast itself, but rather it's implementation. Yet, in order for a podcast to truly be a useful technology, it should somehow enrich or lessen the work load, rather than being used as an excuse to assign more work. Podcasts can also be a hassle when issues with the technology arise. For example, at the beginning of the year we were required to view four podcasts and complete a post-test for each. However, the system locked certain teachers out, and they got in trouble for not completing the requirements. The result was teacher frustration, miscommunication, and many phone calls to the technnology office. Another issue is that the files tend to be very large, and many teachers were not able to "view them from the comfort of their own home" because they couldn't get the podcasts loaded onto their computers (Hendron, 2008). Finally, podcasts were difficult to use in situations where teachers had to refer back to them, because the teachers had to search through the files to locate the exact material; whereas, print is easier to scan through (Hendron, 2008). Podcasts are an excellent form of technology, but as with any technology, there are glitches and concerns that need to be taken into account.
Saturday, September 26, 2009
Thoughts on Interactive Learning
Ashburn, E. A., & Floden, R. E. (2006). Meaningful learning using
technology: What educators need to know and do. New York:
Teachers College Press.
Koechlin, C., Zwaan, S., & Loertscher, D. (2008, October). The time is
now: Transform your school library into a learning commons. Teacher
Librarian, 36(1), 8-14. Retrieved September 26, 2009, from Library,
Information Science & Technology Abstracts database.
As a classroom teacher, I know that meaningful learning is the key to student success. Students have to engage in hands-on learning in order to create connections, and these connections lead to a deeper understanding of the concepts taught and higher levels of thinking. Technology can be the missing link in creating a hands-on learning environment, and proper use of technology can provide students with a plethora of opportunities. As some researchers have noted, “Teaching professionals can paint a better picture, compose a more dynamic symphony, dance a more relevant step, and write a more powerful story” when using technology (Koechlin & Loertscher, 2008). Technology is something that most students have access to in some form, and when we teach students how to use technology in school, we teach them skills that they will be able to use for years to come. Research has shown that technology is an important part of classroom instruction, and even though it is not “reading, writing, or rithmetic” it can be used to support content areas of learning.
Ashburn and Floden commented on a particular project, known as Project TIME, and showed how this project allowed teachers to implement technology while teaching content curriculum (2006). Project TIME allowed teachers to create practical lessons involving immigration laws, and the students used technology to research and evaluate information regarding immigration policies and philosophies. My favorite part of the lessons included in the first chapter related to the concept of authentic work (Ashburn & Floden, 2006). Authentic work means that students are using real materials as part of their research, and they are evaluating these materials for quality and accuracy. They also use their materials to investigate different points of view, and to build questions they have on their topic. So many times students blindly accept the views of the materials they are given, and they think that if something is in print than it must be true. Technology can be used to present students with a variety of materials, and this can cause students to evaluate their own opinions and to organize and alter their beliefs accordingly. Technology provides students with a means to accomplish these higher levels of thinking while learning a specific area of content, yet so often teachers are unable to use technology in this way.
As a future librarian, I want to make myself available to support teachers in technology integration. I know that classroom teachers want to use technology to support their students’ learning, but so often they are discouraged by lack of time, resources, or technological skill. I agree with Koechlin and Loertscher that a library should be a “learning commons”: a place where teachers and students can seek assistance with technology and find opportunities to extend their learning in an engaging and interactive way (2008). A library should be a place of experimentation and enrichment, where teachers can gather new ideas and strategies, and students can build off the concepts they’ve learned in their regular classrooms. I want to use my training in technology to provide support to the staff at my school, so that they can use new technologies effectively in their lessons. I also want to tailor my instruction to match the state standards of the teachers, so that the students will always be engaged in meaningful learning. As a future librarian, I want to assist the teachers and students in my school by incorporating technology as part of my service as a media specialist.
technology: What educators need to know and do. New York:
Teachers College Press.
Koechlin, C., Zwaan, S., & Loertscher, D. (2008, October). The time is
now: Transform your school library into a learning commons. Teacher
Librarian, 36(1), 8-14. Retrieved September 26, 2009, from Library,
Information Science & Technology Abstracts database.
As a classroom teacher, I know that meaningful learning is the key to student success. Students have to engage in hands-on learning in order to create connections, and these connections lead to a deeper understanding of the concepts taught and higher levels of thinking. Technology can be the missing link in creating a hands-on learning environment, and proper use of technology can provide students with a plethora of opportunities. As some researchers have noted, “Teaching professionals can paint a better picture, compose a more dynamic symphony, dance a more relevant step, and write a more powerful story” when using technology (Koechlin & Loertscher, 2008). Technology is something that most students have access to in some form, and when we teach students how to use technology in school, we teach them skills that they will be able to use for years to come. Research has shown that technology is an important part of classroom instruction, and even though it is not “reading, writing, or rithmetic” it can be used to support content areas of learning.
Ashburn and Floden commented on a particular project, known as Project TIME, and showed how this project allowed teachers to implement technology while teaching content curriculum (2006). Project TIME allowed teachers to create practical lessons involving immigration laws, and the students used technology to research and evaluate information regarding immigration policies and philosophies. My favorite part of the lessons included in the first chapter related to the concept of authentic work (Ashburn & Floden, 2006). Authentic work means that students are using real materials as part of their research, and they are evaluating these materials for quality and accuracy. They also use their materials to investigate different points of view, and to build questions they have on their topic. So many times students blindly accept the views of the materials they are given, and they think that if something is in print than it must be true. Technology can be used to present students with a variety of materials, and this can cause students to evaluate their own opinions and to organize and alter their beliefs accordingly. Technology provides students with a means to accomplish these higher levels of thinking while learning a specific area of content, yet so often teachers are unable to use technology in this way.
As a future librarian, I want to make myself available to support teachers in technology integration. I know that classroom teachers want to use technology to support their students’ learning, but so often they are discouraged by lack of time, resources, or technological skill. I agree with Koechlin and Loertscher that a library should be a “learning commons”: a place where teachers and students can seek assistance with technology and find opportunities to extend their learning in an engaging and interactive way (2008). A library should be a place of experimentation and enrichment, where teachers can gather new ideas and strategies, and students can build off the concepts they’ve learned in their regular classrooms. I want to use my training in technology to provide support to the staff at my school, so that they can use new technologies effectively in their lessons. I also want to tailor my instruction to match the state standards of the teachers, so that the students will always be engaged in meaningful learning. As a future librarian, I want to assist the teachers and students in my school by incorporating technology as part of my service as a media specialist.
Friday, September 18, 2009
Wikis and blogs...banned from schools?
Achterman, D. (2006). Making connections with blogs and wikis.
CSLA Journal, 30(1), 29-31. Retrieved September 18,2009, from
Library Lit & Inf Full Text database.
Hendron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts and
wikis in the classroom. Eugene, OR: ISTE.
When I first began my courses in library science, I participated in an introductory course in technology. At that time, I was exposed to many forms of technology, including wikis and blogs, and I was inspired by the lists of ways I could use these in my own classroom. I remember excitedly running into our enrichment teacher’s classroom to share a wonderful blog project I wanted to start. I couldn’t believe it when she looked at me and said “it’s a wonderful idea, but there’s no way on earth the technology department would allow the use of wikis or blogs in our schools”. I remember staring at her, dumbfounded, and she sympathetically tried to explain that she had been fighting for these technologies for the past few years; however, with child safety laws and potential viruses her proposals were rejected time and again. Now, participating in another technology course, I still can’t understand why our school system would completely rule out both blogs and wikis, refusing to even look into secure sites or special programs. Especially when there are so many wonderful ways that both wikis and blogs can be used in classrooms.
Blogs and wikis are excellent ways for students to communicate. Students could use blogs to share opinions on a book for reading class, or make recommendations for other possible reads (Achterman, 2006). Blogs can also be used to provide teacher feedback and interaction with students, as well as encourage students to reflect on their own reading. Many students are already familiar with the concept of blogging, and can therefore make a real-world connection by using this form of communication (Achterman, 2006). Wikis are also useful tools in schools. They can allow students to work together on a project, and can provide students with a place to store their notes, graphic organizers, and bibliographies (Achterman, 2006). Wikis can also be used to help students organize their thoughts and materials (Achterman, 2006). They allow students to access documents on a common server and therefore exchange ideas (Hendron, 2008). By editing the sidebars students can create their own links and have separate pages for different pieces of information. Wikis allow easy access for editing and revising purposes as well. While blogs promote personal opinions and reflection, wikis allow students to collaborate to complete a final product, and both would be a way to motivate students and encourage technology usage.
As a teacher, I understand the many concerns related to the Internet, and I can imagine the horrors that our technology office fears in relation to blogs and wikis. I know that it is possible that students would post inappropriate material or that someone could accidentally access a virus that would spread through the school. I understand that many students do not know how to be discreet on the Internet, and therefore could give away too much personal information that could endanger them. However, in my opinion, the role of the teacher is to monitor student learning, and while these things could happen, most sights have checks in place to prevent these types of things from occurring. For example, most Wiki sites requre a password to access information, so that not just anyone can utilize the site (Hendron, 2008). Some sites allow teachers to edit comments and/or delete posts that are deemed “not school appropriate”, while others only allow certain people to access the information posted. To me, it seems irresponsible to discard potential wonderful technologies simply because some things may go wrong, without seriously considering the forms and looking for ways to make them work. Both blogs and wikis have been shown to benefit students, and they should be considered a valid form of technology integration in schools.
CSLA Journal, 30(1), 29-31. Retrieved September 18,2009, from
Library Lit & Inf Full Text database.
Hendron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts and
wikis in the classroom. Eugene, OR: ISTE.
When I first began my courses in library science, I participated in an introductory course in technology. At that time, I was exposed to many forms of technology, including wikis and blogs, and I was inspired by the lists of ways I could use these in my own classroom. I remember excitedly running into our enrichment teacher’s classroom to share a wonderful blog project I wanted to start. I couldn’t believe it when she looked at me and said “it’s a wonderful idea, but there’s no way on earth the technology department would allow the use of wikis or blogs in our schools”. I remember staring at her, dumbfounded, and she sympathetically tried to explain that she had been fighting for these technologies for the past few years; however, with child safety laws and potential viruses her proposals were rejected time and again. Now, participating in another technology course, I still can’t understand why our school system would completely rule out both blogs and wikis, refusing to even look into secure sites or special programs. Especially when there are so many wonderful ways that both wikis and blogs can be used in classrooms.
Blogs and wikis are excellent ways for students to communicate. Students could use blogs to share opinions on a book for reading class, or make recommendations for other possible reads (Achterman, 2006). Blogs can also be used to provide teacher feedback and interaction with students, as well as encourage students to reflect on their own reading. Many students are already familiar with the concept of blogging, and can therefore make a real-world connection by using this form of communication (Achterman, 2006). Wikis are also useful tools in schools. They can allow students to work together on a project, and can provide students with a place to store their notes, graphic organizers, and bibliographies (Achterman, 2006). Wikis can also be used to help students organize their thoughts and materials (Achterman, 2006). They allow students to access documents on a common server and therefore exchange ideas (Hendron, 2008). By editing the sidebars students can create their own links and have separate pages for different pieces of information. Wikis allow easy access for editing and revising purposes as well. While blogs promote personal opinions and reflection, wikis allow students to collaborate to complete a final product, and both would be a way to motivate students and encourage technology usage.
As a teacher, I understand the many concerns related to the Internet, and I can imagine the horrors that our technology office fears in relation to blogs and wikis. I know that it is possible that students would post inappropriate material or that someone could accidentally access a virus that would spread through the school. I understand that many students do not know how to be discreet on the Internet, and therefore could give away too much personal information that could endanger them. However, in my opinion, the role of the teacher is to monitor student learning, and while these things could happen, most sights have checks in place to prevent these types of things from occurring. For example, most Wiki sites requre a password to access information, so that not just anyone can utilize the site (Hendron, 2008). Some sites allow teachers to edit comments and/or delete posts that are deemed “not school appropriate”, while others only allow certain people to access the information posted. To me, it seems irresponsible to discard potential wonderful technologies simply because some things may go wrong, without seriously considering the forms and looking for ways to make them work. Both blogs and wikis have been shown to benefit students, and they should be considered a valid form of technology integration in schools.
Technostress!
Genco, P. (2000). Technostress in our schools and lives. Book Report, 19
(2), 42-3. Retrieved September 18, 2009, from Library Lit & Inf Full
Text database.
Johnston, M. & Cooley, N. (2001). What we know about: Supporting new
models of teaching and learning through technology. Arlington, VA:
Educational Research Service.
As I was reading the chapters for this week, one item that really stood out to me was the list provided of steps that instructional leaders (such as principals) should take to ensure that their teachers are able to implement new technology (Johnston & Cooley, 2001). Reading this list made me feel very sad and frustrated, because I have spent the past five years in a system and a school where the philosophy is “every man for himself” and where technology is thrown at teachers with little instruction but high expectations. Seeing ideas on the list such as “reduce teacher’s isolation” or “provide different levels of supervision…based on school needs” brought tears of frustration to my eyes (Johnston & Cooley, 2001, p. 42). As a classroom teacher who works with special education students, I know how exhausting a new technology can be, especially when you feel abandoned with no support. When teachers do not receive support, they become frustrated and they tend to express that frustration in resentment towards technology. “Technostress” is a term that I have heard repeated in many classes, and I think that it is a major concern in education today. Technostress has many causes, and can result in frustration, anger, and even depression (Genco, 2000). Technostress causes people to give up, and creates a sense of failure that can cause people perform their jobs less effectively (Genco, 2000). For example, this year at our school we are piloting a new online grading system, and even though it starts this fall we have not received a single training session on the program. Also this year, my fifth grade team has had multiple fights, meltdowns, and a series of “so-and-so isn’t speaking to so-and-so”, and I think that this is due in part to the amount of technostress that we are all experiencing. Many times I have heard teachers yelling at their PowerPoint slides, or crying over issues with e-mails and podcasts, and I can’t help but feel that all this anxiety is pointless and unnecessary. When people are made to feel stupid and “out-of-touch”, they become defensive and distressed and both of these emotions seek outlets in many areas. It’s hard to picture people losing it over a computer screen, and yet it happens time and time again. So my question is: how do we fight technostress?
Peter Genco has many practical tips for battling technostress, and I think that administrators in particular should pay attention to them. For example, he says that realistic expectations can help people deal with their stress, because they don’t feel that they have to master everything at once (2000). He also mentions good communication and technical support as a means of reducing frustration and offering encouragement (Genco, 2000). However, the idea that stood out to me the most was the comment that “administrators need to take leadership roles in the use of technology in schools” (Genco, 2000). Even the best teachers need to know that they have the backing of their administration and the support in place in order to implement a new program, and technology is no exception. In my opinion, administrators need to be educated about technostress, because I think anxiety is holding teachers back from experiencing the joys and freedom that new technology can bring. If principals and other school leaders want teachers to embrace new technology, than they need to realize that this can’t be accomplished without their understanding and support.
(2), 42-3. Retrieved September 18, 2009, from Library Lit & Inf Full
Text database.
Johnston, M. & Cooley, N. (2001). What we know about: Supporting new
models of teaching and learning through technology. Arlington, VA:
Educational Research Service.
As I was reading the chapters for this week, one item that really stood out to me was the list provided of steps that instructional leaders (such as principals) should take to ensure that their teachers are able to implement new technology (Johnston & Cooley, 2001). Reading this list made me feel very sad and frustrated, because I have spent the past five years in a system and a school where the philosophy is “every man for himself” and where technology is thrown at teachers with little instruction but high expectations. Seeing ideas on the list such as “reduce teacher’s isolation” or “provide different levels of supervision…based on school needs” brought tears of frustration to my eyes (Johnston & Cooley, 2001, p. 42). As a classroom teacher who works with special education students, I know how exhausting a new technology can be, especially when you feel abandoned with no support. When teachers do not receive support, they become frustrated and they tend to express that frustration in resentment towards technology. “Technostress” is a term that I have heard repeated in many classes, and I think that it is a major concern in education today. Technostress has many causes, and can result in frustration, anger, and even depression (Genco, 2000). Technostress causes people to give up, and creates a sense of failure that can cause people perform their jobs less effectively (Genco, 2000). For example, this year at our school we are piloting a new online grading system, and even though it starts this fall we have not received a single training session on the program. Also this year, my fifth grade team has had multiple fights, meltdowns, and a series of “so-and-so isn’t speaking to so-and-so”, and I think that this is due in part to the amount of technostress that we are all experiencing. Many times I have heard teachers yelling at their PowerPoint slides, or crying over issues with e-mails and podcasts, and I can’t help but feel that all this anxiety is pointless and unnecessary. When people are made to feel stupid and “out-of-touch”, they become defensive and distressed and both of these emotions seek outlets in many areas. It’s hard to picture people losing it over a computer screen, and yet it happens time and time again. So my question is: how do we fight technostress?
Peter Genco has many practical tips for battling technostress, and I think that administrators in particular should pay attention to them. For example, he says that realistic expectations can help people deal with their stress, because they don’t feel that they have to master everything at once (2000). He also mentions good communication and technical support as a means of reducing frustration and offering encouragement (Genco, 2000). However, the idea that stood out to me the most was the comment that “administrators need to take leadership roles in the use of technology in schools” (Genco, 2000). Even the best teachers need to know that they have the backing of their administration and the support in place in order to implement a new program, and technology is no exception. In my opinion, administrators need to be educated about technostress, because I think anxiety is holding teachers back from experiencing the joys and freedom that new technology can bring. If principals and other school leaders want teachers to embrace new technology, than they need to realize that this can’t be accomplished without their understanding and support.
Friday, September 11, 2009
Webquests and constructivism
Johnston, M. & Cooley, N. (2001). What we know about: Supporting new
models of teaching and learning through technology. Arlington, VA:
Educational Research Service.
When reading chapter one for this week, I started thinking about the resources teachers have to enable them to make learning meaningful for their students. As the authors said, kids today are “growing up digital” and technology allows us many means to engage students and provide them with opportunities to show their learning in creative ways (Johnston & Cooley, 2001, pg. 11). In particular, I began thinking about webquests, and ways that teachers could use them to engage students and promote student proficiency in technology. Webquests are online research projects that assign students a problem or question to answer, and then provide them with resources to locate the information they need. Students are also asked to work together to create a final project which can be graded. Webquests promote research skills and utilize different forms of technology, and they allow students to practice using technology in a meaningful way.
I have used webquests previously as a classroom teacher, and I love the structure that they follow because they support the constructivist model for education. For example, in a webquest students are assigned roles that they need to fulfill when working collaboratively, and both collaboration and student roles were mentioned in the indicators for engaged learning (Johnston & Cooley, 2001, pgs. 17-18). Webquests also focus on a specific problem that the students are asked to solve or answer, and when they finish completing the necessary research they have to create a project that shows their learning. Constructivist teaching supports project based assessments and informal assessments over tests that stress rote memorization, and the performance-based assessments give students an opportunity to show that they can memorize and then apply information in a creative way. Performance-based assessments is a key factor in engaged learning strategies, and is an effective way for teachers to evaluate a student’s knowledge on a specific topic and their ability to effectively use technology to locate information (Johnston & Cooley, 2001, pgs. 16-17). Webquests meet many of the indicators for engaged student learning, and they are a wonderful way to integrate other subject areas into one learning experience.
I was able to attend an inservice last spring on webquests related to science instruction, and I think that training provided me with resources that I could use in my own media center. As a classroom teacher I know that most of our days are spent teaching the mandated curriculum, and little time is left for supplementary activities. However, in my county media specialists are encouraged to match their lessons to the curriculum and to find ways to integrate science and social studies into their programs, and webquests would allow me to do this. For example, I could have my fifth grade classes do a webquest on ways to stop global warming, or I could have my first graders do a webquest on rhyming patterns. Obviously, various levels of support would be needed, but I think that not only would using webquests to support the curriculum motivate the students, but I also think teachers would enjoy them as well. I know as a classroom teacher that I appreciate any extra help I can get, and knowing that my students were getting extension opportunities outside of my instruction would be a blessing to me! Webquests could be a means of providing a cross-over from the classroom to the library, and students and teachers can benefit when a media specialist uses webquests.
models of teaching and learning through technology. Arlington, VA:
Educational Research Service.
When reading chapter one for this week, I started thinking about the resources teachers have to enable them to make learning meaningful for their students. As the authors said, kids today are “growing up digital” and technology allows us many means to engage students and provide them with opportunities to show their learning in creative ways (Johnston & Cooley, 2001, pg. 11). In particular, I began thinking about webquests, and ways that teachers could use them to engage students and promote student proficiency in technology. Webquests are online research projects that assign students a problem or question to answer, and then provide them with resources to locate the information they need. Students are also asked to work together to create a final project which can be graded. Webquests promote research skills and utilize different forms of technology, and they allow students to practice using technology in a meaningful way.
I have used webquests previously as a classroom teacher, and I love the structure that they follow because they support the constructivist model for education. For example, in a webquest students are assigned roles that they need to fulfill when working collaboratively, and both collaboration and student roles were mentioned in the indicators for engaged learning (Johnston & Cooley, 2001, pgs. 17-18). Webquests also focus on a specific problem that the students are asked to solve or answer, and when they finish completing the necessary research they have to create a project that shows their learning. Constructivist teaching supports project based assessments and informal assessments over tests that stress rote memorization, and the performance-based assessments give students an opportunity to show that they can memorize and then apply information in a creative way. Performance-based assessments is a key factor in engaged learning strategies, and is an effective way for teachers to evaluate a student’s knowledge on a specific topic and their ability to effectively use technology to locate information (Johnston & Cooley, 2001, pgs. 16-17). Webquests meet many of the indicators for engaged student learning, and they are a wonderful way to integrate other subject areas into one learning experience.
I was able to attend an inservice last spring on webquests related to science instruction, and I think that training provided me with resources that I could use in my own media center. As a classroom teacher I know that most of our days are spent teaching the mandated curriculum, and little time is left for supplementary activities. However, in my county media specialists are encouraged to match their lessons to the curriculum and to find ways to integrate science and social studies into their programs, and webquests would allow me to do this. For example, I could have my fifth grade classes do a webquest on ways to stop global warming, or I could have my first graders do a webquest on rhyming patterns. Obviously, various levels of support would be needed, but I think that not only would using webquests to support the curriculum motivate the students, but I also think teachers would enjoy them as well. I know as a classroom teacher that I appreciate any extra help I can get, and knowing that my students were getting extension opportunities outside of my instruction would be a blessing to me! Webquests could be a means of providing a cross-over from the classroom to the library, and students and teachers can benefit when a media specialist uses webquests.
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