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Wednesday, March 11, 2009
Friday, March 6, 2009
Jounal 5: Collaboration in a Web 2.0 Environment
Bull, G. (2006, April). Collaboration in a Web 2.0 Environment. Learning and Leading with Technology, 33, Retrieved March 6, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume_33_2006_2005_/April_No_7_/April_2006.htm#features
This article is about RSS feeds and how they can be incorporated in the classroom. The author explains that RSS (really simple syndication) allows people to follow topics and blogs that are of interest to them. Almost all newspapers offer them, and they are on iTunes and blogs and are a way to track topics and stay current with friends and news you are interested in. Examples are provided about how RSS can be incorporated in the classroom, such as having each student create a blog and work with other students and submit assignments through their blog. The advantages of social bookmarking are also discussed, as it web-based word processing. Because the article is approximately 3 years old a lot has changed since it was written, mainly these tools have become increasingly popular and more prevalent in the classroom.
Q). How will I incorporate web-based word processing in my class?
A). I will definitely have my students use Google Docs to complete some of their assignments. Most essays and papers are created on word processors to begin with, so having students email assignments to each other and edit through the use of Good Docs is a great way for them to assist each other while encouraging the use of technology and word processing tools in the class.
Q). How could RSS benefit a Literature class?
A). Having students create Delicious accounts and share helpful literature websites is a great way to incorporate RSS in my classes. Each student could be assigned to find 3 helpful sites on an author or historical period, and then when writing a paper students would have to use and cite sources found by their classmates. This encourages collaboration and judging the authenticity of a website and it’s subject matter.
This article is about RSS feeds and how they can be incorporated in the classroom. The author explains that RSS (really simple syndication) allows people to follow topics and blogs that are of interest to them. Almost all newspapers offer them, and they are on iTunes and blogs and are a way to track topics and stay current with friends and news you are interested in. Examples are provided about how RSS can be incorporated in the classroom, such as having each student create a blog and work with other students and submit assignments through their blog. The advantages of social bookmarking are also discussed, as it web-based word processing. Because the article is approximately 3 years old a lot has changed since it was written, mainly these tools have become increasingly popular and more prevalent in the classroom.
Q). How will I incorporate web-based word processing in my class?
A). I will definitely have my students use Google Docs to complete some of their assignments. Most essays and papers are created on word processors to begin with, so having students email assignments to each other and edit through the use of Good Docs is a great way for them to assist each other while encouraging the use of technology and word processing tools in the class.
Q). How could RSS benefit a Literature class?
A). Having students create Delicious accounts and share helpful literature websites is a great way to incorporate RSS in my classes. Each student could be assigned to find 3 helpful sites on an author or historical period, and then when writing a paper students would have to use and cite sources found by their classmates. This encourages collaboration and judging the authenticity of a website and it’s subject matter.
Journal 4:Create, Collaborate, Communicate: Empowering Students With 21st Century Skills
Riedel, C. (2009, January). Create, Collaborate, Communicate: Empowering Students With 21st Century Skills. THE Journal, Retrieved Mar. 2, '09, from http://www.thejournal.com/articles/23872_3
This article outlines a presentation given by Howie DiBlasi, a retired CIO and emerging technology evangelist, about technology in education. The article starts out a little depressing, citing that the coal-mining industry is better at incorporating technology than the field of education, but the article then goes on to provide a vast amount of great suggestions and tools to incorporate technology in the classroom. The ideas are practical and easy to implement, even with limited resources and tight budgets. The suggestions were related to developing skills in students that employers rank as the most important attributes they are looking for, mainly creative problem solving, critical and analytical thinking skills, and information gathering technology. Some of the examples included things as simple as asking a geek for help, instructing students on the format of a valid URL address, using Google Docs to collaborate, use social book marking and incorporating video conferencing in the classroom. The article provided very useful and specific examples and stressed how easy it is to apply these things to the average classroom.
Q). Which of the examples do I think would be most useful in my classroom?
A). I really like the idea of using Google Docs to have students collaborate with students in different countries. Most cities have a “sister city” in another country, and I think it would be a wonderful project to team up with a school in one of these cities (preferably English-speaking) and work on a project together. An example could be a classic book, maybe Shakespeare, and have a student here start a paper and then seek editing and suggestions from a peer in another country. This encourages collaboration and global use of technology.
Q). How can I help my students develop the skills that employers are looking for?
A). The main skills that employers cited they are looking for, creative problem solving, critical and analytical thinking skills, and information gathering technology, are also crucial skills to have in the classroom. The foundations of a good essay require all of these elements, so I would place special importance on them when giving assignment directions and creating rubrics. A student must have cohesive thoughts in an essay and use proper sources, so these would be things we could easily go over in class that would then be helpful when searching for a job.
This article outlines a presentation given by Howie DiBlasi, a retired CIO and emerging technology evangelist, about technology in education. The article starts out a little depressing, citing that the coal-mining industry is better at incorporating technology than the field of education, but the article then goes on to provide a vast amount of great suggestions and tools to incorporate technology in the classroom. The ideas are practical and easy to implement, even with limited resources and tight budgets. The suggestions were related to developing skills in students that employers rank as the most important attributes they are looking for, mainly creative problem solving, critical and analytical thinking skills, and information gathering technology. Some of the examples included things as simple as asking a geek for help, instructing students on the format of a valid URL address, using Google Docs to collaborate, use social book marking and incorporating video conferencing in the classroom. The article provided very useful and specific examples and stressed how easy it is to apply these things to the average classroom.
Q). Which of the examples do I think would be most useful in my classroom?
A). I really like the idea of using Google Docs to have students collaborate with students in different countries. Most cities have a “sister city” in another country, and I think it would be a wonderful project to team up with a school in one of these cities (preferably English-speaking) and work on a project together. An example could be a classic book, maybe Shakespeare, and have a student here start a paper and then seek editing and suggestions from a peer in another country. This encourages collaboration and global use of technology.
Q). How can I help my students develop the skills that employers are looking for?
A). The main skills that employers cited they are looking for, creative problem solving, critical and analytical thinking skills, and information gathering technology, are also crucial skills to have in the classroom. The foundations of a good essay require all of these elements, so I would place special importance on them when giving assignment directions and creating rubrics. A student must have cohesive thoughts in an essay and use proper sources, so these would be things we could easily go over in class that would then be helpful when searching for a job.
Journal 3: Keep them Chatting
Cole, J. (2009, Feb.). Keep Them Chatting. Learning and Leading with Technology, 36, Retrieved Mar. 2, '09, from http://www.learningandleading-digital.com/learning_leading/200902/
“Keep them Chatting” is about creating inspiring questions for students to urge creativity and participation in chat rooms. The article lays out four techniques for forming good questions that encourage students, as opposed to dry questions that leave students with no desire to do anymore than the bare minimum. The four types of questions are: high-level, open-ended questions, the inquiry method, the discrepant event inquiry method, and using illogical comparisons. The examples for each question in the article were great, as most took a lesson and incorporated it with something modern day, and they were framed in a way that would definitely excite and inspire students. The questions were also specific enough so as to let students know what they need to incorporate and what they need to do online to complete the assignment; everything is laid out in the rubric. What I found most helpful about the article is how helpful the examples were and how they can be applied in both a technology and non-technical setting.
Q). Why are the question formats provided so helpful?
A). The question formats provided are helpful because most incorporate contemporary themes and are specific in what they are asking for. Math and science can be dry, uninteresting topics for many students, but by incorporating the elements of these subjects with something exciting like rollercoasters. Using websites specified by the teacher and using online forums set up just for this purpose is a great way to encourage collaboration and incorporate technology.
Q). How can I incorporate exciting chats in my classes?
A). If I want to use chat rooms and wiki discussions in my classes I can ask students to imagine a character in modern day. What stores would she shop at? What would she buy there? What websites would she visit? I would have students create an online profile of her and have each student add an element, which would then be built upon by another student. This would be a great way to have students build upon each other’s ideas.
“Keep them Chatting” is about creating inspiring questions for students to urge creativity and participation in chat rooms. The article lays out four techniques for forming good questions that encourage students, as opposed to dry questions that leave students with no desire to do anymore than the bare minimum. The four types of questions are: high-level, open-ended questions, the inquiry method, the discrepant event inquiry method, and using illogical comparisons. The examples for each question in the article were great, as most took a lesson and incorporated it with something modern day, and they were framed in a way that would definitely excite and inspire students. The questions were also specific enough so as to let students know what they need to incorporate and what they need to do online to complete the assignment; everything is laid out in the rubric. What I found most helpful about the article is how helpful the examples were and how they can be applied in both a technology and non-technical setting.
Q). Why are the question formats provided so helpful?
A). The question formats provided are helpful because most incorporate contemporary themes and are specific in what they are asking for. Math and science can be dry, uninteresting topics for many students, but by incorporating the elements of these subjects with something exciting like rollercoasters. Using websites specified by the teacher and using online forums set up just for this purpose is a great way to encourage collaboration and incorporate technology.
Q). How can I incorporate exciting chats in my classes?
A). If I want to use chat rooms and wiki discussions in my classes I can ask students to imagine a character in modern day. What stores would she shop at? What would she buy there? What websites would she visit? I would have students create an online profile of her and have each student add an element, which would then be built upon by another student. This would be a great way to have students build upon each other’s ideas.
Journal 2: Museums in the Classroom
Reissman, Rose (2009, Feb.). Museums in the Classroom. Learning and Leading with Technology, Vol. 36, Retrieved Mar. 2, '09, from http://www.learningandleading-digital.com/learning_leading/200902/
This week I read the article “Museums in the Classroom” from Learning and Leading with Technology magazine. This article gave pointers and suggestions for how to incorporate museum experiences into the classroom environment. Suggestions included some online museum websites that allow students to view an exhibit related to what they are currently studying, such as the San Diego Air and Space Museum or the American Red Cross website. The article included information and tips about how to turn a classroom into a museum opening, such as after a section is completed. They suggested making banners, having students play the role of docents, and create tickets and brochures. A helpful website was also provided that offers tips and resources for educators for museum visits, and ideas for activities while at the museum.
Q). How can I incorporate museums into my classroom?
A). I believe that history and literature are very closely related, so I think it would be great to have students visit a virtual museum exhibit that covers a time period related to the historical context of a book we are reading. This puts the language, actions, and attitudes of the characters into a more comprehensible state, especially if a book is particularly dated.
Q). Why is it a good idea to visit the site about educator resources before going to a museum?
A). This site is a great source for making the most of a museum visit. Museums are usually big and sometimes have multiple exhibits going at one time, so it is difficult to see everything you want to in the allotted time. Planning out a trip beforehand and having input from other educators is a great way of ensuring you see everything you want to and making the field trip an enjoyable, as opposed to hectic, experience!
This week I read the article “Museums in the Classroom” from Learning and Leading with Technology magazine. This article gave pointers and suggestions for how to incorporate museum experiences into the classroom environment. Suggestions included some online museum websites that allow students to view an exhibit related to what they are currently studying, such as the San Diego Air and Space Museum or the American Red Cross website. The article included information and tips about how to turn a classroom into a museum opening, such as after a section is completed. They suggested making banners, having students play the role of docents, and create tickets and brochures. A helpful website was also provided that offers tips and resources for educators for museum visits, and ideas for activities while at the museum.
Q). How can I incorporate museums into my classroom?
A). I believe that history and literature are very closely related, so I think it would be great to have students visit a virtual museum exhibit that covers a time period related to the historical context of a book we are reading. This puts the language, actions, and attitudes of the characters into a more comprehensible state, especially if a book is particularly dated.
Q). Why is it a good idea to visit the site about educator resources before going to a museum?
A). This site is a great source for making the most of a museum visit. Museums are usually big and sometimes have multiple exhibits going at one time, so it is difficult to see everything you want to in the allotted time. Planning out a trip beforehand and having input from other educators is a great way of ensuring you see everything you want to and making the field trip an enjoyable, as opposed to hectic, experience!
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