In his article, Good Video Games and Good Learning, James Paul Gee began with what I feel is a good starting point, in seeing biology (or rather any subject) as a "game" that certain types of people "play" by following a set of "rules." That is, they do more than just learn a set of facts that don't allow them to apply and extend their knowledge, which is traditionally what happens in school. Another key point he mentions is the term "game" and the stigma attached to it. Perhaps referring to them as simulations would me one way to help educators to begin to understand the implications these "games" have for education.
The main portion of Gee's article addresses the learning principles, supported by current research in cognitive science, that good games incorporate. Identity and interaction are two important components that video games offer. Players are able to internalize the game and take ownership by either taking on a character or creating their own. Additionally, video games offer something we can't get from books, interaction. They require the player to act and make decisions before reacting to them. They talk back and give compliments, feedback, and encourage risk-taking. Another principle I find important and relevant is the ability to customize a game to fit the player's learning and playing style. Games do often have different difficulty levels and this helps ensure that learning is differentiated and meeting the needs of the varying students in a class. Furthermore, this customized curriculum can cater to the player's/learner's interests.
As Gee put it, "Challenge and learning are a large part of what makes good video games motivating and entertaining." So let's find ways to incorporate these good video games that result in strong learning.
Another article by James Paul Glee, accompanied by Michael Levine, Welcome to Our Virtual Worlds, talks about learning complex language and thinking, along with sophisticated problem-solving skills, by following the path of popular culture: digital media. The use of digital media helps students develop basic reading skills, and more importantly, opens them up to a wide variety of vocabulary they may not otherwise be exposed to. This is so crucial for those students who may not receive the home support or background prior to entering school. Digital media also allows teachers' and students' roles to change. Instead of the teacher feeding all the information to the students, they act more like guides and mentors who provide feedback and assessment. We're changing from a teacher-centered environment, to one that places the students at the center.
I was amazed as I read about two games that allow students to take on this new role of self-initiated learning. In Urban Science and Quest Atlantis students must use knowledge, tools, and vocabulary as they assume their new role as urban planner or field investigator, respectively. They experience different problems that could arise and consequences for their solutions. What better way for students to learn??
In order to effectively prepare our students for the 21st century, we as teachers must become tech savvy ourselves. We need not be afraid of technical learning, but rather able to use it in innovative and productive ways. These games should not just be offered as a free-time choice, but as an opportunity for students to practice skills such as critical thinking, collaboration, and media literacy. Through professional development, mentoring, and hands-on learning, we will be better equipped to send our students off to succeed in this globalized world.
Wednesday, December 7, 2011
Wednesday, November 16, 2011
What's Your Favorite Dessert?
Unlike many of my classmates, I am one of the few who has yet to experience using a SMARTBoard. My former school district just installed them this year and the school I currently work in does not have any. Do I feel at a disadvantage? Definitely! I hear so many wonderful things about them, including the advantages they offer for both teachers and students alike, and I want to actually see it for myself.
While I don't have access to a SMARTBoard, I was still eager to download the SMARTBoard software and browse through the multitude of lessons available on SMARTExchange, a place where teachers can share and access lessons.
My most recent teaching was in first grade, so I decided to start there. The students always enjoyed when we made charts and graphs, based on data questions that I would ask them. I came across a lesson titled, "Favorite Dessert Graph." The objectives for this lesson were very age appropriate, in that students would be able to create a class graph, as well as read and answer questions about the graph. The topic, desserts, is one that all first graders would not only be able to relate to, but get excited about as well.
The format of the graph was very easy to read and straightforward. The only difficulty I had was it took me a minute to decide what all the options stood for (ice cream, candy, bar, cake or pie). Perhaps putting a label next to the graphic would make it less confusing. I like the idea of students dragging the graphic into the appropriate column. Another thought would be instead of them dragging a picture, they could drag their name, that way you could see who likes what. I believe this would also help students gain more ownership.
The corresponding questions on the next two slides used simple language to help students reflect on and analyze the data. It is introducing them to the maximum, minimum, and mode, just without using that terminology.
This lesson could be altered in many ways to ask students different questions about how they got to school, what they are wearing today, and so on.
Now, I just need access to a SMARTBoard!!
http://exchange.smarttech.com/search.html?q=dessert+graphing
While I don't have access to a SMARTBoard, I was still eager to download the SMARTBoard software and browse through the multitude of lessons available on SMARTExchange, a place where teachers can share and access lessons.
My most recent teaching was in first grade, so I decided to start there. The students always enjoyed when we made charts and graphs, based on data questions that I would ask them. I came across a lesson titled, "Favorite Dessert Graph." The objectives for this lesson were very age appropriate, in that students would be able to create a class graph, as well as read and answer questions about the graph. The topic, desserts, is one that all first graders would not only be able to relate to, but get excited about as well.
The format of the graph was very easy to read and straightforward. The only difficulty I had was it took me a minute to decide what all the options stood for (ice cream, candy, bar, cake or pie). Perhaps putting a label next to the graphic would make it less confusing. I like the idea of students dragging the graphic into the appropriate column. Another thought would be instead of them dragging a picture, they could drag their name, that way you could see who likes what. I believe this would also help students gain more ownership.
The corresponding questions on the next two slides used simple language to help students reflect on and analyze the data. It is introducing them to the maximum, minimum, and mode, just without using that terminology.
This lesson could be altered in many ways to ask students different questions about how they got to school, what they are wearing today, and so on.
Now, I just need access to a SMARTBoard!!
http://exchange.smarttech.com/search.html?q=dessert+graphing
Monday, October 31, 2011
A Teacher's Favorite Word...FREE!
Who doesn't like free things? In a time of budget cuts and layoffs, educators will take almost anything they can get for free. But, free software that can be used and integrated into curriculum, you bet! It's called Open Source and after reviewing some of the many applications available from SourceForge.net, this will be my first go-to when in need of software.
Meet Tux, the cartoon penguin. He will help guide you through Tux Paint, a drawing and painting program for children. This Open Source software very much resembles (in my mind) KidPix in what it has to offer, but again, it's free! Tux Paint is multiplatform and multilingual, making it accessible to a variety of users. It includes several parent and teacher controls such as disabling print, quit and sound.
The choices for drawing tools in Tux Paint is incredible. Users can choose to use the following: paintbrush, rubber stamp, line tool, shape tool, text tool, magic (special effects like smudging and rippling) tool, eraser or undo. Within each tool an assortment of options can be manipulated like color, font, size, and thickness. Parents or teachers can also add to the database of stamps, fonts, and brushes through a separate download.
The incorporation of varying sound effects when tools are selected and used make this an engaging program for children. Both text and pictures are used to display the different options, making it appealing to non-readers and readers. Tux's helpful and friendly advice at the bottom of the screen explains how to use each tool. Tux Paint has won several awards, including SourceForge Project of the Month in June 2011.
The possibilities for using this software in the classroom are endless. Young children can learn how to manipulate the mouse, while others can illustrate their own page to a classroom book or write and illustrate their own story. Additionally, the variety of shapes can be used to reinforce geometry concepts. I actually think this is the program I will have the students use in my PBL!
Be sure to try Tux Paint and allow your imagination to soar!
http://sourceforge.net/projects/tuxpaint/
Meet Tux, the cartoon penguin. He will help guide you through Tux Paint, a drawing and painting program for children. This Open Source software very much resembles (in my mind) KidPix in what it has to offer, but again, it's free! Tux Paint is multiplatform and multilingual, making it accessible to a variety of users. It includes several parent and teacher controls such as disabling print, quit and sound.
The choices for drawing tools in Tux Paint is incredible. Users can choose to use the following: paintbrush, rubber stamp, line tool, shape tool, text tool, magic (special effects like smudging and rippling) tool, eraser or undo. Within each tool an assortment of options can be manipulated like color, font, size, and thickness. Parents or teachers can also add to the database of stamps, fonts, and brushes through a separate download.
The incorporation of varying sound effects when tools are selected and used make this an engaging program for children. Both text and pictures are used to display the different options, making it appealing to non-readers and readers. Tux's helpful and friendly advice at the bottom of the screen explains how to use each tool. Tux Paint has won several awards, including SourceForge Project of the Month in June 2011.
The possibilities for using this software in the classroom are endless. Young children can learn how to manipulate the mouse, while others can illustrate their own page to a classroom book or write and illustrate their own story. Additionally, the variety of shapes can be used to reinforce geometry concepts. I actually think this is the program I will have the students use in my PBL!
Be sure to try Tux Paint and allow your imagination to soar!
http://sourceforge.net/projects/tuxpaint/
Tuesday, October 25, 2011
And the Acronyms Continue...PLE
It seems as if in education there is an acronym for almost everything...IEP (Individualized Educational Plan), NCLB (No Child Left Behind), PTA (Parent Teacher Association), GT (Gifted), and the list goes on and on. This week I was introduced to a new term, and of course, it has an accompanying acronym. Personal Learning Environments, better know as PLEs, are "a web space that is designed by the user to assist in collecting, filtering, and organizing information" (John Calvert, 2011). This was a completely new concept to me and I was eager to begin learning more about this.
As I began my quest for searching for blog posts about PLEs, I was disappointed by how few there were as they relate to their impact on education. However, I understand the concept of PLE is new, and therefore, may not yet be a dominant subject matter for many. While browsing through Mohamed Amines' PLE list, the article that caught my eye most was "7 Things You Should Know About PLEs," which is part of a series of "Things You Should Know About" from EDUCAUSE Learning Initiative.
I really appreciated how this article gave me the basics I need to know about PLEs, and did so in a way that avoided everyday jargon. It described what it is, who is doing it, how it works, why it's significant, what the downsides are, where it is going, and what the implications for teaching and learning are. It's important for me, when learning about something new, that I see not only the advantages it has to offer, but the disadvantages as well.
PLEs seem to have such great implications in education. They truly do move away from textbooks to a model where the student is at the center and in charge of their own learning processes. It allows for greater reflection and collaboration, rather than just transmitting data from teacher to student. If the PLE is created from self-direction then ultimately the learning resides in the hands on the learner. PLEs also amaze me as they allow information to be disseminated so quickly, thus starting numerous conversations and the ability to hear the voices of others.
The capability and potential of PLEs is astounding and I can't wait to hear more about them in the future!
As I began my quest for searching for blog posts about PLEs, I was disappointed by how few there were as they relate to their impact on education. However, I understand the concept of PLE is new, and therefore, may not yet be a dominant subject matter for many. While browsing through Mohamed Amines' PLE list, the article that caught my eye most was "7 Things You Should Know About PLEs," which is part of a series of "Things You Should Know About" from EDUCAUSE Learning Initiative.
I really appreciated how this article gave me the basics I need to know about PLEs, and did so in a way that avoided everyday jargon. It described what it is, who is doing it, how it works, why it's significant, what the downsides are, where it is going, and what the implications for teaching and learning are. It's important for me, when learning about something new, that I see not only the advantages it has to offer, but the disadvantages as well.
PLEs seem to have such great implications in education. They truly do move away from textbooks to a model where the student is at the center and in charge of their own learning processes. It allows for greater reflection and collaboration, rather than just transmitting data from teacher to student. If the PLE is created from self-direction then ultimately the learning resides in the hands on the learner. PLEs also amaze me as they allow information to be disseminated so quickly, thus starting numerous conversations and the ability to hear the voices of others.
The capability and potential of PLEs is astounding and I can't wait to hear more about them in the future!
Tuesday, October 18, 2011
Assistive Technology in the Classroom
This semester has really enlightened me in terms of the role that assistive technology (AT) plays in the classroom. Or rather the role that it can and should play. ED 615 here at Pace (Assistive Technology for Students with Disabilities) has exposed me to an invaluable number of AT tools that are available to students with learning disabilities, physical disabilities, communication disorders, and hearing and visual challenges. It's time we as classroom teachers start to think about ways we can better reach these students and help them achieve their potential.
I was really excited when I came across this blog post from The Innovative Educator (Lisa Nielsen) that shares "25 Incredible Assistive Technologies." She begins with a strong introduction as to how the traditional, rigid classroom hinders the learning of students with learning disabilities. Continuing, Nielsen addresses how "as technology marches on, so do opportunities for academic success." She then gets the ball rolling by introducing 25 assistive technologies available, along with a brief overview of how each one works.
While I haven't had the opportunity to explore all of the AT tools she mentions, I have gotten to use some of them to see how they work and learn about the potential they have. Digital pens are absolutely incredible in the way that they audio record and digitally capture what the user has written. We played with the LiveScribe Pen last week in ED 615 and were amazed by what it could do. Phonetic spelling software has the ability to convert phonetic spelling into real words. The Internet offers a free download that does this as well (I forget the name of the website). Audiobooks are becoming increasingly popular in their use among all different learners. In addition to Kindle and Nook, many other software programs exist that bring literature to life. The blog post continues on with many other devices, so be sure to check it out:
http://theinnovativeeducator.blogspot.com/2011/09/25-incredible-assistive-technologies.html
This week in ED 615 we get to explore switches, keyboards, and alternative mice, among other things. I'm looking forward to continuing to learn about the potential AT has when the right tool is found and used correctly in the classroom.
I was really excited when I came across this blog post from The Innovative Educator (Lisa Nielsen) that shares "25 Incredible Assistive Technologies." She begins with a strong introduction as to how the traditional, rigid classroom hinders the learning of students with learning disabilities. Continuing, Nielsen addresses how "as technology marches on, so do opportunities for academic success." She then gets the ball rolling by introducing 25 assistive technologies available, along with a brief overview of how each one works.
While I haven't had the opportunity to explore all of the AT tools she mentions, I have gotten to use some of them to see how they work and learn about the potential they have. Digital pens are absolutely incredible in the way that they audio record and digitally capture what the user has written. We played with the LiveScribe Pen last week in ED 615 and were amazed by what it could do. Phonetic spelling software has the ability to convert phonetic spelling into real words. The Internet offers a free download that does this as well (I forget the name of the website). Audiobooks are becoming increasingly popular in their use among all different learners. In addition to Kindle and Nook, many other software programs exist that bring literature to life. The blog post continues on with many other devices, so be sure to check it out:
http://theinnovativeeducator.blogspot.com/2011/09/25-incredible-assistive-technologies.html
This week in ED 615 we get to explore switches, keyboards, and alternative mice, among other things. I'm looking forward to continuing to learn about the potential AT has when the right tool is found and used correctly in the classroom.
Wednesday, October 12, 2011
Project-Based Learning Task
My unit will be on the study of "Egg to Chick." First grade children will observe and understand the development of a chicken from egg to chick. This unit will last approximately 6 weeks. It will begin with a small study on eggs, where students observe different eggs and learn why we eat some eggs and not others. Students will incubate fertilized chicken eggs for 21 days as they learn about the changes that are taking place inside the egg. Once the chicks hatch, the students will care for them for approximately one week.
The students will be taking part in two final projects. Each will individually illustrate and write a page in an A to Z book all about Egg to Chick. The words chosen by the students should be relevant/important to the study. The second project will consist of a the class creating a digital story that details the changes the chick is going inside the egg and once it has hatched.
The essential questions for this unit are:
The students will be taking part in two final projects. Each will individually illustrate and write a page in an A to Z book all about Egg to Chick. The words chosen by the students should be relevant/important to the study. The second project will consist of a the class creating a digital story that details the changes the chick is going inside the egg and once it has hatched.
The essential questions for this unit are:
● How does an egg provide a suitable environment for a growing chick?
● What happens during the gestation period of an embryo?
● What conditions do eggs need to survive?
● What conditions do animals (chicks) need to survive?
Monday, October 10, 2011
2 Cool Tools!
Thanks to Jonathan Wylie from The Education Technology Blog I now have two new tools to put in my back pocket. I am eager to learn even more about them, but I can see the great potential they have for an educator.
My first new tool is not only for educators, but could be used by anybody who loves to bookmark websites, like me! Imagine that the Internet bookmarks you have on your computer are able to follow you wherever you are. How nice would it be to have access to them at home, as well as on your work computer? That's exactly what Xmarks does. It's a free browser plug-in that works with Firefox, Chrome, Safari, and Explorer. Besides having your bookmarks available on multiple computers, another benefit of Xmarks is that it saves your bookmarks, even in the event of a computer crash. This tool could be a big time saver, because, if you're like me, there's no more e-mailing the links to yourself so you can access them on another computer. The only negative I see is that logging in to the Xmarks account each time you need access to your bookmarks could become tedious. However, I think the benefits here greatly outweigh the drawbacks. Check out what Wylie had to say about Xmarks: http://educationtechnologyblog.com/2011/09/free-bookmark-sync-with-xmarks/
The second tool is a software program, which currently offers a free account, as well as purchase options. Present.me allows you to bring your PowerPoint presentations to life, as you record a video of yourself talking about each slide. In the end, your slideshow is displayed alongside your video. I am really intrigued by this program and become more interested as I watched videos of how it's being used in the educational setting. You have to check out the video of how a first grade class used present.me to narrate pictures they had drawn. One idea I had for using present.me is for when you're unable to be in the classroom and have a substitute teaching. I often find myself leaving such specific directions for the substitute about how to teach a certain lesson or concept that I wonder if it's just more worth it for me to come to school, despite illness etc. However, with present.me I'd be able to create a quick power point and accompanying video if there's something I find myself needing to teach the kids myself. Another use could be for those students who have difficulty giving oral presentations in front of the class. If they had access to present.me they'd be able to record themselves ahead of time, and thus, eliminate some of the pressures associated with presenting. Here is Wylie's blog post that introduced me to present. me: http://educationtechnologyblog.com/2011/09/present-me-presentation-software-for-educators/
If you have ever used these tools before, or give them a try, let me know. I'd love to hear feedback!
My first new tool is not only for educators, but could be used by anybody who loves to bookmark websites, like me! Imagine that the Internet bookmarks you have on your computer are able to follow you wherever you are. How nice would it be to have access to them at home, as well as on your work computer? That's exactly what Xmarks does. It's a free browser plug-in that works with Firefox, Chrome, Safari, and Explorer. Besides having your bookmarks available on multiple computers, another benefit of Xmarks is that it saves your bookmarks, even in the event of a computer crash. This tool could be a big time saver, because, if you're like me, there's no more e-mailing the links to yourself so you can access them on another computer. The only negative I see is that logging in to the Xmarks account each time you need access to your bookmarks could become tedious. However, I think the benefits here greatly outweigh the drawbacks. Check out what Wylie had to say about Xmarks: http://educationtechnologyblog.com/2011/09/free-bookmark-sync-with-xmarks/
The second tool is a software program, which currently offers a free account, as well as purchase options. Present.me allows you to bring your PowerPoint presentations to life, as you record a video of yourself talking about each slide. In the end, your slideshow is displayed alongside your video. I am really intrigued by this program and become more interested as I watched videos of how it's being used in the educational setting. You have to check out the video of how a first grade class used present.me to narrate pictures they had drawn. One idea I had for using present.me is for when you're unable to be in the classroom and have a substitute teaching. I often find myself leaving such specific directions for the substitute about how to teach a certain lesson or concept that I wonder if it's just more worth it for me to come to school, despite illness etc. However, with present.me I'd be able to create a quick power point and accompanying video if there's something I find myself needing to teach the kids myself. Another use could be for those students who have difficulty giving oral presentations in front of the class. If they had access to present.me they'd be able to record themselves ahead of time, and thus, eliminate some of the pressures associated with presenting. Here is Wylie's blog post that introduced me to present. me: http://educationtechnologyblog.com/2011/09/present-me-presentation-software-for-educators/
If you have ever used these tools before, or give them a try, let me know. I'd love to hear feedback!
Monday, October 3, 2011
SMARTBoard Sensation
As I share with colleagues and teacher-friends that I'm working towards my Masters in Educational Technology the first response is often, "Wow, what a useful degree to have under your belt," followed by the question, "So what do you think about SMARTBoards?" It seems as if there is now a natural association between technology in education and IBWs (Interactive Whiteboards). You can't mention technology in schools without thinking IBWs. So what is all the craze with them?
You'd think I could answer that question, but surprisingly and unfortunately, I'm ashamed to admit I don't have any experience with them. Sure, I've seen them used in videos before and read about them, but have I ever used one myself? Nope. So really, there's not much I can tell you about their "increase in student participation" or "added support for visual learners" or "ability to save what is written." I wish knew more about them and had the accessibility to one on a regular basis. I'd love to see a teacher in action using one.
Conversely, I have the district I previously taught in for six years which just installed SMARTBoards in every elementary classroom in the entire district. Were the teachers asked if they wanted them? Nope. Is everyone required to receive training in them? Nope. Will everyone use theirs? Nope. It's an unfortunate situation that all this money was spent on this technology, and some boards will sit there, untouched. Yes, it's sounds cool to say, "Every classroom in our school has SMARTBoards," but not if they aren't being utilized. I believe for technology to be implemented correctly, the first thing you need is to educate and train teachers. There needs to be support in place to ensure the boards are used to their maximum potential. Some of the teachers feel so intimidated by this new piece of equipment and aren't sure where to begin. We need to make this as least overwhelming as possible. While I'm proud of my former district for making attempts at integrating a new technology, I'm ashamed that they went about it in the manner they did.
Perhaps in the near future I'll be able to witness first-hand all that IBWs have to offer! Or better yet, willingly have one in my classroom that I'm prepared and trained to use.
You'd think I could answer that question, but surprisingly and unfortunately, I'm ashamed to admit I don't have any experience with them. Sure, I've seen them used in videos before and read about them, but have I ever used one myself? Nope. So really, there's not much I can tell you about their "increase in student participation" or "added support for visual learners" or "ability to save what is written." I wish knew more about them and had the accessibility to one on a regular basis. I'd love to see a teacher in action using one.
Conversely, I have the district I previously taught in for six years which just installed SMARTBoards in every elementary classroom in the entire district. Were the teachers asked if they wanted them? Nope. Is everyone required to receive training in them? Nope. Will everyone use theirs? Nope. It's an unfortunate situation that all this money was spent on this technology, and some boards will sit there, untouched. Yes, it's sounds cool to say, "Every classroom in our school has SMARTBoards," but not if they aren't being utilized. I believe for technology to be implemented correctly, the first thing you need is to educate and train teachers. There needs to be support in place to ensure the boards are used to their maximum potential. Some of the teachers feel so intimidated by this new piece of equipment and aren't sure where to begin. We need to make this as least overwhelming as possible. While I'm proud of my former district for making attempts at integrating a new technology, I'm ashamed that they went about it in the manner they did.
Perhaps in the near future I'll be able to witness first-hand all that IBWs have to offer! Or better yet, willingly have one in my classroom that I'm prepared and trained to use.
Tuesday, September 27, 2011
Keeping up with Technology
This semester if off to a running start! I'm taking 3 graduate classes, 2 of which focus on educational technology. We're only 3 weeks in, and I've already learned an abundance about the technology that exists in our 21st century. New terms, services, and resources are being introduced to me left and right: assistive technology, ISTE, RSS, Google Reader, del.icio.us, just to name a few. As I absorb all this information, experiment with it, and sign-up for different accounts, I can't help but think why some people believe that technology can be overwhelming. There are SO MANY resources out there, how does one not only avoid feel like their drowning in all of them, but more importantly, decide which ones are valuable options to share with classroom teachers and teach to students. Of course, it would be great if they could get a little piece of everything, but that's unrealistic. Teachers feel they have so much on their plate already, they can't imagine integrating technology. We must do this in a way that avoids that overwhelming feeling. We need to teach them about the resources and how to utilize them in a way, but do so in a way that does make it appear that it's all this extra work. It can be integrated with things you're already doing. But my question remains, which ones? Where would you start?
Additionally, another challenge I'm facing is how does one keep up with the ever-changing world of technology? Things are constantly being added, replaced or upgraded to better serve the users, and it seems virtually impossible to stay afloat with all this. Without these classes, I wouldn't know about student blogging or assistive technology, or even tweeting for that matter. But what happens when Twitter is replaced with something even better? I want to ensure that I'm providing my students and colleagues with the most up-to-date information, but with things changing so rapidly, how is that possible?
Additionally, another challenge I'm facing is how does one keep up with the ever-changing world of technology? Things are constantly being added, replaced or upgraded to better serve the users, and it seems virtually impossible to stay afloat with all this. Without these classes, I wouldn't know about student blogging or assistive technology, or even tweeting for that matter. But what happens when Twitter is replaced with something even better? I want to ensure that I'm providing my students and colleagues with the most up-to-date information, but with things changing so rapidly, how is that possible?
Implications of Technology and Common Core State Standards
"How will a rise in online testing in states that adopt the standards affect your own practice? Should you be concerned?" (Duebel, 2010). The answer is YES! If by 2014 we will begin testing under the Common Core State Standards (CCSS) by means of the computer, we have a long way to go. Yes, progress in the area of technology in the classroom has been made, but we are still a ways off from online testing being the norm.
One of the most critical issues with this concerns accessibility. Online testing means schools adopting CCSS must have access to computers for each student. Gray, Thomas and Lewis found that the ratio of students to computers in the classroom was 5.3:1. It's obvious to anyone with simple math skills that we have an inequality between the number of computers available and the number of computers needed. Who is going to supply these additional computers? Are schools going to be responsible when they are already busting at the seams with other budget issues such as teacher layoffs and program cuts?
If students are going to be assessed on the computer, it means they need frequent exposure to using this technology. However, many times there's an additional roadblock besides accessibility, and that, although it's hard to admit, is the teacher. Schools need to offer much more professional development in the area of technology integration. Teachers need to realize that integrating technology means much more that plopping a student in front of the computer to practice reading using Starfall.com or memorize their math facts using the program Math Blaster. We must give all students fair chances to succeed on the test, and for this to happen, we need to ensure teacher appropriately implement this technology.
There are a myriad of additional concerns I have with using technology to test under CCSS, including technical difficulties, adaptive testing, curriculum revamping and instructional practices. You might think, "Why, you're a techy, isn't this what you want?" and while they answer may be yes, we need to be sure it's not done before EVERYONE is ready!
One of the most critical issues with this concerns accessibility. Online testing means schools adopting CCSS must have access to computers for each student. Gray, Thomas and Lewis found that the ratio of students to computers in the classroom was 5.3:1. It's obvious to anyone with simple math skills that we have an inequality between the number of computers available and the number of computers needed. Who is going to supply these additional computers? Are schools going to be responsible when they are already busting at the seams with other budget issues such as teacher layoffs and program cuts?
If students are going to be assessed on the computer, it means they need frequent exposure to using this technology. However, many times there's an additional roadblock besides accessibility, and that, although it's hard to admit, is the teacher. Schools need to offer much more professional development in the area of technology integration. Teachers need to realize that integrating technology means much more that plopping a student in front of the computer to practice reading using Starfall.com or memorize their math facts using the program Math Blaster. We must give all students fair chances to succeed on the test, and for this to happen, we need to ensure teacher appropriately implement this technology.
There are a myriad of additional concerns I have with using technology to test under CCSS, including technical difficulties, adaptive testing, curriculum revamping and instructional practices. You might think, "Why, you're a techy, isn't this what you want?" and while they answer may be yes, we need to be sure it's not done before EVERYONE is ready!
Tuesday, September 20, 2011
Blogging...Changing the Classroom
Blogging is a new step for me. Or should I say I'm a novice to having my own blog. Yes, I have plenty of friends who have their own blog and I relish in reading their updates and scrolling through their pictures. It's a way for us to stay connected, despite being hundreds of miles apart. But, what will happen as blogging expands, leaves family rooms across the country and enters the classroom? Will it change the traditional classroom? How can you help but say...yes!
When we incorporate blogging into our classroom, we are embracing the technology that exists for our students. We are equipping them with a "new set of skills and attitudes." But it's more than just using technology.
Blogging gives students and teachers alike a voice. Teachers can use blogs as a way to communicate with students and parents. They can keep them updated on things the children are learning, homework assignments, important dates and even incorporate photos or videos of happenings in the classroom (with prior parent permission, of course).
However, more importantly is the voice blogging gives to students. We are constantly reminding students they are writing for an audience, but who is that audience? Blogging opens up our audience to a whole new world; writing is no longer just for the teacher. Additionally, when students know they are writing for an audience, one that will be published for the world to see, they are often more in tune to their writing quality. They will open up and be honest, admit their fears, share their dreams.
Blogging allows us to communicate and interact with people from around the globe, "not just people in our immediate environment." People can respond to blogs with comments and questions. Connections will form as comments are made. Classrooms can pair up and have blogging buddies.
Blogging will, without a doubt, change the world in your classroom and the way you teach! Are you ready?
When we incorporate blogging into our classroom, we are embracing the technology that exists for our students. We are equipping them with a "new set of skills and attitudes." But it's more than just using technology.
Blogging gives students and teachers alike a voice. Teachers can use blogs as a way to communicate with students and parents. They can keep them updated on things the children are learning, homework assignments, important dates and even incorporate photos or videos of happenings in the classroom (with prior parent permission, of course).
However, more importantly is the voice blogging gives to students. We are constantly reminding students they are writing for an audience, but who is that audience? Blogging opens up our audience to a whole new world; writing is no longer just for the teacher. Additionally, when students know they are writing for an audience, one that will be published for the world to see, they are often more in tune to their writing quality. They will open up and be honest, admit their fears, share their dreams.
Blogging allows us to communicate and interact with people from around the globe, "not just people in our immediate environment." People can respond to blogs with comments and questions. Connections will form as comments are made. Classrooms can pair up and have blogging buddies.
Blogging will, without a doubt, change the world in your classroom and the way you teach! Are you ready?
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