Kids Galore Helping Kids in Darfur (November 2007, Learning and Leading with Technology, p32).
This article featured service-learning on-line work by third graders. In this project, students undertook the task of not only learning about genocide in the Darfur region of Sudan, they also committed to informing the world about the misfortunes. The website utilized many learning elements, including scavenger hunts to locate pertinent content; it also incorporated social justice through comparative studies, and included persuasive paragraphs for web-site visitors to donate to UNICEF and letters to Congress to address the problems in Sudan. Other skills were enhanced and including interviewing techniques, journalistic writing, keyboard typing, computer literacy, on-line research, effective Internet searching and the effective development of on-line media.
1. Is there merit in service learning? Yes! I firmly believe that all seniors should be required to complete a service component to graduate, and middle school students should be expected to fulfill a necessary role or task on campus or identify a “cause” to research, such as the Darfur issue studied above. Empathy is an important attribute that is further developed in service-learning environments; one that is crucial for a just society.
2. Can projects similar to this be implemented in my classroom? Yes! There are many issues in science and impact society. Unfortunately, exposure to current topics in sciences by the general population is limited, due to fear of sciences or limited understanding. It would be nice if topics could be addressed in layman’s terms and incorporate empathy to the group most affected.
Friday, November 30, 2007
Journal 10
Bloggers Café - An Absence of Leadership – by Scott McLeod (November 2007, Learning and Leading with Technology, p17).
What is the current state of technology in the classroom? Do students have enough knowledge to lead a successful live in a technology-driven world? How are administrators and teachers rising to the challenge? Who is stepping up and successfully leading “technology” infusion into the classroom? Who is insuring that staff and faculty members have better than adequate training opportunities to develop improved technology content?
These questions, and many more, were posed by Dr. Scott McLeod, Director of the UCEA Center for the Advanced Study of Technology Leadership in Education at Iowa State. And unfortunately, we do not have a good answer to any of these questions.
Dr. McLeod brings up several valid concerns. We all know that administrators are in charge of programs, budgets, etc. If we do not develop a voice, as faculty, in ALL aspects of teaching and learning, how do we expect administrators, most of whom are not formally trained nor are everyday practitioners in technology to adopt sound values and educational goals? We fight this battle in science on a daily basis at my school. We are the least funded school in our district, with little to no wiggle room in our operating budget to purchase new equipment, or replace outdated equipment. Technology, you ask? You can forget that! We are not a wireless campus, nor do I foresee implementation at our site, if it is adopted soon. Our district (the administrators and IT Head) is still trying to convince themselves that wireless networks can be safe! Why is it that just about every other campus has wireless networks and has found a way to secure the system? It sounds like a bunch of you know what from upper administrators not willing to pay for necessary upgrades. Even our newest building just finished this summer still has zero incorporation of wireless technology. What a missed opportunity for faculty to demand advances to catch up with our counterparts!
1. What about smart rooms and implementation into more classrooms at City College? We have a handful of smart rooms and they only exist in buildings newly constructed. When asked to convert a “auditory” style science lecture hall to a smart room with a ceiling mounted projector (the current set-up is a serious trip hazard and interferes with student line of sight!), we were told that the district would pay for $0 upgrades to old construction.
2. Why are administrators making poor decisions about curriculum, our area of expertise? Am I even asking this question? Of course, it is money, power and a different set of goals. I am naive in thinking that we are ALL here to offer the best learning environment for our students.
3. What have I learned from my limited experiences? Administration will use and abuse you as long as you let them. I have been successful in obtaining some mobile technology for our department and we are actually one of two programs that have limited wireless technology at City College. A department meeting rarely goes by without a discussion on technology in the department and how we, as a department (now with equal young faculty as old) feel it is our time to stand up and fight for the best learning environment for our students. If this means money and consistent professional development for faculty and staff, so be it!
I am glad that Dr. McLeod has written an article focused on LEADERSHIP; it needs to be discussed more often and in more publications.
What is the current state of technology in the classroom? Do students have enough knowledge to lead a successful live in a technology-driven world? How are administrators and teachers rising to the challenge? Who is stepping up and successfully leading “technology” infusion into the classroom? Who is insuring that staff and faculty members have better than adequate training opportunities to develop improved technology content?
These questions, and many more, were posed by Dr. Scott McLeod, Director of the UCEA Center for the Advanced Study of Technology Leadership in Education at Iowa State. And unfortunately, we do not have a good answer to any of these questions.
Dr. McLeod brings up several valid concerns. We all know that administrators are in charge of programs, budgets, etc. If we do not develop a voice, as faculty, in ALL aspects of teaching and learning, how do we expect administrators, most of whom are not formally trained nor are everyday practitioners in technology to adopt sound values and educational goals? We fight this battle in science on a daily basis at my school. We are the least funded school in our district, with little to no wiggle room in our operating budget to purchase new equipment, or replace outdated equipment. Technology, you ask? You can forget that! We are not a wireless campus, nor do I foresee implementation at our site, if it is adopted soon. Our district (the administrators and IT Head) is still trying to convince themselves that wireless networks can be safe! Why is it that just about every other campus has wireless networks and has found a way to secure the system? It sounds like a bunch of you know what from upper administrators not willing to pay for necessary upgrades. Even our newest building just finished this summer still has zero incorporation of wireless technology. What a missed opportunity for faculty to demand advances to catch up with our counterparts!
1. What about smart rooms and implementation into more classrooms at City College? We have a handful of smart rooms and they only exist in buildings newly constructed. When asked to convert a “auditory” style science lecture hall to a smart room with a ceiling mounted projector (the current set-up is a serious trip hazard and interferes with student line of sight!), we were told that the district would pay for $0 upgrades to old construction.
2. Why are administrators making poor decisions about curriculum, our area of expertise? Am I even asking this question? Of course, it is money, power and a different set of goals. I am naive in thinking that we are ALL here to offer the best learning environment for our students.
3. What have I learned from my limited experiences? Administration will use and abuse you as long as you let them. I have been successful in obtaining some mobile technology for our department and we are actually one of two programs that have limited wireless technology at City College. A department meeting rarely goes by without a discussion on technology in the department and how we, as a department (now with equal young faculty as old) feel it is our time to stand up and fight for the best learning environment for our students. If this means money and consistent professional development for faculty and staff, so be it!
I am glad that Dr. McLeod has written an article focused on LEADERSHIP; it needs to be discussed more often and in more publications.
Journal 9
Web 2.0 and VoiceThreads
After scouring Web 2.0 and learning more about posting Powerpoints as Flash images, and use of map quests in introductory classroom blogs, I ran across voicethreading. VoiceThreads seem to be a graphical production ..”that allows people to make comments, either audio, textt or newly added webcams, and share them with anyone they wish (voicethread.com). A VoiceThread allows an entire group's story to be told and collected in one place.”. Images are classically uploaded to www.voicethread.com, where K-12 Educators enjoy free, unlimited use and storage http://voicethread.com/about/pro/ of produced voicethreads for the classroom.
Several Science educators have used voicethreads successfully in the middle school classroom. One project had students discuss a variety of animals in the animal kingdom. They explained basic information about the animals, their adaptions and limitations and showed excellent footage of the focused species. The students were responsible for researching a specific animal, finding suitable images and for recording the discussion on the computer with a microphone.
The microphone seemed to be a factor to consider, as desktop PCs proved to be less user-friendly in operation with Windows. Comments for microphones and Macs were all favorable, and most laptops actually have a microphone built in for general use.
Although it was initially difficult to register for my free educator account (I guess we should have to work a little for a free acct!), I would highly recommend you check out this technology if you would like an easy and inexpensive way to ease into technology in your K-8 classroom. This technology has uses in high school as well, and can easy be adapted to English poems, and reflective “audio-journaling” on literary works. A few educators have incorporated foreign language into voicethreads, and I can see the incorporation of voicethreads into documenting and discussing science projects before a science fair (great practice!) and service learning/social justice content pieces in the humanities. I hope to be able to use this technique with my six year old, as we focus on creative ways to increase reading comprehensive at home!
After scouring Web 2.0 and learning more about posting Powerpoints as Flash images, and use of map quests in introductory classroom blogs, I ran across voicethreading. VoiceThreads seem to be a graphical production ..”that allows people to make comments, either audio, textt or newly added webcams, and share them with anyone they wish (voicethread.com). A VoiceThread allows an entire group's story to be told and collected in one place.”. Images are classically uploaded to www.voicethread.com, where K-12 Educators enjoy free, unlimited use and storage http://voicethread.com/about/pro/ of produced voicethreads for the classroom.
Several Science educators have used voicethreads successfully in the middle school classroom. One project had students discuss a variety of animals in the animal kingdom. They explained basic information about the animals, their adaptions and limitations and showed excellent footage of the focused species. The students were responsible for researching a specific animal, finding suitable images and for recording the discussion on the computer with a microphone.
The microphone seemed to be a factor to consider, as desktop PCs proved to be less user-friendly in operation with Windows. Comments for microphones and Macs were all favorable, and most laptops actually have a microphone built in for general use.
Although it was initially difficult to register for my free educator account (I guess we should have to work a little for a free acct!), I would highly recommend you check out this technology if you would like an easy and inexpensive way to ease into technology in your K-8 classroom. This technology has uses in high school as well, and can easy be adapted to English poems, and reflective “audio-journaling” on literary works. A few educators have incorporated foreign language into voicethreads, and I can see the incorporation of voicethreads into documenting and discussing science projects before a science fair (great practice!) and service learning/social justice content pieces in the humanities. I hope to be able to use this technique with my six year old, as we focus on creative ways to increase reading comprehensive at home!
Journal 8
Product Review – Kid Works Deluxe 2.05, and Aha! Math (November 2007, Learning and Leading with Technology, p.43-45).
I rarely visit the Product Reviews of any magazine, as my husband seems to be the one researching and buying all the cool, new things, in our lives. While skimming the magazine, I noticed the nice, color illustration of Aha! Math’s Review. Of course, this only highlights the need to offer an attractive presentation in our own classroom to get the attention of our audience!
Kid Work Deluxe seems to be a successful program that is now working on visual aspects of display. I can see why this would be a popular program in schools. Students have the ability to create a story with text and artwork. Changes can be made easily and teachers should have no trouble adapting this program to supplement learning. I think electronic science journals or science story-telling when I see this program!
Aha! Math seems to be a colorful, fun way to tutor students in mathematics. It seems to be geared towards the primary levels, and it designed around the National Council of Teachers of Mathematics and state math standards. It is priced at $12/students*year, and features problem-solving activities for students, instructional modules for teachers, interactive games, teacher-led games, on-line quizzes, and of course educational gaming opportunities.
1. Would I use either of these programs in my classroom? No, not for my own classroom, but I am highly interested in obtaining copies for my 4.5 and almost 6 year old. They love learning in this mode, and I suspect that many other elementary school -aged students do as well.
2. Is there a market for this type of software? Yes! Although I do not teach in the K-12 system, I volunteer in my son’s 1st grade classroom for two hours each Friday. My focus is on site-words and spelling, but I have seen a “station” that students use each time I am at the school that features a colorful, interactive phonetics program. I wish there were more colorful tutorial programs for my students; I better start googling, since they are probably out there!
I rarely visit the Product Reviews of any magazine, as my husband seems to be the one researching and buying all the cool, new things, in our lives. While skimming the magazine, I noticed the nice, color illustration of Aha! Math’s Review. Of course, this only highlights the need to offer an attractive presentation in our own classroom to get the attention of our audience!
Kid Work Deluxe seems to be a successful program that is now working on visual aspects of display. I can see why this would be a popular program in schools. Students have the ability to create a story with text and artwork. Changes can be made easily and teachers should have no trouble adapting this program to supplement learning. I think electronic science journals or science story-telling when I see this program!
Aha! Math seems to be a colorful, fun way to tutor students in mathematics. It seems to be geared towards the primary levels, and it designed around the National Council of Teachers of Mathematics and state math standards. It is priced at $12/students*year, and features problem-solving activities for students, instructional modules for teachers, interactive games, teacher-led games, on-line quizzes, and of course educational gaming opportunities.
1. Would I use either of these programs in my classroom? No, not for my own classroom, but I am highly interested in obtaining copies for my 4.5 and almost 6 year old. They love learning in this mode, and I suspect that many other elementary school -aged students do as well.
2. Is there a market for this type of software? Yes! Although I do not teach in the K-12 system, I volunteer in my son’s 1st grade classroom for two hours each Friday. My focus is on site-words and spelling, but I have seen a “station” that students use each time I am at the school that features a colorful, interactive phonetics program. I wish there were more colorful tutorial programs for my students; I better start googling, since they are probably out there!
Journal 7
Evaluation of InspireData and Atomic Learning’s Tutorial Modules on InspireData.
It is never easy to learn a new program. I recently received a long-overdue computer upgrade at work, and now have Office 2007 installed on my computer. YIKES! If I had known that was going to happen, I would begged for the old Office version.
Since I am a science teacher, I thought it would be best to try out InspireData. In fact, I have only heard of Venn Plots in teaching venues, and have never experimented with graphic representation in this format. So, this assignment was both a treat for me.
Before I downloaded the program, I watched the Quick Tour on InspireData’s website to gain a better idea of the program’s offerings. The tutorial was decent and I mistakenly thought I could use the program with the 45 seconds of gained knowledge. I was able to set-up the attributes in the table of InspireData easily, then decided to import my fields from Excel. This was simple to accomplish and easy to reformat and delete extraneous data and fields. The trouble arose when I tried grouping data in the Venn Plot. I watched the two minute Atomic Learning (AL) Video on Plotting Venn Plots (one time only) and quickly learned the correct technique to plot three field attributes in a Venn Plot. I was disappointed with one aspect of the tutorial, and it is no fault of AL. It seems (and I could be wrong!) that the 30-day Trial Version of Inspire Data allows for only three equalities for the field attributes: equal to, not equal to(I am still unsure of the /= function?), and contains. The AL tutorial demonstrated the ability to set your numerical fields equal to a “greater than” or “less than” mathematical function, a function that works well for numerical data like the Exams grades I was trying to compare. I worked my way around this deficiency by converting grades to alpha text, and was able to gain the Venn relationships between Gender, Exam 2, CHEM 100 Grades, and Attendance to supplemental CHEM Team Learning Sessions. This program is powerful in graphically and dynamically displaying data, and offers an excellent opportunity to teach students about relationships between data sets. I highly recommend you try this program; there are many established data sets you and your students can play around with supplement learning in science and math classes. I will display this Venn Plot to my students next week to illustrate the trends in their learning.
It is never easy to learn a new program. I recently received a long-overdue computer upgrade at work, and now have Office 2007 installed on my computer. YIKES! If I had known that was going to happen, I would begged for the old Office version.
Since I am a science teacher, I thought it would be best to try out InspireData. In fact, I have only heard of Venn Plots in teaching venues, and have never experimented with graphic representation in this format. So, this assignment was both a treat for me.
Before I downloaded the program, I watched the Quick Tour on InspireData’s website to gain a better idea of the program’s offerings. The tutorial was decent and I mistakenly thought I could use the program with the 45 seconds of gained knowledge. I was able to set-up the attributes in the table of InspireData easily, then decided to import my fields from Excel. This was simple to accomplish and easy to reformat and delete extraneous data and fields. The trouble arose when I tried grouping data in the Venn Plot. I watched the two minute Atomic Learning (AL) Video on Plotting Venn Plots (one time only) and quickly learned the correct technique to plot three field attributes in a Venn Plot. I was disappointed with one aspect of the tutorial, and it is no fault of AL. It seems (and I could be wrong!) that the 30-day Trial Version of Inspire Data allows for only three equalities for the field attributes: equal to, not equal to(I am still unsure of the /= function?), and contains. The AL tutorial demonstrated the ability to set your numerical fields equal to a “greater than” or “less than” mathematical function, a function that works well for numerical data like the Exams grades I was trying to compare. I worked my way around this deficiency by converting grades to alpha text, and was able to gain the Venn relationships between Gender, Exam 2, CHEM 100 Grades, and Attendance to supplemental CHEM Team Learning Sessions. This program is powerful in graphically and dynamically displaying data, and offers an excellent opportunity to teach students about relationships between data sets. I highly recommend you try this program; there are many established data sets you and your students can play around with supplement learning in science and math classes. I will display this Venn Plot to my students next week to illustrate the trends in their learning.
Journal 6
The Threat of Security (Sept./Oct. 2007, Learning and Leading with Technology, p.18).
This article highlights many of the difficulties educators face, many n a routine basis, when trying to implement technology into their classroom. Several examples in the article highlighted the stringent control held by the administration and instructional technology support team in implement teachnology into the classroom. Said groups view technology in “security threat” mode and hinder the professional growth and successful enhancement of learning with technology integration in the classroom. Teachers are not given the respect they deserved in policing their own needs and actions. Use of email at school for family or personal use is not allowed in many districts; teachers’ new computers have inoperable CD-RW drives, for fear that they will violate copy-right law. Thankfully, I am not in such a technology-limited environment. Don’t get me wrong, we have serious technology limitations at City College, but I will not be “written” up for writing personal email nor am I policed for the types of material I place on WebCT.
1. What limitations do I face that are most upsetting and hinder technology integration at City College?
First and foremost, we are not a wireless campus. In fact, I had to defend my position for applying for the HP Mobile Technology Grant, which uses a wireless access point. Our classrooms are old, and the administration does not feel it is monetary sound to add Ethernet lines (just one, please!) in each of our classrooms. I have an very old computer on my desk that has trouble with animations. I feel that new hires should earn a new computer, as in my colleges, however, the administration does not seem to share the view. IT is hard asking for a new computer, when a Physics Colleague hard drive died in the summer and his computer has not been replaced. Oh the joys of teaching
2. Does your school encourage faculty to construct their own website?
No! In fact, City has a paid webmaster that lives in Arizona! She maintains the entire website and does not even let us change the Physical Science/Chemistry Portion of the site. The college wants each discipline to look the same, and does not allow any posting that deviate. Unfortunately, the site does very, very little to encourage community between faculty and students, or students and City College. WE also are not allowed any space on the server (it is new and has room!) for a faculty webpage. The rationale is that faculty should use WebCT (the district is paying for it) for all course related material. Unfortunately, the main limitation of this is that only students enrolled in your course have access to the material posted. I constructed and maintained a website while working at Cal Poly, and I know that students learned a lot about the faculty, the department and the “going ons” around the campus. If we want to encourage our students to continue in their education and possible excite them about our discipline, we need to reach them in every possible media. My school is missing out on an excellent opportunity to excite student and built community.
This article highlights many of the difficulties educators face, many n a routine basis, when trying to implement technology into their classroom. Several examples in the article highlighted the stringent control held by the administration and instructional technology support team in implement teachnology into the classroom. Said groups view technology in “security threat” mode and hinder the professional growth and successful enhancement of learning with technology integration in the classroom. Teachers are not given the respect they deserved in policing their own needs and actions. Use of email at school for family or personal use is not allowed in many districts; teachers’ new computers have inoperable CD-RW drives, for fear that they will violate copy-right law. Thankfully, I am not in such a technology-limited environment. Don’t get me wrong, we have serious technology limitations at City College, but I will not be “written” up for writing personal email nor am I policed for the types of material I place on WebCT.
1. What limitations do I face that are most upsetting and hinder technology integration at City College?
First and foremost, we are not a wireless campus. In fact, I had to defend my position for applying for the HP Mobile Technology Grant, which uses a wireless access point. Our classrooms are old, and the administration does not feel it is monetary sound to add Ethernet lines (just one, please!) in each of our classrooms. I have an very old computer on my desk that has trouble with animations. I feel that new hires should earn a new computer, as in my colleges, however, the administration does not seem to share the view. IT is hard asking for a new computer, when a Physics Colleague hard drive died in the summer and his computer has not been replaced. Oh the joys of teaching
2. Does your school encourage faculty to construct their own website?
No! In fact, City has a paid webmaster that lives in Arizona! She maintains the entire website and does not even let us change the Physical Science/Chemistry Portion of the site. The college wants each discipline to look the same, and does not allow any posting that deviate. Unfortunately, the site does very, very little to encourage community between faculty and students, or students and City College. WE also are not allowed any space on the server (it is new and has room!) for a faculty webpage. The rationale is that faculty should use WebCT (the district is paying for it) for all course related material. Unfortunately, the main limitation of this is that only students enrolled in your course have access to the material posted. I constructed and maintained a website while working at Cal Poly, and I know that students learned a lot about the faculty, the department and the “going ons” around the campus. If we want to encourage our students to continue in their education and possible excite them about our discipline, we need to reach them in every possible media. My school is missing out on an excellent opportunity to excite student and built community.
Friday, October 19, 2007
Journal 5
Problem Solvers by Neal Starkman Smith
(Oct. 2007, T. H. E. Journal, Feature Article).
This publication is an exemplary example of teaching done right in the sciences! Project-based learning or “ learn by doing” is an excellent way to make real the abstract topics in science, technology, engineering and mathematics. Project Lead the Way is a combination of curriculum and process of infusing STEM businesses into the education process. CISCO, LEGO are a few companies who have entered the project-based support arena, by designing real-life learning lessons or software packages to assist hands-on learning. Traditional STEM instructors are not usually successful in relating their discipline to other related STEM topics, nor are they routinely successful in linking the content to real-life issues and problems. After reading about the integration in high school and middle school, I am inspired to revisit my own curriculum and find the time to bring more real-world, hands-on applications into the curriculum.
1. Is this is an excellent model for middle school and high school programs in the STEM disciplines?
Yes, the experiences seem on target and successful in reaching and encouraging boys and girls to continue their studies in STEM. Several Colleges, including San Diego City College are using this curriculum, so I need to learn more about the program from my colleagues. I already researched schools in the greater San Diego area who use this program, and will consider that for my boys, as they get older. Vista has a magnet school that just might work for us, if they accept us….
2. Why aren’t all STEM Instructors embracing these methods?
Most educators agree that hands-on learning is vital to encourage and insrpire students and to provide them the opportunity to develop essential problem solving skills. However, these types of best practices require a hige amount of time and development research on the end of the instructor, time we often do not have. If we are to make significant gains in science, educators have to fight for more development time and be open to the methods currently available.
(Oct. 2007, T. H. E. Journal, Feature Article).
This publication is an exemplary example of teaching done right in the sciences! Project-based learning or “ learn by doing” is an excellent way to make real the abstract topics in science, technology, engineering and mathematics. Project Lead the Way is a combination of curriculum and process of infusing STEM businesses into the education process. CISCO, LEGO are a few companies who have entered the project-based support arena, by designing real-life learning lessons or software packages to assist hands-on learning. Traditional STEM instructors are not usually successful in relating their discipline to other related STEM topics, nor are they routinely successful in linking the content to real-life issues and problems. After reading about the integration in high school and middle school, I am inspired to revisit my own curriculum and find the time to bring more real-world, hands-on applications into the curriculum.
1. Is this is an excellent model for middle school and high school programs in the STEM disciplines?
Yes, the experiences seem on target and successful in reaching and encouraging boys and girls to continue their studies in STEM. Several Colleges, including San Diego City College are using this curriculum, so I need to learn more about the program from my colleagues. I already researched schools in the greater San Diego area who use this program, and will consider that for my boys, as they get older. Vista has a magnet school that just might work for us, if they accept us….
2. Why aren’t all STEM Instructors embracing these methods?
Most educators agree that hands-on learning is vital to encourage and insrpire students and to provide them the opportunity to develop essential problem solving skills. However, these types of best practices require a hige amount of time and development research on the end of the instructor, time we often do not have. If we are to make significant gains in science, educators have to fight for more development time and be open to the methods currently available.
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