This is from an archived blog posted by David Kuropatwa, from Saturday, February 28, 2009. It is titled "Google Never Forgets" and contains the contents of another blog posted by Seth Godin. David said he plans to share the contents of this blog with his classmates.
The blog has to do with your digital footprint and the effects of what you post online now may have on your future in terms of employment, friends and so forth. The entry contained a request for a babysitter on Craigs list. When the person googled the applicant's names, one had a My Space showing how they love to binge drink, another had a shoplifting police record, and the other had left a blog stating how they had to apply for a menial job beneath them and would quit the minute they sold a painting.
The whole idea is that what you do now ends up as your permanent record--"Google never forgets!" The recommendation of the blog was to leave a "trail of good stuff" and to always act as if you're on candid camera. I thought this was interesting in terms of the discussions we have had in this class. It is certainly something to make clear to our students and to remember for ourselves.
Monday, November 30, 2009
Response to Damon's presentation:
I found the visit from Damon into our elive classroom to be fun and interesting. It really made me stop and try to visualize life in the bush and in rural Alaska. As I listened to him talk and looked at his list of technologies and ideas I realized that these students have obstacles to overcome in terms of distance, but they also have a lot of advantages in variety, new technology, and specialized presentations. It really is a whole new way of looking at education.
I like the idea of an open system and open source and the use of DART in which parents and teachers can communicate, as well as an open content wiki. I think this may be a tool that is useful not just for long distance, but in the classroom such as with EAL students. It may serve as a way to help the parent help their child with homework, and in finding ways to communicate so that the child can stay on top of his learning. I guess I'm thinking it may be a way to help close the culture gap between home and school, so that the student receives more effective learning. I would have to investigate exactly how that might work.
Overall I found his talk to be interesting and informative. I just wonder what types of training there is in the ASD in terms of implementing new technology into the classroom.
I like the idea of an open system and open source and the use of DART in which parents and teachers can communicate, as well as an open content wiki. I think this may be a tool that is useful not just for long distance, but in the classroom such as with EAL students. It may serve as a way to help the parent help their child with homework, and in finding ways to communicate so that the child can stay on top of his learning. I guess I'm thinking it may be a way to help close the culture gap between home and school, so that the student receives more effective learning. I would have to investigate exactly how that might work.
Overall I found his talk to be interesting and informative. I just wonder what types of training there is in the ASD in terms of implementing new technology into the classroom.
Following:
So once again I am pulling from David Kuropatwa's archived material. This post was made on Monday, April 13, 2009, and is titled "My Class Blogs-Part 5". As part of the preparation for his calculus student's final exam, David has them create a Wiki Solutions Manual.
Each student is instructed to make two edits to the wiki. The first edit is a "contribution", in which they have to solve, write out and annotate one of the problems. They are instructed to write clear and well defined so that interested persons can learn from the problem. The second edit they are to make is a "construction", in which they edit someone else's work. This can be an error correction, a re-organization, or just adding some sort of color. They are encouraged to be creative. The result is a wiki that becomes a "collaborative solutions manual!"
I think this is a great idea, where the students share their work and can learn from one another. I was thinking that this may be a good idea for a 5th or 6th grade class to do as a way to help each other on their homework and mentor one another. It could serve as a form of tutoring. It also would not have to be just math. Student's could post ideas and suggestions in regard to other types of homework as well. It certainly is something worth thinking about, especially in terms of incorporating technology into the classroom.
Each student is instructed to make two edits to the wiki. The first edit is a "contribution", in which they have to solve, write out and annotate one of the problems. They are instructed to write clear and well defined so that interested persons can learn from the problem. The second edit they are to make is a "construction", in which they edit someone else's work. This can be an error correction, a re-organization, or just adding some sort of color. They are encouraged to be creative. The result is a wiki that becomes a "collaborative solutions manual!"
I think this is a great idea, where the students share their work and can learn from one another. I was thinking that this may be a good idea for a 5th or 6th grade class to do as a way to help each other on their homework and mentor one another. It could serve as a form of tutoring. It also would not have to be just math. Student's could post ideas and suggestions in regard to other types of homework as well. It certainly is something worth thinking about, especially in terms of incorporating technology into the classroom.
Monday, November 16, 2009
Following:
Once again David Karopatwa has not blogged recently so I again searched through the archives of his blogs. I came across this blog posted on Saturday, April 11, 2009, titled "Rules We Live By." In this blog Darren discusses how he has become more and more interested in visual design as it pertains to teaching. This is another of many blogs that he has posted that have to do with visual content. I find this interesting given that he is a math teacher. In this blog he showed slides with fascinating pictures that he used to relate his Introduction of Statistics to real life applications for his students.
Darren then listed these Rules to Live by:
Break apart big ideas into smaller bite-sized pieces
Simplify the message (even when discussing game theory to predict the future)
Give a message space to stand out and contrast to focus attention
Use more visuals and less words
Use clear, easy- to- read charts with simple shapes and colors to add texture and clarity.
He noted that these ideas work best especially when presenting more conceptual ideas.
I believe that his goal is to allow students the opportunity to formulate opinions and ideas on their own. He seems to give his students a venue to construct their own learning and he is there to help facilitate the process. I think that as a teacher I need to be aware of my approach as to what I am trying to convey to the students so that I allow them the ability to think for themselves without me doing all the talking. I guess I need to be sure to credit them with the ability to expand their thought processes to grab onto big ideas.
I know that it is true that visuals do stimulate our thought processes in ways that words alone do not. And if children are presented with clear images that relate in relevant ways their learning to the real world they live in, then they will be stimulated to participate and even eager to learn more. I think that is what every teacher would wish for.
Darren then listed these Rules to Live by:
Break apart big ideas into smaller bite-sized pieces
Simplify the message (even when discussing game theory to predict the future)
Give a message space to stand out and contrast to focus attention
Use more visuals and less words
Use clear, easy- to- read charts with simple shapes and colors to add texture and clarity.
He noted that these ideas work best especially when presenting more conceptual ideas.
I believe that his goal is to allow students the opportunity to formulate opinions and ideas on their own. He seems to give his students a venue to construct their own learning and he is there to help facilitate the process. I think that as a teacher I need to be aware of my approach as to what I am trying to convey to the students so that I allow them the ability to think for themselves without me doing all the talking. I guess I need to be sure to credit them with the ability to expand their thought processes to grab onto big ideas.
I know that it is true that visuals do stimulate our thought processes in ways that words alone do not. And if children are presented with clear images that relate in relevant ways their learning to the real world they live in, then they will be stimulated to participate and even eager to learn more. I think that is what every teacher would wish for.
Sunday, November 1, 2009
Following:
Darren Kuropatwa did not post a new blog this week, so I went into his archives to June 30, 2009. This blog shared a two minute video clip titled "Ted, Ideas Worth Spreading", from TED.com, featuring Arthur Benjamin made in February of 2009. In this clip Arthur Benjamin, a math professor, states that at the top of the math pyramid of learning we find calculus. He asserts that instead, the top of the pyramid of mathematical learning should be statistics and probability. Benjamin affirms that the laws of nature are written and defined in calculus and that it is necessary for science and engineering. However, he believes that in our everyday lives we should and do use statistics involving the random understanding of data. He says that statistics could help our economic woes and can be fun. He notes that games and gambling are based on statistics and probabilities.
Benjamin advocates that math curriculum needs to change from "analog to digital" in the sense of moving from classical continuous forms of data to discreet and to the randomness of data that would be more significant in our everyday lives. The clip ended with him advocating that curriculum and math learning would be far more significant if students understood what two deviations from the "mean means," and he said he "means" it.
For me this post just serves to re-emphasize what all educators should understand--that what we teach should be current and relevant to the student. Students will learn and retain more information if it is meaningful and relevant to their everyday lives, rather than just learning standard, traditional material that uses rote learning, consisting of meaningless facts and equations.
Benjamin advocates that math curriculum needs to change from "analog to digital" in the sense of moving from classical continuous forms of data to discreet and to the randomness of data that would be more significant in our everyday lives. The clip ended with him advocating that curriculum and math learning would be far more significant if students understood what two deviations from the "mean means," and he said he "means" it.
For me this post just serves to re-emphasize what all educators should understand--that what we teach should be current and relevant to the student. Students will learn and retain more information if it is meaningful and relevant to their everyday lives, rather than just learning standard, traditional material that uses rote learning, consisting of meaningless facts and equations.
Reviewing the Standards (NETS-T)
In reviewing the NETS-T it is apparent that we have definitely met Standards:
1. Facilitate and Inspire Student Learning and Creativity,
2. Design and Develop Digital-Age Learning Experiences and Assessments,
3. Model Digital-Age Work and Learning,
4. Promote and Model Digital Citizenship and Responsibility, and
5. Engage in Professional Growth and Leadership.
The two different lesson plans that we developed meet standards #1 and #2. These assignments inspire creativity as well as use our knowledge of the subject matter, teaching and learning and technology to facilitate experiences that advance student learning and innovation in both face-to-face and virtual environments. My lesson plan that used nasa. gov allows students to explore real-world issues and solve problems using digital tools and resources the same as the other sites that were chosen. The same is true with the lessons using voice-threads, the students can collaborate, comment and participate in the process and thus allow for reflection and clarity of their conceptual understanding, thinking, planning, and creative processes. It also incorporated our own creativity and skill in thinking and planning.
The lesson plans also incorporated the use of contemporary and digital tools and resources to maximize content learning and allow for creativity.
The assignments on Copyright and Digital Citizenship distinctly met standard #4, promoting and learning about safe digital practices, etiquette, and responsibility.
We have discussed standard #6 in terms of continuous growth and improvement and what that means for educators. Our blogs certainly allow for us to participate in a global community and and glean as well as share information. I think that we have thoroughly covered and met all of the standards in this class. Much of the process will be up to us and how we incorporate and use this information in our professional practice.
1. Facilitate and Inspire Student Learning and Creativity,
2. Design and Develop Digital-Age Learning Experiences and Assessments,
3. Model Digital-Age Work and Learning,
4. Promote and Model Digital Citizenship and Responsibility, and
5. Engage in Professional Growth and Leadership.
The two different lesson plans that we developed meet standards #1 and #2. These assignments inspire creativity as well as use our knowledge of the subject matter, teaching and learning and technology to facilitate experiences that advance student learning and innovation in both face-to-face and virtual environments. My lesson plan that used nasa. gov allows students to explore real-world issues and solve problems using digital tools and resources the same as the other sites that were chosen. The same is true with the lessons using voice-threads, the students can collaborate, comment and participate in the process and thus allow for reflection and clarity of their conceptual understanding, thinking, planning, and creative processes. It also incorporated our own creativity and skill in thinking and planning.
The lesson plans also incorporated the use of contemporary and digital tools and resources to maximize content learning and allow for creativity.
The assignments on Copyright and Digital Citizenship distinctly met standard #4, promoting and learning about safe digital practices, etiquette, and responsibility.
We have discussed standard #6 in terms of continuous growth and improvement and what that means for educators. Our blogs certainly allow for us to participate in a global community and and glean as well as share information. I think that we have thoroughly covered and met all of the standards in this class. Much of the process will be up to us and how we incorporate and use this information in our professional practice.
Monday, October 26, 2009
Following:
On Wednesday, October 21, 2009, David Kuropatwa put together a list of bloggers who use the daily student "scribes" he discussed in an earlier posting. This is where one student is selected each day to write out the text and classroom learning for the day for the rest of the class or for absent students. Long distance students can also access these blogs from around the world. This list may be worth referring back to when I begin to teach to glean information as to how other teachers use "scribes" as well as how students can teach other students.
On Friday, October 23, 2009, he shared his new Math 10 Curriculum. Blogs like his are important to keep in mind and follow because they are filled with invaluable information from seasoned teachers.
On Friday, October 23, 2009, he shared his new Math 10 Curriculum. Blogs like his are important to keep in mind and follow because they are filled with invaluable information from seasoned teachers.
Sunday, October 25, 2009
Voicethread:
I find voicethread to be an interesting tool. It is relatively easy to use and can be a fun and interesting way to share information. The comment tool can be used just like an on-going conversation, either verbally or in written form. There is also a comment moderator tool that you can use to decide which comments you will publish or delete. This allows only you too see the comment first before anyone else, so you can decide what to do with it.
You can also draw on the voicethread. You can stop a clip and then draw on the screen while you talk to discuss the points you want to make. I watched one clip on Art History, where the publisher suggested using annotation and drawing to point out the different depictions of "form," "line," or a "focal point," etc. on a painting. This is a very visual tool and with the comments it can be very interactive.
It will be interesting to learn more and to see how it actually fits into the classroom.
You can also draw on the voicethread. You can stop a clip and then draw on the screen while you talk to discuss the points you want to make. I watched one clip on Art History, where the publisher suggested using annotation and drawing to point out the different depictions of "form," "line," or a "focal point," etc. on a painting. This is a very visual tool and with the comments it can be very interactive.
It will be interesting to learn more and to see how it actually fits into the classroom.
Sunday, October 18, 2009
Technology:
I think that I have come a long way in learning and using technology. Ten years ago I was still half afraid to try much on the computer and didn't even have an email address. At the time my husband and oldest daughter were always using the computer so it was easy for me to stay busy doing other things. When I started school 5 years ago that all changed, and little by little I have added to my repertoire of computer skills. I even have a Facebook profile and my 13 year old taught me how to scan some old photos so I could post them; a testament to the technology learning of young children.
As far as being a great teacher I realize that I still have a ways to go. I am fairly proficient at communicating using technology, and have minimal experience with powerpoint. I use microsoft word a lot and bought microsoft excel for my new lap top, which I hope to start using more. I had to use microsoft excel to do graphs for my science class last semester and really could not grasp how to use the programs much at all. Fortunately we worked in groups, so I had help.
I am pleased with the things that I am learning in this class such as voicethread, and know that I will make use of this learning in my classroom. I plan to keep experimenting with new things and to stay connected so that I can be abreast the newest and most efficient types of technology and learn the best ways to incorporate them into the classroom. I don't feel that to be a great teacher that I have to know the latest and greatest all the time, but I think it is important to learn about better more efficient technology. I think for me the most important thing is learning a type of technology well enough to feel confident. My weakness is that I tend to be very intimidated by technology and am afraid to try new things. So for me to become a great teacher, I need to learn a few things very well and then build on that knowledge. My strength is that I have forced myself to learn and to try new things even when I feel intimidated, and for that I am proud of myself.
As far as being a great teacher I realize that I still have a ways to go. I am fairly proficient at communicating using technology, and have minimal experience with powerpoint. I use microsoft word a lot and bought microsoft excel for my new lap top, which I hope to start using more. I had to use microsoft excel to do graphs for my science class last semester and really could not grasp how to use the programs much at all. Fortunately we worked in groups, so I had help.
I am pleased with the things that I am learning in this class such as voicethread, and know that I will make use of this learning in my classroom. I plan to keep experimenting with new things and to stay connected so that I can be abreast the newest and most efficient types of technology and learn the best ways to incorporate them into the classroom. I don't feel that to be a great teacher that I have to know the latest and greatest all the time, but I think it is important to learn about better more efficient technology. I think for me the most important thing is learning a type of technology well enough to feel confident. My weakness is that I tend to be very intimidated by technology and am afraid to try new things. So for me to become a great teacher, I need to learn a few things very well and then build on that knowledge. My strength is that I have forced myself to learn and to try new things even when I feel intimidated, and for that I am proud of myself.
Following:
Darren Kuropatwa, the person who I have been following did not post this week, so I will write about a voicethread that I read. This voicethread was published by Nicole Tomasselli for MESPA, and is about Digital Storytelling. Nicole talks about the various ways in which Digital Storytelling can be used, such as Historical Projects. She suggests that the value of digital storytelling is that it engages the students and uses high order thinking for "planning, envisioning and linking common themes." She noted that it also allows students to use technology in "meaningful ways," that are more engaging than handwritten formats.
I think that engaging students in activities that involves the use of visuals and hands on activities is important because it allows the students to work in their different learning styles. I think this type of writing and expression also allows students more room for creativity. I think that digital storytelling is definitely something I'd like to keep in mind to incorporate into the classroom in the future.
I think that engaging students in activities that involves the use of visuals and hands on activities is important because it allows the students to work in their different learning styles. I think this type of writing and expression also allows students more room for creativity. I think that digital storytelling is definitely something I'd like to keep in mind to incorporate into the classroom in the future.
Monday, October 12, 2009
Following:
Darren Kuropatwa's last post was Sunday October 10,2009. This blog is a slidecast from one of several talks he gave at a conference for the Fort La Bosse School Division. He says this work is maintained on a "Senior Years Information and Communication technology wiki", in order to share his work with teachers across the Province of Manitoba "...and you."
This slidecast titled "I've Got 5 Minutes" (actually 11 minutes long) describes several different teaching methods that he uses in his classrooms. They call him the "Blog Father of Mathematics" and it's important to remember he teaches high level calculus and such in high school.
This slidecast shows one of his workshop classes that he calls "watch and learn" where students learn a procedure and then solidify their learning by teaching it to one of their fellow students. He also uses Slideshare.net that represents different classes in which the work of one of his student "scribes" is posted. This is where the students take turns from day to day writing the textbook from the days learning in such a way that a student who may be absent can learn from it. The idea is to set up a structure in which the students can work in and construct their own learning and reinforce it by teaching and mentoring fellow students.
He also allows them to do a Blog on Blog (BOB) before a test to discuss problem areas. In this arena students from other parts of the country can blogshare with and mentor one another.
In terms of integrating technology Darren is certainly lightyears ahead of most.
What I learn from this primarily is the idea that a student has truly learned a procedure when he is able to show it or teach it to another student. Also when students "write" the textbook rather than read it they learn more from it--I think this can be incorporated to suit all different grade levels. Also as he noted, shy students can be more bold in their sharing and learning in this arena and receive a lot of positive feedback when students realize who was sharing the very valued information. I guess this blog gave me a lot of food for thought, and holds a myriad of ideas that can be adapted for use with younger children to reinforce their learning and give them confidence as well.
This slidecast titled "I've Got 5 Minutes" (actually 11 minutes long) describes several different teaching methods that he uses in his classrooms. They call him the "Blog Father of Mathematics" and it's important to remember he teaches high level calculus and such in high school.
This slidecast shows one of his workshop classes that he calls "watch and learn" where students learn a procedure and then solidify their learning by teaching it to one of their fellow students. He also uses Slideshare.net that represents different classes in which the work of one of his student "scribes" is posted. This is where the students take turns from day to day writing the textbook from the days learning in such a way that a student who may be absent can learn from it. The idea is to set up a structure in which the students can work in and construct their own learning and reinforce it by teaching and mentoring fellow students.
He also allows them to do a Blog on Blog (BOB) before a test to discuss problem areas. In this arena students from other parts of the country can blogshare with and mentor one another.
In terms of integrating technology Darren is certainly lightyears ahead of most.
What I learn from this primarily is the idea that a student has truly learned a procedure when he is able to show it or teach it to another student. Also when students "write" the textbook rather than read it they learn more from it--I think this can be incorporated to suit all different grade levels. Also as he noted, shy students can be more bold in their sharing and learning in this arena and receive a lot of positive feedback when students realize who was sharing the very valued information. I guess this blog gave me a lot of food for thought, and holds a myriad of ideas that can be adapted for use with younger children to reinforce their learning and give them confidence as well.
Sunday, October 4, 2009
Following:
In this weeks posting, September 30, 2009, Darren Kuruopatwa refers to a flickr assignment he was working on last year and its relation to Brain Rule #10 which states: "Vision Trumps all other senses." From that point he talks about his experiment which he undertook in the past and is starting up again on October 1st. The experiment is to take a photo everyday for 31 days. Technically, the idea is to take a photo everyday for a year but he declares that he doesn't have the "stamina" for that. At any rate, I viewed his slideshow of pictures from October of last year. He posted that everytime he has this experience, it changes the way he sees the world around him.
In regards to teaching it's important to remember the reinforcing value of visual effects. I think that seeing things from different angles--like the picture he took of a dresser taken from the bottom looking up--can certainly be used as a tool to enhance learning and to encourage students to learn to see the world using different lenses and ways of thinking about things.
In regards to teaching it's important to remember the reinforcing value of visual effects. I think that seeing things from different angles--like the picture he took of a dresser taken from the bottom looking up--can certainly be used as a tool to enhance learning and to encourage students to learn to see the world using different lenses and ways of thinking about things.
Sunday, September 27, 2009
Following:
The blog I have been following posted on September 21st. In this blog, Darren Kuropatwa asserts that the problem with math education is that too much emphasis is placed on content and not enough emphasis on skills. He says that the emphasis should be on "pattern recognition," since this is what explains science as well as the world around us. He challenges his readers to consider making patterns the focal point, and asks if that is not an important math skill. His reasoning is that math is essential to understanding the world. In essence, my understanding of what he is saying, is that the learning of these skills is key to being able to figure out "what to do when you don't know what to do."
I think that what he is saying is necessary to think about. Math patterns are found in all of science, whether it is gravity and the planets, relativity, momentum, chemistry or just the cycles of life and ecosystems. If a child can learn to recognize patterns around him it can serve to help him understand the system and concepts of math better. In turn this may serve to give students clues as to how to solve difficult math problems. I think this type of thinking would even help me as an educator. As an educator I need to realize that all the things I teach are interrelated in so many ways. If I can learn to see the connectedness of each subject, then I can find ways to correlate one idea in one subject to another idea in another. I think this may be something I will need to think about and learn to incorporate into my teaching skills. I hope that he will post more on this and maybe elaborate as to how to teach math patterns as a skill.
I think that what he is saying is necessary to think about. Math patterns are found in all of science, whether it is gravity and the planets, relativity, momentum, chemistry or just the cycles of life and ecosystems. If a child can learn to recognize patterns around him it can serve to help him understand the system and concepts of math better. In turn this may serve to give students clues as to how to solve difficult math problems. I think this type of thinking would even help me as an educator. As an educator I need to realize that all the things I teach are interrelated in so many ways. If I can learn to see the connectedness of each subject, then I can find ways to correlate one idea in one subject to another idea in another. I think this may be something I will need to think about and learn to incorporate into my teaching skills. I hope that he will post more on this and maybe elaborate as to how to teach math patterns as a skill.
Saturday, September 26, 2009
When I Google My Name:
The first time I googled my name, my husband John's name came up under Intelius with my name listed as a possible relative. Then my name came up listed as having a Facebook account--which I do---but that was not the Virginia Grimes I was looking for. I found pages and pages of "Virginia Grimes" using the quotation marks and variations such as adding my middle name, or alternating with my maiden name.
The only hit I got that was actually me, was my third attempt with Intelius which listed me as living in Anchorage and the cities I've lived in, in Colorado. The only other hit I got that was really me was listed with Classmates. com under my maiden name. Incidently, my profile with Classmates.com is incomplete and only tells where and when I graduated from high school.
It was interesting to see an obituary listed for a rather aged Virginia Grimes, and also one listed for a Virginia Hardman. Hmmm. I found there to be all kinds of "Virginia Grimes" out there, which surprised me, but none of them are me. I guess my identity is safe for the moment.
The only hit I got that was actually me, was my third attempt with Intelius which listed me as living in Anchorage and the cities I've lived in, in Colorado. The only other hit I got that was really me was listed with Classmates. com under my maiden name. Incidently, my profile with Classmates.com is incomplete and only tells where and when I graduated from high school.
It was interesting to see an obituary listed for a rather aged Virginia Grimes, and also one listed for a Virginia Hardman. Hmmm. I found there to be all kinds of "Virginia Grimes" out there, which surprised me, but none of them are me. I guess my identity is safe for the moment.
Sunday, September 20, 2009
Tech Tool:
In looking for educational uses for the tech tool I explored last week (nasa.gov) I started with Youtube. I watched a Tech Watch video titled, "Nasa's Newtools: technologies effect on schools (Part3). It simply noted that the gaming and simulation used in on the nasa site has been proven to obtain higher results in learning. They noted that watching animation of a frog dissection in tandem with performing a frog dissection brought higher results. Technology and Cognition together bring higher quality of learning, and gives students ways to produce, be engaged, and thus be able to reflect on their own learning.
I then went to the ISTE site and found Nasa"s Robotic Clearing House: http://robitics.nasa.gov/rcc
This site maintains a link to lesson plans. Teachers can search the site by grade level and find full range courses or just a single lesson plan. These are good for math, physics, English and the arts. They focus on inspiring interest in STEM skills---science, math, technology and engineering.
I then went to the ISTE site and found Nasa"s Robotic Clearing House: http://robitics.nasa.gov/rcc
This site maintains a link to lesson plans. Teachers can search the site by grade level and find full range courses or just a single lesson plan. These are good for math, physics, English and the arts. They focus on inspiring interest in STEM skills---science, math, technology and engineering.
Following:
The education blog that I plan to follow is from Darren Kuropatwa, Winnipeg, Manitoba, Canada. The title of his blog is "A Difference", and is found at : http://adifference.blogspot.com
Darren Kuropatwa is a math teacher. His last posting was on September 10, 2009. He shares strategies for teaching EAL (English as an additional language) students. He discusses the language of mathematics and how it plays an important role in the development of mathematical ability.
An archive post that he also posted on September 10, lists the the 10 Commandments for Teachers. Some of these are: "Be interested in your subject", "Know your subject", "Let them learn guessing", "Let them learn proving", and "Know about the ways of learning: the best way to learn anything is to discover it by yourself."
I noticed that in 2006 he was an EduBlog award winner, for best teacher blog post. I like the quote that he has at the top of his profile page. It reads: "We sometimes feel that what we are doing is just a drop in the ocean. But the ocean would be less because of that missing drop."
Darren Kuropatwa is a math teacher. His last posting was on September 10, 2009. He shares strategies for teaching EAL (English as an additional language) students. He discusses the language of mathematics and how it plays an important role in the development of mathematical ability.
An archive post that he also posted on September 10, lists the the 10 Commandments for Teachers. Some of these are: "Be interested in your subject", "Know your subject", "Let them learn guessing", "Let them learn proving", and "Know about the ways of learning: the best way to learn anything is to discover it by yourself."
I noticed that in 2006 he was an EduBlog award winner, for best teacher blog post. I like the quote that he has at the top of his profile page. It reads: "We sometimes feel that what we are doing is just a drop in the ocean. But the ocean would be less because of that missing drop."
Monday, September 14, 2009
Do You want to know what works in Technology? Ask your students.
This article, by David Andreade, advocates the use of student evaluations and focus groups to discuss what does and does not work in the classroom. He purported that most research and educational programs are written by those who have spent little or no time in the actual classroom.
Gleaning what students say works for them in the classroom is a great and honest way to bring effective change as an educator.
Some of the student complaints talked about the overuse of powerpoint and a teacher trying to present too much text on a slide. I have found this to be true in my own education. As these students lamented, I too feel the need to try to copy all the text and then fail to hear what the teacher is saying in regards to the text. Whereas powerpoint certainly has its place as a visual presentation, often good class discussions and interactions can stimulate more learning and interest than a dry lesson.
I realize that the students the author garnered his information from were high school students. However, the need for interaction, respect, personal acknowledgment, and interaction remain the same for any age level. I agree that it is also very important for a teacher to be passionate about what they are teaching, as well as being well versed in the subject so that they do not lose the credibility or the interest of their students.
I agree that homework should be meaningful and aid in the learning process. When students feel overwhelmed they begin to feel hopeless and learning is hindered. Overall, from this article I am reminded to focus on the needs of my students and always strive to gauge what is working for them to give them the best education possible.
Gleaning what students say works for them in the classroom is a great and honest way to bring effective change as an educator.
Some of the student complaints talked about the overuse of powerpoint and a teacher trying to present too much text on a slide. I have found this to be true in my own education. As these students lamented, I too feel the need to try to copy all the text and then fail to hear what the teacher is saying in regards to the text. Whereas powerpoint certainly has its place as a visual presentation, often good class discussions and interactions can stimulate more learning and interest than a dry lesson.
I realize that the students the author garnered his information from were high school students. However, the need for interaction, respect, personal acknowledgment, and interaction remain the same for any age level. I agree that it is also very important for a teacher to be passionate about what they are teaching, as well as being well versed in the subject so that they do not lose the credibility or the interest of their students.
I agree that homework should be meaningful and aid in the learning process. When students feel overwhelmed they begin to feel hopeless and learning is hindered. Overall, from this article I am reminded to focus on the needs of my students and always strive to gauge what is working for them to give them the best education possible.
Using Technologies with Students/Parents:
I found a variety of tools that can be used from the nasa.gov site. There are sources directly labeled as education tools for particular grade levels. One site was titled "Play and Learn Educators Tools." These tools are interactive and a great way to incite learning. These sites also explore space, black holes, comets, and the planets, as well as some aspects of physics and space exploration.
These tools can be used in the classroom as a place for the child to learn and explore in a hands on way. Since these sites are accessed online the child can continue to explore at home and initiate the involvement of their parents in their learning.
The documentary tools are useful in terms of facts and data. The pictures are visually exciting and pique the interest of young minds. The interactive tools not only capture the imagination as do the images, but they also teach the child how to use technical tools, how to think and figure things out in a hands on way that gives them instant feedback. This is a great way to engage children and to generate a desire to learn and explore more as well as to integrate technology into their learning process.
These tools can be used in the classroom as a place for the child to learn and explore in a hands on way. Since these sites are accessed online the child can continue to explore at home and initiate the involvement of their parents in their learning.
The documentary tools are useful in terms of facts and data. The pictures are visually exciting and pique the interest of young minds. The interactive tools not only capture the imagination as do the images, but they also teach the child how to use technical tools, how to think and figure things out in a hands on way that gives them instant feedback. This is a great way to engage children and to generate a desire to learn and explore more as well as to integrate technology into their learning process.
Sunday, September 13, 2009
My First Impression:
I looked at several different sights such as scratch just trying to get a feel for what was being offered. I didn't actually download enough to interact with all that scratch had to offer. Initially, though I was able to use a couple of programs such as symmetry. It was interesting and creative but seemed to offer little beyond that.
Nasa. gov. though is the sight that really intrigued me. We used some programs from that sight in our LSIS A 202 Science and Processes class. Though the programs we used were geared for young children, it helped us as college students to grasp the concepts and visually see what we were learning. These programs are fun, easy to use, stimulate learning, and are interactive as well as very educational. I think they have a lot to offer.
Nasa. gov. though is the sight that really intrigued me. We used some programs from that sight in our LSIS A 202 Science and Processes class. Though the programs we used were geared for young children, it helped us as college students to grasp the concepts and visually see what we were learning. These programs are fun, easy to use, stimulate learning, and are interactive as well as very educational. I think they have a lot to offer.
Wednesday, September 9, 2009
How Do Images Fit Into the NETS-T?
As teachers seek to inspire their students in technology usage, images should always be taken into consideration. Many students have artistic talents that can be challenged in their usage of images and technology. Children can learn basic techniques of cropping and resizing images and adding them to their class projects. Children also learn to research for images to add to book reports or research projects. Many children are already using digital cameras to create and edit videos to post on my-space and such.
In terms of the NETS-T, the publication of images should be addressed in the same way as any other publication downloaded and cited from the internet. Students need to be responsible with images just as they would with any other information.
In terms of the NETS-T, the publication of images should be addressed in the same way as any other publication downloaded and cited from the internet. Students need to be responsible with images just as they would with any other information.
Comparison of the old and new NETS-T
A brief overview of the new and old NETS-T showed very little difference between the two. However, as I studied the NETS-T 2000 further it became apparent that the times have changed significantly.
The 2000 standards are very general, and only marginally assume any extensive use of technology in the classroom. The implication I gather from the 2000 standards were that they were written as a means of addressing the current changes that had taken place in technology at that time, and were written as basic precautions, should problems arise.
It is interesting to note that internet usage was only beginning to be popular in 2000. In the eight year span between the new and old standards, cell phones, text messaging, ipods, facebook, myspace and a myriad of other media and technical advances have come into play in a huge way in our society. As was noted in the videos, technology and its usage have grown exponentially!
The idea of digital citizenship did not exist in the year 2000. Now the influx of information that can be retrieved from thousands of sights is mind boggling. Our society has become face-less on so many levels. Electronic communication has become a standard of communication in our society, and with it come a slue of ethical and legal issues to be addressed.
The newer standards do not just suggest, but expect teachers to implement higher levels of technology into the classroom. The newer standards also address the idea that our expression and retrieval of information is not just national, but global. With this in mind teachers in the 21st century are expected to use, understand and implement technology into the classroom in such a way that students are stimulated to learn and to be creative, as well as find new ways to use technology to broaden the world they live in. In addition, students need to be challenged so that they can be functioning and productive citizens in society and in the workplace.
The 2000 standards are very general, and only marginally assume any extensive use of technology in the classroom. The implication I gather from the 2000 standards were that they were written as a means of addressing the current changes that had taken place in technology at that time, and were written as basic precautions, should problems arise.
It is interesting to note that internet usage was only beginning to be popular in 2000. In the eight year span between the new and old standards, cell phones, text messaging, ipods, facebook, myspace and a myriad of other media and technical advances have come into play in a huge way in our society. As was noted in the videos, technology and its usage have grown exponentially!
The idea of digital citizenship did not exist in the year 2000. Now the influx of information that can be retrieved from thousands of sights is mind boggling. Our society has become face-less on so many levels. Electronic communication has become a standard of communication in our society, and with it come a slue of ethical and legal issues to be addressed.
The newer standards do not just suggest, but expect teachers to implement higher levels of technology into the classroom. The newer standards also address the idea that our expression and retrieval of information is not just national, but global. With this in mind teachers in the 21st century are expected to use, understand and implement technology into the classroom in such a way that students are stimulated to learn and to be creative, as well as find new ways to use technology to broaden the world they live in. In addition, students need to be challenged so that they can be functioning and productive citizens in society and in the workplace.
Monday, August 31, 2009
My Learning for the Week:
I felt the most engaged when discussing new ideas and ways of learning and teaching. I really like to hear what other students have to contribute from their own experiences, and I also like to be able to contribute my ideas and opinions.
I think I only feel distanced by my own intimidation with the whole new methods of teaching and learning that are out there. Most of the students in this class seem to be working as an aide or in some student teacher setting and I have not done that. I used to teach Sunday school, but that was a number of years ago.
I felt most confused when trying to write on the whiteboard. I have to admit that I am very technically challenged in some ways and it takes me a bit to grasp some things. I haven't quite got the hang of the text writing.
I think I was the most surprised, if that's the right word, by the reality of how much children use technology in their everyday lives and how much they rely on us teachers to challenge and grow them in what they know in a learning environment. I am quite aware of how much children use technology, I just had not translated that into the classroom and to what that will mean for me as a teacher.
In this class I am looking forward to not only learning some new skills and applications of technology, but hopefully becoming comfortable with them as well.
I think I only feel distanced by my own intimidation with the whole new methods of teaching and learning that are out there. Most of the students in this class seem to be working as an aide or in some student teacher setting and I have not done that. I used to teach Sunday school, but that was a number of years ago.
I felt most confused when trying to write on the whiteboard. I have to admit that I am very technically challenged in some ways and it takes me a bit to grasp some things. I haven't quite got the hang of the text writing.
I think I was the most surprised, if that's the right word, by the reality of how much children use technology in their everyday lives and how much they rely on us teachers to challenge and grow them in what they know in a learning environment. I am quite aware of how much children use technology, I just had not translated that into the classroom and to what that will mean for me as a teacher.
In this class I am looking forward to not only learning some new skills and applications of technology, but hopefully becoming comfortable with them as well.
Commentary on video and article:
Teachers become invaluable to students when they teach students how to take their current understanding and application of technology, and use it creatively. If students can take something they enjoy and use it to learn new skills, creatively express themselves, as well as be productive contributors to society, then their pleasure and desire for learning will increase; students will be "engaged."
Unlike me, students are already comfortable using various types of technology. This younger generation of students are also used to being visually stimulated. As a teacher I need to be willing to learn and explore technology so that I can go beyond a general understanding and use it in ways that will stimulate and challenge my students.
As was stated in the article, technology needs to support and serve the purpose of learning. If technology is used just for the sake having technology, then it will become cumbersome, negating its value. I agree that the connection between any type of technology and its connection to learning must always be clear for the teacher and student alike.
I think it is very easy in our society to allow technology to replace human interaction. Personally, I believe this takes place way too much on an everyday basis. It is important to remember that technology is a tool and should never replace the warmth and inclusiveness of human interaction.
I think it is also important to keep traditional styles of learning in balance with technology. Children have different styles of learning and should not be forced to adhere to something that will cause discomfort or a barrier to their learning process. I am currently homeschooling my two teenage daughters. The older daughter needs to have hands on interaction with her textbook. She is comfortable using the internet and computer for her learning, but only in tandem with hands on material that she can hold and work with. My younger daughter is completely comfortable using just online material. Therefore there should never be pressure to abandon traditional methods of teaching just for the sake of introducing new technology.
Unlike me, students are already comfortable using various types of technology. This younger generation of students are also used to being visually stimulated. As a teacher I need to be willing to learn and explore technology so that I can go beyond a general understanding and use it in ways that will stimulate and challenge my students.
As was stated in the article, technology needs to support and serve the purpose of learning. If technology is used just for the sake having technology, then it will become cumbersome, negating its value. I agree that the connection between any type of technology and its connection to learning must always be clear for the teacher and student alike.
I think it is very easy in our society to allow technology to replace human interaction. Personally, I believe this takes place way too much on an everyday basis. It is important to remember that technology is a tool and should never replace the warmth and inclusiveness of human interaction.
I think it is also important to keep traditional styles of learning in balance with technology. Children have different styles of learning and should not be forced to adhere to something that will cause discomfort or a barrier to their learning process. I am currently homeschooling my two teenage daughters. The older daughter needs to have hands on interaction with her textbook. She is comfortable using the internet and computer for her learning, but only in tandem with hands on material that she can hold and work with. My younger daughter is completely comfortable using just online material. Therefore there should never be pressure to abandon traditional methods of teaching just for the sake of introducing new technology.
The Relationship between NETS-T and NETS-S
The NET standards set for teachers dictate that teachers serve as leaders to the future generations in regards to technology and its place in society. This requires that teachers stay current with the latest applications of technology with the ability to model its use and applications to their students. Teachers also need to integrate into the classroom technology that will enhance the teaching and learning process as it becomes available.
Teachers not only model the use of technology in the classroom, but inspire their students to take their knowledge of technology and use it for exploration and innovation. By being up to date and on the cutting edge of technology, teachers not only allow students a venue to use and apply what they know, but can also serve as leaders to the students to usher them into the future of technology and the ways in which it will influence, affect, and change the future of society.
The application of the NET standards set for students run in tandem with those set for teachers. Teachers make available to the student ways to utilize current technology and the student then applies the use of technology into their learning experience. Most students, even those who are very young, have a fairly good understanding of technology and have probably used it a great deal in their everyday lives. Teachers can be abreast of the everyday uses of technology and broaden for these children the application and purpose that technology serves. Students can learn to use technology for research and as a means to broaden their knowledge and understanding of the world in which they live. Students can also be inspired to use technology as a means to better society as well as to contribute to it.
At a young age most students have gained a certain sense of self in relation to their experience and use of technology. Most students probably have an innate sense of their own digital citizenship. Teachers are called upon to guide students to be responsible models of digital citizenship. Students can learn to be leaders setting exemplary standards to other students in the usage and application of technology.
In summary it is clear that teachers and students alike bring into the classroom their own experience with, and understanding of, technology. Teachers, especially older ones can learn from their students, and students can learn how to put technology to productive use from their teachers. Growth and application in regards to technology certainly goes hand in hand from teacher to student. Teachers can use technology to enhance and aid the learning process for their students and students can learn how to communicate and publish information and ideas, as well as to use the media as a means of communication and contribution to society. Ideally, both the teaching and learning process can be aided and greatly benefited by the application of these standards.
Teachers not only model the use of technology in the classroom, but inspire their students to take their knowledge of technology and use it for exploration and innovation. By being up to date and on the cutting edge of technology, teachers not only allow students a venue to use and apply what they know, but can also serve as leaders to the students to usher them into the future of technology and the ways in which it will influence, affect, and change the future of society.
The application of the NET standards set for students run in tandem with those set for teachers. Teachers make available to the student ways to utilize current technology and the student then applies the use of technology into their learning experience. Most students, even those who are very young, have a fairly good understanding of technology and have probably used it a great deal in their everyday lives. Teachers can be abreast of the everyday uses of technology and broaden for these children the application and purpose that technology serves. Students can learn to use technology for research and as a means to broaden their knowledge and understanding of the world in which they live. Students can also be inspired to use technology as a means to better society as well as to contribute to it.
At a young age most students have gained a certain sense of self in relation to their experience and use of technology. Most students probably have an innate sense of their own digital citizenship. Teachers are called upon to guide students to be responsible models of digital citizenship. Students can learn to be leaders setting exemplary standards to other students in the usage and application of technology.
In summary it is clear that teachers and students alike bring into the classroom their own experience with, and understanding of, technology. Teachers, especially older ones can learn from their students, and students can learn how to put technology to productive use from their teachers. Growth and application in regards to technology certainly goes hand in hand from teacher to student. Teachers can use technology to enhance and aid the learning process for their students and students can learn how to communicate and publish information and ideas, as well as to use the media as a means of communication and contribution to society. Ideally, both the teaching and learning process can be aided and greatly benefited by the application of these standards.
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