Wednesday, November 21, 2007
Journal #9: Podcasting
I went on Web2.0 and looked under the tool bar and found podcasting. Podcasting is becoming a very popular educational tool but I wanted to know more about it. Podcasts are a digital media files which is distributed over the internet using syndication feeds, available sites for people to use, for playback on portable media players and personal computers. I read a discussion on how these podcasts are being used in the classroom. Many teachers are replacing them for written reports because the kids get more involved with the research and the podcast. The discussions I read focused on the software used to create these podcasts. Many people are leaning toward mac computers and are using garage band to create the audio. Other districts are finding ways to create podcasts on PC’s but finding it a little more challenging. Through out the discussions people were sharing back and forth their resources posted on delicious. iLife Suite was another popular software being used to create podcasts. There was a person who posted his company who made podcasting devices that involves a simple usb key. You plug in the key and start talking, then remove the key to publish. It is interesting to see how technology is becoming more and more convenient and easier to use. Podcasts seam to be getting more and more popular. It is an excellent way to involve technology into the classroom because kids are excited about using it as a tool to help them learn information.
Journal #8
Atomic Learning and Inspired Data
Before using Inspired Data, I went to the Atomic Learning web site to learn how to use it. I watched a few videos that helped navigate through the program. I then downloaded Inspired Data and started to play around with it. I tried to stick to data topics under Science because that is what I want to teach. I tried many different topics and made about 20 different graphs. The functions are really easy to use and the program is pretty self explanatory. As I was testing different functions I would refer to the videos on Atomic Learning if I needed any help. I was impressed with the software, Inspired Data, it would be a great tool in the classroom for kids to learn to plot and organize data. It gives a variety of charts filled with different data that they can use under the topics of math, science, social studies and more. It also is a great tool to organize their own data they collect. It also allows the students to be creative in the way they organize and plot their data. They have the option to change colors, fonts, making slide shows and also choosing from a variety of different charts and graphs. Inspired Data would be a great technological tool to incorporate into the classroom and curriculum.
Before using Inspired Data, I went to the Atomic Learning web site to learn how to use it. I watched a few videos that helped navigate through the program. I then downloaded Inspired Data and started to play around with it. I tried to stick to data topics under Science because that is what I want to teach. I tried many different topics and made about 20 different graphs. The functions are really easy to use and the program is pretty self explanatory. As I was testing different functions I would refer to the videos on Atomic Learning if I needed any help. I was impressed with the software, Inspired Data, it would be a great tool in the classroom for kids to learn to plot and organize data. It gives a variety of charts filled with different data that they can use under the topics of math, science, social studies and more. It also is a great tool to organize their own data they collect. It also allows the students to be creative in the way they organize and plot their data. They have the option to change colors, fonts, making slide shows and also choosing from a variety of different charts and graphs. Inspired Data would be a great technological tool to incorporate into the classroom and curriculum.
Journal #7
Kids Galore Helping Kids in Darfur
By Wendy Drexler
This article was a great article because it proves how easy it is to have kids in the classroom become involved in a global situation. This article discusses how a class was able to put together a web site that offered information about genocide in the Darfur region of Sadan. In this particular third grade class the students were concerned about helping these other children in Darfur. They suggested making a web site. The teacher surly could not refuse but wondered where she would find the time. The teacher decided to incorporate as many curricular areas as possible which included the use of technology, reading, writing, language arts, and social studies. She also divided the class into groups and gave each group a different task. To integrate the curriculum she had them writing business letters, doing an internet scavenger hunt to find information, interviewing through podcasts, and daily computer work which improved their skills. The children were then divided up into 3 different areas: researcher, writer or illustrator. Each group worked in tandem on one of the six main topic areas and all children had the opportunity to write a formal letter which included a persuasive paragraph.
Question 1: Can this be done in any classroom?
Answer 1: If children find interest in something specific, such as the ones in the article, then it would be a great idea to do in the classroom, no matter what grade level. The author gave many great ideas on how to incorporate creating a website into the curriculum. I believe in meeting the needs of the children and if creating a website will help meet their needs, the teacher is responsible for applying curriculum to fit that need.
Question 2: What are some other ways kids can help on a global level?
Answer 2: There are so many possibilities, from podcasts, websites, webcams, bloggs, and wiikies. Any of these can be accessible and easy to learn to use. It is important to get kids involved on a global scale that way they have more of an urge to help and want to make a difference. It becomes more of a personal experience, especially when they are helping kids their own age.
By Wendy Drexler
This article was a great article because it proves how easy it is to have kids in the classroom become involved in a global situation. This article discusses how a class was able to put together a web site that offered information about genocide in the Darfur region of Sadan. In this particular third grade class the students were concerned about helping these other children in Darfur. They suggested making a web site. The teacher surly could not refuse but wondered where she would find the time. The teacher decided to incorporate as many curricular areas as possible which included the use of technology, reading, writing, language arts, and social studies. She also divided the class into groups and gave each group a different task. To integrate the curriculum she had them writing business letters, doing an internet scavenger hunt to find information, interviewing through podcasts, and daily computer work which improved their skills. The children were then divided up into 3 different areas: researcher, writer or illustrator. Each group worked in tandem on one of the six main topic areas and all children had the opportunity to write a formal letter which included a persuasive paragraph.
Question 1: Can this be done in any classroom?
Answer 1: If children find interest in something specific, such as the ones in the article, then it would be a great idea to do in the classroom, no matter what grade level. The author gave many great ideas on how to incorporate creating a website into the curriculum. I believe in meeting the needs of the children and if creating a website will help meet their needs, the teacher is responsible for applying curriculum to fit that need.
Question 2: What are some other ways kids can help on a global level?
Answer 2: There are so many possibilities, from podcasts, websites, webcams, bloggs, and wiikies. Any of these can be accessible and easy to learn to use. It is important to get kids involved on a global scale that way they have more of an urge to help and want to make a difference. It becomes more of a personal experience, especially when they are helping kids their own age.
Monday, November 19, 2007
Journal # 6
Is Chatspeak Destroying English?
By Linda Howard and Greg Monfils
This article gives two different views on the topic of chatspeak.Linda Howard discusses how chatspeak is destroying English. Shementions that because chatspeak is used commonly it will eventuallybecome a common place especially in written English. It will becomeharder to determine what is acceptable and unacceptable dialogue, notonly verbally but written communication as well. Chatspeak, shortcutsand acronyms, do not belong in academics or other formal settings.Using chatspeak on a regular basis can make it difficult to know whento use and when not to use it. Chatspeak does not allow for English tobe used effectively. It is possible for students to "hinder theirwriting abilities to the point that they will be adversely affectedwhen faced with the task of providing meaningful written elaboration.
Greg Monfils has a different opnion on chatspeak. He believes that thestudents can tell the difference and are able to codeswitch. Monfilsalso believes that if students forgo chatspeak that it would notappreciably increase their command of written English. A comment hemakes mentions,"After all, we teach them different languages all thetime." Chatspeak gives teens their own private language which makesthe older generation intrigued by it. Monfils suggests that ifchatspeak is being used in papers it is probably done out ofrebelliousness rather than obliviousness.
Question1: Can chatspeak be effective in the classroom?
Answer1: I believe that it can be effective and used for groupcommunication such as e-mails and discussions. I also agree thatstudents know when it is appropriate and when it is not. As far aspresenations and assignments.
Question 2: Can chatspeak be considered its own language?
Answer 2: Why not? we don't always use traditional english. I think traditional English has already been butchered. We have turned proper English into our own language that fits our society. Chatspeak has now evolved and is being used as an alternative language for e-mails and texting. I don’t think it should be used in professional settings, but it is a new evolving language used in technology.
By Linda Howard and Greg Monfils
This article gives two different views on the topic of chatspeak.Linda Howard discusses how chatspeak is destroying English. Shementions that because chatspeak is used commonly it will eventuallybecome a common place especially in written English. It will becomeharder to determine what is acceptable and unacceptable dialogue, notonly verbally but written communication as well. Chatspeak, shortcutsand acronyms, do not belong in academics or other formal settings.Using chatspeak on a regular basis can make it difficult to know whento use and when not to use it. Chatspeak does not allow for English tobe used effectively. It is possible for students to "hinder theirwriting abilities to the point that they will be adversely affectedwhen faced with the task of providing meaningful written elaboration.
Greg Monfils has a different opnion on chatspeak. He believes that thestudents can tell the difference and are able to codeswitch. Monfilsalso believes that if students forgo chatspeak that it would notappreciably increase their command of written English. A comment hemakes mentions,"After all, we teach them different languages all thetime." Chatspeak gives teens their own private language which makesthe older generation intrigued by it. Monfils suggests that ifchatspeak is being used in papers it is probably done out ofrebelliousness rather than obliviousness.
Question1: Can chatspeak be effective in the classroom?
Answer1: I believe that it can be effective and used for groupcommunication such as e-mails and discussions. I also agree thatstudents know when it is appropriate and when it is not. As far aspresenations and assignments.
Question 2: Can chatspeak be considered its own language?
Answer 2: Why not? we don't always use traditional english. I think traditional English has already been butchered. We have turned proper English into our own language that fits our society. Chatspeak has now evolved and is being used as an alternative language for e-mails and texting. I don’t think it should be used in professional settings, but it is a new evolving language used in technology.
Friday, October 19, 2007
Journal# 4
A War of Words
By: Jim Paterson
THE Journal Sept 2007
This article by Jim Paterson discussed the important topic of plagiarism. The article described the pros and cons of plagiarism and introduced different people and their methods of how they have handled plagiarism in school.
Linda Miller had developed a technique called “trash and treasure.” She uses this technique to teach children of all ages how to identify plagiarism and also shows them the proper way to do research.
The article mentioned some sources on the internet that claim that they can detect plagiarism. These programs, such as turnitin.com, require you to submit the paper on-line. Charlie Lowe does not agree with anti-plagiarism programs. Lowe, along with the members of the Conference on College Composition and Communication feel that “they create the wrong atmosphere for writing, finds students guilty until proven innocent, and infringes on students rights.” The developers of the programs claim that their programs word as a deterrent. A study showed that students who were informed of the anti-plagiarism tools were less likely to submit plagiarism and diminished it. While warning students of plagiarism had no effect on them.
Questions:
Would you use an anti-plagiarism for your student’s papers?
I would. Or at least I would threaten to. I think that it can be used as a deterrent and there would be less plagiarism represent in the students papers. Before I would threat to use this method I would want to teach the students the proper way to do research and site sources. After the students were comfortable with proper research, I would stop using it hoping that they would know better and produce a quality paper.
What would you do so that students would take plagiarism more seriously?
I think that it is important that students learn about it at a young age. I don’t think students are educated enough in elementary school or don’t fully understand what it is. If we had programs like Linda Miller’s in the article, children would have a better understanding. I never got the concept of plagiarism until I was in high school. Also, I would make a list of all the negative consequences plagiarism can lead to.
By: Jim Paterson
THE Journal Sept 2007
This article by Jim Paterson discussed the important topic of plagiarism. The article described the pros and cons of plagiarism and introduced different people and their methods of how they have handled plagiarism in school.
Linda Miller had developed a technique called “trash and treasure.” She uses this technique to teach children of all ages how to identify plagiarism and also shows them the proper way to do research.
The article mentioned some sources on the internet that claim that they can detect plagiarism. These programs, such as turnitin.com, require you to submit the paper on-line. Charlie Lowe does not agree with anti-plagiarism programs. Lowe, along with the members of the Conference on College Composition and Communication feel that “they create the wrong atmosphere for writing, finds students guilty until proven innocent, and infringes on students rights.” The developers of the programs claim that their programs word as a deterrent. A study showed that students who were informed of the anti-plagiarism tools were less likely to submit plagiarism and diminished it. While warning students of plagiarism had no effect on them.
Questions:
Would you use an anti-plagiarism for your student’s papers?
I would. Or at least I would threaten to. I think that it can be used as a deterrent and there would be less plagiarism represent in the students papers. Before I would threat to use this method I would want to teach the students the proper way to do research and site sources. After the students were comfortable with proper research, I would stop using it hoping that they would know better and produce a quality paper.
What would you do so that students would take plagiarism more seriously?
I think that it is important that students learn about it at a young age. I don’t think students are educated enough in elementary school or don’t fully understand what it is. If we had programs like Linda Miller’s in the article, children would have a better understanding. I never got the concept of plagiarism until I was in high school. Also, I would make a list of all the negative consequences plagiarism can lead to.
Wednesday, October 17, 2007
Journal #3
Infusion or Integration
By: Kimberely Ketterer
Ketterer attended a conference where she repeatedly heard the words, infusion and integration. To her surprise the words were used interchangeably and inaccurately. This had Ketterer wondering how schools are using technology and if they were infusing it or integrating it. She gave the definition in ED tech terms for Infusion which stated, “Acquisition and accessibility of hardware and/or software for students and teachers to use in the classroom. Her definition for Integration in ED tech terms stated “Using technology appropriately and seamlessly as a tool for learning and teaching in the classroom.” She goes on to explain that the difference from infusing and integrating in the past is now it’s digital, rapidly changing, and inequitably available to all students. It is possible to have infusion without integration but not integration without infusion.
Questions:
What are some ways to infuse technology in the classroom?
Some of the more modern ways to infuse technology in the classroom is to use computers for word processing, using copy machines or digital cameras, projectors for movies or even overhead projectors. Infusing technology depends on what is available for use.
What are some ways to integrate technology in the classroom?
When integrating technology there is more involved and technology is used as a tool to teach. For example, listening to an MP3, or multimedia presentations that involve audio, video, text, and photos. I think when technology is integrated and infused you can accommodate to the individual needs of the students more so than technology that is just infused.
By: Kimberely Ketterer
Ketterer attended a conference where she repeatedly heard the words, infusion and integration. To her surprise the words were used interchangeably and inaccurately. This had Ketterer wondering how schools are using technology and if they were infusing it or integrating it. She gave the definition in ED tech terms for Infusion which stated, “Acquisition and accessibility of hardware and/or software for students and teachers to use in the classroom. Her definition for Integration in ED tech terms stated “Using technology appropriately and seamlessly as a tool for learning and teaching in the classroom.” She goes on to explain that the difference from infusing and integrating in the past is now it’s digital, rapidly changing, and inequitably available to all students. It is possible to have infusion without integration but not integration without infusion.
Questions:
What are some ways to infuse technology in the classroom?
Some of the more modern ways to infuse technology in the classroom is to use computers for word processing, using copy machines or digital cameras, projectors for movies or even overhead projectors. Infusing technology depends on what is available for use.
What are some ways to integrate technology in the classroom?
When integrating technology there is more involved and technology is used as a tool to teach. For example, listening to an MP3, or multimedia presentations that involve audio, video, text, and photos. I think when technology is integrated and infused you can accommodate to the individual needs of the students more so than technology that is just infused.
Journal #2
The Threat of Security
By: LeAnne K. robinson, Abbie Brown, and Tim Green
This was a very interesting article. It discussed how security could actually be hindering the use of technology. The article starts with a story of a man who ordered bulbs off the internet after class. He then was being monitored for inappropriate use. He also had new computers but was informed that the CD-RW were inoperable. The teacher found this very discouraging and decided that it was too difficult to keep asking for permission to use technology so he stopped using it altogether. Security demands seem to be increasing and teachers and educators are finding it harder to incorporate technology in the classroom. Some of the barriers that inhibit the use technology are lack of appropriate hardware, lack of training, lack of administrative support, and most of all, lack of access. Studies have shown that teachers who implement technology tend to develop more constructive learning activities. The article states “…increased use of security monitoring software is having a negative effect on students and educators.” For example, teachers are being discouraged from using e-mail because of the limitations on content that can be exchanged. There are stricter policies on website for classrooms for security reasons. They compared not being able to build a web site for the classroom to not being able to buy school supplies with your own money for the classroom. With the many filters added to computers, it limits internet access to retrieve information. The article goes on to say that there needs to be a balance between the high security demands and accessibility to technology. Students need to be protected, but teachers need to feel like they can fully integrate technology tools.
Questions:
What are some ways that you can overcome the barriers of security?
It is important to know the policies that come along with technology to their fullness. If there is any questions the administration should be addressed be for perusing any activity. If the policies are strict then you use what you do have to its full extent. Using my knowledge, I could share with the administration how barriers affect the use of technology in the classroom and also explain to them why technology is so important.
If there were no filters to filter out inappropriate sites, how would you monitor student use of the internet?
I would have to be very observant and constantly supervise when they are on the internet. If they do choose to go to an inappropriate site, their privilege is removed. In the article it said that only 0.03-0.05% of websites are inappropriate.
By: LeAnne K. robinson, Abbie Brown, and Tim Green
This was a very interesting article. It discussed how security could actually be hindering the use of technology. The article starts with a story of a man who ordered bulbs off the internet after class. He then was being monitored for inappropriate use. He also had new computers but was informed that the CD-RW were inoperable. The teacher found this very discouraging and decided that it was too difficult to keep asking for permission to use technology so he stopped using it altogether. Security demands seem to be increasing and teachers and educators are finding it harder to incorporate technology in the classroom. Some of the barriers that inhibit the use technology are lack of appropriate hardware, lack of training, lack of administrative support, and most of all, lack of access. Studies have shown that teachers who implement technology tend to develop more constructive learning activities. The article states “…increased use of security monitoring software is having a negative effect on students and educators.” For example, teachers are being discouraged from using e-mail because of the limitations on content that can be exchanged. There are stricter policies on website for classrooms for security reasons. They compared not being able to build a web site for the classroom to not being able to buy school supplies with your own money for the classroom. With the many filters added to computers, it limits internet access to retrieve information. The article goes on to say that there needs to be a balance between the high security demands and accessibility to technology. Students need to be protected, but teachers need to feel like they can fully integrate technology tools.
Questions:
What are some ways that you can overcome the barriers of security?
It is important to know the policies that come along with technology to their fullness. If there is any questions the administration should be addressed be for perusing any activity. If the policies are strict then you use what you do have to its full extent. Using my knowledge, I could share with the administration how barriers affect the use of technology in the classroom and also explain to them why technology is so important.
If there were no filters to filter out inappropriate sites, how would you monitor student use of the internet?
I would have to be very observant and constantly supervise when they are on the internet. If they do choose to go to an inappropriate site, their privilege is removed. In the article it said that only 0.03-0.05% of websites are inappropriate.
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