When I saw this article, I thought that it was going to be pretty interesting to read. The authors started off the article by asking how you can trick students into learning math with a video game? The answer was that they used a program called DimensionM, a "highly interactive, first-person-oriented, 3D video game that is similar to...Halo and the Unreal Tournament series" (Gillispie et al, 2010). The researchers took 28 middle school students who had tested under proficiency on state math exams and placed them in a special period where they played this video game. The premise was that they were a college student stranded on an island that was home to weird experiments in a scientific facility. The students had to solve situational problems for them to be able to advance to different levels, eventually escaping from the island.
The students had to master pre-algebra and algebra skills. The initial run-through focused on even and odd numbers, prime numbers, and square numbers. The games presented different scenarios, such as using visors to look at shells, and the students had to identify a set of prime numbers to be able to open a gate that would lead to the next section. At the end of each scenario, the students would be quized on the information that they learned and to see if they retained what they learned in the game. In terms of prime number recognition, there was an increase from 25% to 60% correct on the test, and perfect square recognition jumped from 18% to 38%, with even and odd number patterns remaining steady.
The game is still in development, and the program has only had one serious run-through with this group of students. However, the results are showing for themselves. I am pretty excited to see the use of video games to increase learning, as it is a media that many young students are using on a casual basis almost daily. Now, they can bring these kinds of games into the classroom to help struggling students increase their abilities through allowing them to have a new medium to express themselves.
Gillispie, L., Martin, F., Parker, M., " Game Play is Important for Learning." Learning and Leading with Technology (August 2010) Vol. 38, No. 1. Article Accessed http://www.iste.org/learn/publications/learning-and-leading/issues/Learning_Connections_Game_Play_Is_Important_for_Learning.aspx
Wednesday, November 3, 2010
Article 9: Telling Stories with Video
This article by Carl Young and Sara Kajder discusses the growth of technology, not just inside the classroom, and how it is leading to the creation of new forms of literacy. In particular, they focus on how technology is influencing the opportunities for teaching language arts, increasing avanues for communication, as well as presenting new "challenges for [teachers]" to be able to properly educate their students in the classroom (Kajder & Young, 2009). The main advantage to the use of technologies in the classroom for educational purposes is based on the belief that students become stronger learners when they use multiliteracies to read, comprehend, and develop their written abilities.
This means going beyond just presenting a paper or reading for the classroom to read aloud or silently. It even goes beyond showing photos strewn with text. It includes the use of digital media, particularly video, "where motion, design, and interactivity are added to the mix" (Kajder & Young, 2009). I see this in connection with some of the applications that we have used in the classroom. There is the use of Web 2.0 properties that allow the students to not only look at a piece of media, but to also collaboratively comment and work together to develop a class or group assignment. This can help a teacher to include different kinds of students, as it presents different opportunities for students that might enjoy to learn in different ways than just listening to a lecture.
This multiliterate development can also be drawn in connection to the NETS for Teachers, especially the sections of the second standard. 2a focuses on the importance of teachers designing relevant learning experiences by incorporating tools. The article also directly addresses 2c, wherein the teacher addresses a variety of learning styles to the advantage of the students.
Kadjer, S., Young, C. "Telling Stories with Video." Learning and Leading (June/July 2009) Vol. 36, No. 8
This means going beyond just presenting a paper or reading for the classroom to read aloud or silently. It even goes beyond showing photos strewn with text. It includes the use of digital media, particularly video, "where motion, design, and interactivity are added to the mix" (Kajder & Young, 2009). I see this in connection with some of the applications that we have used in the classroom. There is the use of Web 2.0 properties that allow the students to not only look at a piece of media, but to also collaboratively comment and work together to develop a class or group assignment. This can help a teacher to include different kinds of students, as it presents different opportunities for students that might enjoy to learn in different ways than just listening to a lecture.
This multiliterate development can also be drawn in connection to the NETS for Teachers, especially the sections of the second standard. 2a focuses on the importance of teachers designing relevant learning experiences by incorporating tools. The article also directly addresses 2c, wherein the teacher addresses a variety of learning styles to the advantage of the students.
Kadjer, S., Young, C. "Telling Stories with Video." Learning and Leading (June/July 2009) Vol. 36, No. 8
Thursday, October 14, 2010
Article 8: Total Technology Immersion
This article covers how one school in Texas became a Technology Immersion Pilot (TIP) school. It is interesting because the school is located in what would be described as a lower social-economic neighborhood. What this means is that the school has integrated technology in just about every aspect of the school, and not just within the classroom itself. By combining assistance with the school board, administration, and the teachers, every student has access to technology at every point in their educational day. Each student has access to a laptop throughout the class day, and the school is even trying to allow the students to be able to have access 24/7. Another important aspect is that the school has full wireless capabilities, one of the issues that had previously been a problem for some students because they did not have internet access at home.
Each classroom has a plethora of technological tools for the students to use, from projectors, laptops, and smart whiteboards, and the students use them in some way in each subject. Interactive and virtual tours bring history classes to life while students can actually see the effects that their projects are having in an activity in a science class. I liked how the article made the statement that "teachers have transitioned from the traditional sage on the stage to the more favorable guide on the side as they incorporate learning through group and individual projects." I feel that this will make education much more effective by having the students become so much more involved in the classroom with activities as well as becoming involved with their peers. It was interesting to see testimonials from students who felt that, because of their work with technology, they are better prepared to work in the modern world and an economy that relies more and more on individuals that have these technological skills. However, there are issues with such an institution because of the costs of having such a high level of technology. Thankfully, the school board has been willing to continue funding the program, but I am worried that if something were to occur in the future then the program would be in jeopardy.
Overall the school seems to be the exemplar of the NETS standards for students and teachers. Both groups are extremely enthusiastic about the use of the technology, and both appear to be willing to follow through with all of the standards in the classroom. The school is based on the use of technology, and one would hope that they are being properly educated on the importance and use of technology.
Reference
Vaughn, S. (September/October 2010) Total Technology Immersion. International Society for Technology in Education. Vol. 38, No. 2. Received from http://www.iste.org/learn/publications/learning-and-leading/issues/Total_Technology_Immersion.aspx
Each classroom has a plethora of technological tools for the students to use, from projectors, laptops, and smart whiteboards, and the students use them in some way in each subject. Interactive and virtual tours bring history classes to life while students can actually see the effects that their projects are having in an activity in a science class. I liked how the article made the statement that "teachers have transitioned from the traditional sage on the stage to the more favorable guide on the side as they incorporate learning through group and individual projects." I feel that this will make education much more effective by having the students become so much more involved in the classroom with activities as well as becoming involved with their peers. It was interesting to see testimonials from students who felt that, because of their work with technology, they are better prepared to work in the modern world and an economy that relies more and more on individuals that have these technological skills. However, there are issues with such an institution because of the costs of having such a high level of technology. Thankfully, the school board has been willing to continue funding the program, but I am worried that if something were to occur in the future then the program would be in jeopardy.
Overall the school seems to be the exemplar of the NETS standards for students and teachers. Both groups are extremely enthusiastic about the use of the technology, and both appear to be willing to follow through with all of the standards in the classroom. The school is based on the use of technology, and one would hope that they are being properly educated on the importance and use of technology.
Reference
Vaughn, S. (September/October 2010) Total Technology Immersion. International Society for Technology in Education. Vol. 38, No. 2. Received from http://www.iste.org/learn/publications/learning-and-leading/issues/Total_Technology_Immersion.aspx
Wednesday, September 29, 2010
S'Cool Tools Article
The author of this article, Maureen Yoder, creates an mixed list of resources that could be used in the classroom to increase the level of interest among students of different grade levels. Before something could make her list, she asked if the resource could improve teaching, whether it was easy to learn or a supported program, and whether or not the program was innovative in its field of study. The first resource, the Lego Education WeDo Robotics Construction Set, is useful for younger students, such as the Kindergarten level, to "prepare them to better understand more complex theories later on." The students use the peices of the resource to create objects from an alligator to an airplane using different pieces of technology to simulate sound and movement.
Another resource is an innovation that is starting to be seen more and more in the schools that can afford them: smart tables. Similar to electronic whiteboards, teachers can use these boards for interactive group assignments with the students. Another resource, the AVer Pen, has similar capabilities as the smart table, but is much more portable. One of the things I really like about it is that you can actually project a presentation or image on any surface in the room without needing a bulky machine to do it for you. I also really like how the article states that "a teacher's pen can interact with up to six student pens simultaniously," meaning an interesting way for teachers to create lesson plans that involve the students.
Another resource is one that, as far as I have heard, has been largely associated with electronic games. Apparently Second Life, a virtual world where people can create an electronic alter-ego has been used in the classroom to help teacher anything from ethics to science, with the example of a competition being held where students created their own solar system and society. I think that this would be an awesome way to grab the attention of the students, where they can actually create their own setting of learning and how that can be incorporated into the classroom. However, I would be worried about the technology that would be required to run such programs in some schools, as well as the ability to work on it outside of the classroom.
The finial resource discussed is one that we ourselves have been using in the class: Google Apps. Being able to share presentations, information, and keep in contact with our peers and professors. It is also a resource the the educator, as they will be able to stay in contact with other teachers, and to share their ideas and lessons that had a positive impact on the students.
I believe that these resources cover the breadth of the NETS standards that are important for students and educators. The Lego product alone covers numbers 1, 2, and 6 with its focus on creativity, the need to communicate with one's peers, and the need to understand and use a new kind of technology. The Second Life resource covers numbers 1, 3, 4, and 6 if put in context of the competition to create a solr system, where students would need to know how to use the system as well as research the history and science behind the creation of a solar body.
Yoder, M. (2009-2010, November). S'Cool Tools: 5 Great Tools to Perk Up Your Classroom and Engage Your Students. Learning and Leading with Teachnology, 37 (3). Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/NovemberNo3/L_L_November_2009.htm
Another resource is an innovation that is starting to be seen more and more in the schools that can afford them: smart tables. Similar to electronic whiteboards, teachers can use these boards for interactive group assignments with the students. Another resource, the AVer Pen, has similar capabilities as the smart table, but is much more portable. One of the things I really like about it is that you can actually project a presentation or image on any surface in the room without needing a bulky machine to do it for you. I also really like how the article states that "a teacher's pen can interact with up to six student pens simultaniously," meaning an interesting way for teachers to create lesson plans that involve the students.
Another resource is one that, as far as I have heard, has been largely associated with electronic games. Apparently Second Life, a virtual world where people can create an electronic alter-ego has been used in the classroom to help teacher anything from ethics to science, with the example of a competition being held where students created their own solar system and society. I think that this would be an awesome way to grab the attention of the students, where they can actually create their own setting of learning and how that can be incorporated into the classroom. However, I would be worried about the technology that would be required to run such programs in some schools, as well as the ability to work on it outside of the classroom.
The finial resource discussed is one that we ourselves have been using in the class: Google Apps. Being able to share presentations, information, and keep in contact with our peers and professors. It is also a resource the the educator, as they will be able to stay in contact with other teachers, and to share their ideas and lessons that had a positive impact on the students.
I believe that these resources cover the breadth of the NETS standards that are important for students and educators. The Lego product alone covers numbers 1, 2, and 6 with its focus on creativity, the need to communicate with one's peers, and the need to understand and use a new kind of technology. The Second Life resource covers numbers 1, 3, 4, and 6 if put in context of the competition to create a solr system, where students would need to know how to use the system as well as research the history and science behind the creation of a solar body.
Yoder, M. (2009-2010, November). S'Cool Tools: 5 Great Tools to Perk Up Your Classroom and Engage Your Students. Learning and Leading with Teachnology, 37 (3). Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/NovemberNo3/L_L_November_2009.htm
Tuesday, September 21, 2010
Article 2: Computing in the Clouds
The article that I read was titled "Computing in The Clouds" by Doug Johnson, and has a good deal of information that connects to our activities in class. The article discusses cloud computing, or the use of "productivity tools that allows the creation of documents, spreadsheets, presentations, and surveys" (Johnson). Johnson concludes that free online services can provide a cost-effective and important alternative to the limited technology assets that schools have access to. The programs that he talks about are very similar to the ones that we used and critiqued in class together, and had similar traits such as free use, using the internet to access documents instead of taking space up on your hard drive, the ability to create and show presentations with different forms of media integrated, and the need for only a basic computer to be able to run the programs. Johnson feels that, soon enough, parents will be asking their children's schools to require that cheap netbooks be required for the student's use.
I can sya that I wish that I had access to these kinds of programs in high school and even in my undergraduate work. Being able to have multiple people working on a document together would have done away with some of the hassels of a group project, from a failure to make meeting times to having a pseron not turn in their portion of their work in time and made the project seem disjointed. In my classes where I am the teacher, I would look forward to having students use these kinds of media, becuase it would do away with some of the daily problems of having a school with poor technological resources. Just a simple, inexpensive computer with internet access is just about all you need to make a presentation for the class, and would be an interesting way to liven up a lecture for the students.
These kind of cloud programs also make direct connections to the ISTE Profiles for students and the NETS standards. I want to teach at the high school level, and these programs will allow the students to complete the necessary standards. Such a program will allow a student to "create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries" (ISTE Profiles), which is in connection with numbers 1 and 2 from NETS. They can use these prgrams to research, criticize, and create an in-depth presentation about a real world issue that can be shared with the class to create a major point of dicsussion, which covers areas of the first five NETS as well as several of the profile standards for students of that age. The article was very interesting, considering we had just critiqued several different forms of this technology, as well as discussing its application in the school setting. I look forward to be able to use these kinds of technology in the classroom, and hope that it will make the students interested in the content and increase their overall learning.
References
Johnson, D. (2009-2010, December/January). Computing in the clouds. Learning & Leading with Technology, 37, (4). Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm (accessed 9/20/10)
ISTE National Educational Technology Standards. Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf
Profile for Technology Literate Students, Grades 9-12 (Ages 14-18). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS-S_2007_Student_Profiles.pdf
I can sya that I wish that I had access to these kinds of programs in high school and even in my undergraduate work. Being able to have multiple people working on a document together would have done away with some of the hassels of a group project, from a failure to make meeting times to having a pseron not turn in their portion of their work in time and made the project seem disjointed. In my classes where I am the teacher, I would look forward to having students use these kinds of media, becuase it would do away with some of the daily problems of having a school with poor technological resources. Just a simple, inexpensive computer with internet access is just about all you need to make a presentation for the class, and would be an interesting way to liven up a lecture for the students.
These kind of cloud programs also make direct connections to the ISTE Profiles for students and the NETS standards. I want to teach at the high school level, and these programs will allow the students to complete the necessary standards. Such a program will allow a student to "create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries" (ISTE Profiles), which is in connection with numbers 1 and 2 from NETS. They can use these prgrams to research, criticize, and create an in-depth presentation about a real world issue that can be shared with the class to create a major point of dicsussion, which covers areas of the first five NETS as well as several of the profile standards for students of that age. The article was very interesting, considering we had just critiqued several different forms of this technology, as well as discussing its application in the school setting. I look forward to be able to use these kinds of technology in the classroom, and hope that it will make the students interested in the content and increase their overall learning.
References
Johnson, D. (2009-2010, December/January). Computing in the clouds. Learning & Leading with Technology, 37, (4). Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm (accessed 9/20/10)
ISTE National Educational Technology Standards. Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf
Profile for Technology Literate Students, Grades 9-12 (Ages 14-18). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS-S_2007_Student_Profiles.pdf
Thursday, September 9, 2010
Summary and Personal Connection to 'Speak Up' Article and NETS
The Speak Up program is a National Research Project conducted in many schools throughout the United States. Its main focus has been on the use of technology in the classroom and how students have been wanting or needing a greater use of pieces of technology such as computers, internet searches, personal social networking sites, and even smart phones in the education setting. It has been a growing worry among the researchers that students that do not have ready access to such pieces of technology are finding themselves behind the curb of instruction compared to those students and schools that have such resources available to them.
Over 50% of high school students use communication tools such as social networking sites to keep in touch with each other, and there is a growing percentage of students using such technologies to communicate with their teachers as well (Speak Up 2009, 5). Many of these students want to increase their capacity to communicate with their educators at this level, and even the parents of such students are promoting the idea and approving of their use of such technology.
Even in the classroom, there is a growing want for students to be able to use their mobile devices to increase the information available to them. Among high school students, 70% of students with phones with internet access use them for online searches, and 56% of them use their phones to record lectures and to take notes (Speak Up 2009, 9). However, there are still worries brought up by teachers and administrators about allowing the use of these phones because of the possibility for distraction caused by students. This, along with the disparity between students who have access to such devices and those that don't are the two main concerns for teachers allowing their use at school (Speak Up 2009, 11).
However, the potential for the use of such devices can make a positive change in the education system, especially when compared to the National Educational Technology Standards for Students. Each of the NETS has specific cparts that connect to this research. This includes the research, organization, and ethical use of information found in electronic seaches, to the basic understanding and use of electronic equipment. it is important that these skills be learned by the youth of today, since so many jobs are becoming more technical, and requrie these kinds of skill. Even adults today are needing to brush up on their technical skills if they wish to remain competitive in today's job market.
Over 50% of high school students use communication tools such as social networking sites to keep in touch with each other, and there is a growing percentage of students using such technologies to communicate with their teachers as well (Speak Up 2009, 5). Many of these students want to increase their capacity to communicate with their educators at this level, and even the parents of such students are promoting the idea and approving of their use of such technology.
Even in the classroom, there is a growing want for students to be able to use their mobile devices to increase the information available to them. Among high school students, 70% of students with phones with internet access use them for online searches, and 56% of them use their phones to record lectures and to take notes (Speak Up 2009, 9). However, there are still worries brought up by teachers and administrators about allowing the use of these phones because of the possibility for distraction caused by students. This, along with the disparity between students who have access to such devices and those that don't are the two main concerns for teachers allowing their use at school (Speak Up 2009, 11).
However, the potential for the use of such devices can make a positive change in the education system, especially when compared to the National Educational Technology Standards for Students. Each of the NETS has specific cparts that connect to this research. This includes the research, organization, and ethical use of information found in electronic seaches, to the basic understanding and use of electronic equipment. it is important that these skills be learned by the youth of today, since so many jobs are becoming more technical, and requrie these kinds of skill. Even adults today are needing to brush up on their technical skills if they wish to remain competitive in today's job market.
Subscribe to:
Posts (Atom)