Now that we have the knowledge and confidence to utilize technology tools in our classroom; how can we all ensure to continue our exposure and improve our tech skills after this semester? As we get swamped next semester with new responsibilities, how can we guarantee that we’ll find time to go to workshops and play around on the web? I’m truly going to miss this class; I think it was the most valuable and instructive in preparing me to teach in our tech savvy era.
Now that I’ve gotten a taste of the incredible possibilities available through web 2.0; I don’t want to stop. I want to build upon what we’ve learned this past semester, and work with it as we student teach. I think it would be really neat for the social studies crew to create a website of all of our lesson plans, and links to resources. Marissa and I already plan to collaborate on making webquests; so far we’re doing WWII and the Vietnam War. Technology can certainly facilitate our efforts to share and collaborate in the field of teaching.
I think it would be worthwhile to offer technology courses that focus on content areas. Instead of only offering the traditional business technology course, schools should offer Science and Technology, Social Studies and Technology, and others. This way, students can gain additional tech experience without jeopardizing the content required by state and national standards. Since students are required to take computer classes in order to graduate, these classes would certainly garner interest.
Are there mini-courses on technology we could take? Like one on learning HTML code?
21 December 2007
10 December 2007
Technology Learning Curve
A year ago today, ok, lets say even six months ago today, I could only do the bare bones version of technology: email; web surfing; text messaging; and standard office applications. Whenever I potentially needed to venture outside of that comfort zone, I freaked out, and like a squirrel finding itself on a six-lane highway during rush hour, I had no idea where to make my next move.
Today I can proudly say that I have more than quadrupled my technology skills and consequently my confidence. Now, I no longer panic when faced with unfamiliar web 2.0 tools (heck, I even know what web 2.0 is), but I’m actually excited about using them! Granted, I still cringe when I need to use a tool for a first time like Screen-Cast for our web 2.0 project, but I know I have the skills and ability to figure it out. A year ago, I never would have guessed that I would now be making DVDs, websites, running a blog, and navigating web 2.0 like nobody’s business.
I took a course this semester that required we make a website. We were given minimal instruction at the beginning so I was often frustrated at my inability to do the simplest tasks, and my inability to remember the multitude of steps. Eventually, after more instruction and nearing the end of this semester, I suddenly flew off the runway at an enormous speed. Once everything ‘clicked’ I quickly figured out how to work other aspects of constructing a webpage. It may sound superfluous to mention, but even knowing how to navigate help menus makes a difference.
And, believe it or not, I’m adding learning HTML code on to my list of projects. Any ideas/suggestions of how I can best go about that?
Today I can proudly say that I have more than quadrupled my technology skills and consequently my confidence. Now, I no longer panic when faced with unfamiliar web 2.0 tools (heck, I even know what web 2.0 is), but I’m actually excited about using them! Granted, I still cringe when I need to use a tool for a first time like Screen-Cast for our web 2.0 project, but I know I have the skills and ability to figure it out. A year ago, I never would have guessed that I would now be making DVDs, websites, running a blog, and navigating web 2.0 like nobody’s business.
I took a course this semester that required we make a website. We were given minimal instruction at the beginning so I was often frustrated at my inability to do the simplest tasks, and my inability to remember the multitude of steps. Eventually, after more instruction and nearing the end of this semester, I suddenly flew off the runway at an enormous speed. Once everything ‘clicked’ I quickly figured out how to work other aspects of constructing a webpage. It may sound superfluous to mention, but even knowing how to navigate help menus makes a difference.
And, believe it or not, I’m adding learning HTML code on to my list of projects. Any ideas/suggestions of how I can best go about that?
08 December 2007
Online Classrooms?
Technology offers many useful ways to augment a classroom setting. It provides a convenience for college students who would rather submit a paper online from the comfort of their home than trek across campus to turn in a paper on a blistery cold day. This process also saves paper, which consequently helps save resources and money. While it is clear that the internet offers conveniences and supplements curriculum by offering easy and quick access to a variety of resources, the benefits of completely replacing a classroom remain to be proven.
Under certain circumstances, for instance, when a student cannot attend public school for health or transportation reasons, then taking an online course is appropriate. Particularly with video-video interaction with a professor or teacher, a student can benefit from this medium of education. However, when the course is designed without any face-to-face or verbal communication, an online course cannot offer a student an experience anywhere close to an actual classroom.
I am currently taking an online/correspondence economics course. I find myself frustrated by the lack of interactions with a professor and classmates as I go through the content. While I am not overly challenged by the content, I am aware my experience is lacking by an absence of class discussion on the material. Even though I love economics and am naturally interested by the material, it does not come alive to me the way content does in a lecture or classroom instead of by correspondence.
Under certain circumstances, for instance, when a student cannot attend public school for health or transportation reasons, then taking an online course is appropriate. Particularly with video-video interaction with a professor or teacher, a student can benefit from this medium of education. However, when the course is designed without any face-to-face or verbal communication, an online course cannot offer a student an experience anywhere close to an actual classroom.
I am currently taking an online/correspondence economics course. I find myself frustrated by the lack of interactions with a professor and classmates as I go through the content. While I am not overly challenged by the content, I am aware my experience is lacking by an absence of class discussion on the material. Even though I love economics and am naturally interested by the material, it does not come alive to me the way content does in a lecture or classroom instead of by correspondence.
04 December 2007
Why does technology use in the classroom not reflect the opportunities in a school?
Based on my observations at the private school for the gifted, and at my placement, it seems that two major reasons deter teachers from taking advantage of the multiple technology tools available in their schools- time constraints on squeezing in all the required content, and a lack of training and knowledge in technology use.
Particularly in the public schools, teachers feel pressured to cover more content than should be taught in a semester. Due to the added time needed for instruction, and an unfamiliarity with the academic enrichment possible from working with technology, teachers assume that it will take too much time away from the content. This could be addressed by demonstrating to teachers the numerous ways they could use technology to enhance their student’s comprehension of the content. For example, Kiosk powerpoints, clay animation, and webpage creations can provide an interactive and visual way to engage with the material. An online correspondence with a high school class from another state, country, or culture can contribute greatly in a Social Studies classroom. Smart boards could also be easily incorporated into a class, without greatly changing the teacher’s style.
School districts would be wise to invest the time and money to demonstrate how to effectively use technology in the classroom. Districts could easily incorporate the technology training with the content and topics of typical professional development/in-service workshops. However, based on my observations of the frustrations at my high school with the new online grading system, the tech instructor must have a solid familiarity with the program before instructing other teachers on how to to use it.
Particularly in the public schools, teachers feel pressured to cover more content than should be taught in a semester. Due to the added time needed for instruction, and an unfamiliarity with the academic enrichment possible from working with technology, teachers assume that it will take too much time away from the content. This could be addressed by demonstrating to teachers the numerous ways they could use technology to enhance their student’s comprehension of the content. For example, Kiosk powerpoints, clay animation, and webpage creations can provide an interactive and visual way to engage with the material. An online correspondence with a high school class from another state, country, or culture can contribute greatly in a Social Studies classroom. Smart boards could also be easily incorporated into a class, without greatly changing the teacher’s style.
School districts would be wise to invest the time and money to demonstrate how to effectively use technology in the classroom. Districts could easily incorporate the technology training with the content and topics of typical professional development/in-service workshops. However, based on my observations of the frustrations at my high school with the new online grading system, the tech instructor must have a solid familiarity with the program before instructing other teachers on how to to use it.
02 November 2007
Visitation
Over Fall Study Break, I had the opportunity to observe a history teacher at a private alternative school for the gifted. Due to its stellar academic reputation and commitment to innovative approaches to learning, I had anticipated a significant presence of technology. I was shocked, therefore, to observe only hints of technology in the classroom. In fact, I observed less technology than I’ve seen at my placement, which I felt was even less than what I’ve heard from some of my peers experiencing at their placements. Granted, I did not have the time to talk with the media specialist or administration concerning technology use, but I did walk around the whole school, saw inside various classrooms, and saw the media center. One of the challenges facing this school would be its small size, with roughly fifty students to a grade.
They do, however, have three computer labs with an average of 15 computers in each, and wireless capability throughout the school. Students can take the following computer classes, however, none of them are required for graduation. The courses are: Digital Photography using Adobe Photoshop; Advanced Digital Photography; Web-Site Development; Computer Aided Design; Digital Portfolio, published on a CD-ROM or DVD; and Digital Video Editing using Adobe Premiere.
The classrooms are equipped with chalkboards, whiteboards, and two computers. They do not have smartboards, but there were projectors. It would’ve been nice to see what they do with students in the computer lab, since the majority of the students have math and science skills three grade levels above where they are in school. The classes average only 7-15 students, which creates a nice cooperative learning environment. I’m slightly jealous of the possibilities working with a small class compared to my classes of 35-40 students each.
They do, however, have three computer labs with an average of 15 computers in each, and wireless capability throughout the school. Students can take the following computer classes, however, none of them are required for graduation. The courses are: Digital Photography using Adobe Photoshop; Advanced Digital Photography; Web-Site Development; Computer Aided Design; Digital Portfolio, published on a CD-ROM or DVD; and Digital Video Editing using Adobe Premiere.
The classrooms are equipped with chalkboards, whiteboards, and two computers. They do not have smartboards, but there were projectors. It would’ve been nice to see what they do with students in the computer lab, since the majority of the students have math and science skills three grade levels above where they are in school. The classes average only 7-15 students, which creates a nice cooperative learning environment. I’m slightly jealous of the possibilities working with a small class compared to my classes of 35-40 students each.
21 October 2007
19 October 2007
Subscribe to:
Posts (Atom)
