What do you notice about what you were paying attention to?
Look for patterns or themes in your thinking, look for similarities ordifferences in the kinds of questions you were asking?
Looking back on the course, I came into it not really sure what to expect. Not coming from a purely Science or Math background, it was nice to see different perspectives. However, I did pay attention to what connections were made throughout the course. I discovered that education is education, no matter what subject. Therefore, it was easy to transfer different background knowledge and experiences with the various readings and assignments. I definitely noticed a reocurring theme throughout the course and the MET so far - constructivist learning. The shift towards scaffolding students allows them to explore and participate in relevant activities. This is truly a positive direction that education is heading. In terms of working with my peers in the project, I must have to say that it was a wonderful experience. The group communicated well and worked collaboratively. Moreover, everyone was respectful of each other and were open to new ideas. This is an example of how a group should work in a project. All-in-all, I have a great time.
Thursday, August 9, 2007
Thursday, August 2, 2007
Handhelds
Describe the nature of the activities that may have been central, in your opinion, to the learning experiences described in the papers you read.
Similar to most of what we have been discussing this semester, the nature of the activities in the readings can be summed up in 2 words: constructivist and scaffolding. In the Gleason paper, the students are given a relevant task, collecting meaningful data. The students have a vested interest in the stream behind their school. It is a part of their lives and the research involved would have an effect. As stated, “our goal centers on students making conclusions about the health of the stream through extended inquiry by collecting and analyzing stream data” (Gleason, 2001). There are several key words in this statement, particularly conclusions and inquiry. The students are participating in inquiry learning and are problem-solving at the same time. No longer are they learning theoretically and absorbing irrelevant data. They are using technology, in the form of PDAs, to collect their data and analyze it. The technology itself is progressive and complimentary to the learning process. It is how the professionals conduct research. The students are engaged and are actually doing what real scientists do.
The Rogers article was similar: “the goal was to enable the pairs of children to find out about things in the habitat - what grows there and why, and what lives there and why, e.g. birds nest in certain trees, animals visit certain locations because of the available food nearby, such as a particular plant life – and to discover these things both through the naked eye and ear as well as via the use of a variety of devices and other pervasive technologies” (2006). The exploratory form of learning that concentrates on answer the “why” affords students the opportunity to discover and conclude through their own data collection and critical thinking. The technology in this activity allowed the students to compare data against each other. Moreover, it allowed the use of digital representations, thereby letting students hear and see actual sounds and pictures of what they were dealing with. Imagine dragging a textbook along to do that!
The activities alone were not ground-breaking, but the manner the students had to do most of the legwork to achieve a conclusion was key. The students had to solve problems, analyze data and refer to their own knowledge in order to complete their activity. In addition, the technology used was pivotal in allowing data collection, representation, legitimacy and engagement.
Gleason, C. & Novak, A. (2001). Incorporating Portable Technology to Enhance an Inquiry, Project-Based Middle School Science Classroom. In Tinker, R.F. & Krajcik, J.S. (Eds.), Portable Technologies, Science Learning in Context. Kluwer Academic/Plenum Publishers: New York.
Rogers, Y., Price, S., Harris, E., Phelps, T., Underwood,, M., Wilde, D., Smith, H., Muller, H., Stanton, D., Neale, H., Thompson, M., Weal, M.J., & Michaelides, D.T. Learning through digitally-augmented physical experiences: Reflections on the Ambient Wood Project. Retrieved, November 20, 2006, from www.cogs.susx.ac.uk/interact/papers/pdfs/Rogers_Ambient_Wood2.pdf
Similar to most of what we have been discussing this semester, the nature of the activities in the readings can be summed up in 2 words: constructivist and scaffolding. In the Gleason paper, the students are given a relevant task, collecting meaningful data. The students have a vested interest in the stream behind their school. It is a part of their lives and the research involved would have an effect. As stated, “our goal centers on students making conclusions about the health of the stream through extended inquiry by collecting and analyzing stream data” (Gleason, 2001). There are several key words in this statement, particularly conclusions and inquiry. The students are participating in inquiry learning and are problem-solving at the same time. No longer are they learning theoretically and absorbing irrelevant data. They are using technology, in the form of PDAs, to collect their data and analyze it. The technology itself is progressive and complimentary to the learning process. It is how the professionals conduct research. The students are engaged and are actually doing what real scientists do.
The Rogers article was similar: “the goal was to enable the pairs of children to find out about things in the habitat - what grows there and why, and what lives there and why, e.g. birds nest in certain trees, animals visit certain locations because of the available food nearby, such as a particular plant life – and to discover these things both through the naked eye and ear as well as via the use of a variety of devices and other pervasive technologies” (2006). The exploratory form of learning that concentrates on answer the “why” affords students the opportunity to discover and conclude through their own data collection and critical thinking. The technology in this activity allowed the students to compare data against each other. Moreover, it allowed the use of digital representations, thereby letting students hear and see actual sounds and pictures of what they were dealing with. Imagine dragging a textbook along to do that!
The activities alone were not ground-breaking, but the manner the students had to do most of the legwork to achieve a conclusion was key. The students had to solve problems, analyze data and refer to their own knowledge in order to complete their activity. In addition, the technology used was pivotal in allowing data collection, representation, legitimacy and engagement.
Gleason, C. & Novak, A. (2001). Incorporating Portable Technology to Enhance an Inquiry, Project-Based Middle School Science Classroom. In Tinker, R.F. & Krajcik, J.S. (Eds.), Portable Technologies, Science Learning in Context. Kluwer Academic/Plenum Publishers: New York.
Rogers, Y., Price, S., Harris, E., Phelps, T., Underwood,, M., Wilde, D., Smith, H., Muller, H., Stanton, D., Neale, H., Thompson, M., Weal, M.J., & Michaelides, D.T. Learning through digitally-augmented physical experiences: Reflections on the Ambient Wood Project. Retrieved, November 20, 2006, from www.cogs.susx.ac.uk/interact/papers/pdfs/Rogers_Ambient_Wood2.pdf
Monday, July 16, 2007
Inspiration Software
Inspiration software is available on the web and in stores. It encompasses various subjects that cover grades K-12. The most attractive use for Inspiration is for its visualizations. The visualizations are often simple, yet attractive representations of tables, charts, venn diagrams and maps. Many students are visual and kinesthetic learners who are not akin to learning hypothetically. Rather, visual representations of the topic or information is the best manner in conveying information. Inspiration is not flashy; however, it does offer excellent content. That is probably the key to the software. It does not forget about the content, rather it focuses in on it. After reading the discussions on the resource sharing unit, it is clear that these resources must be useable. Resources that are mainly for show and have very little educational value are useless and a complete waste of time. Educators are constantly working hard to refine their material. In addition to marking, meeting with parents, instruction, assistance and prep, their time cannot be taken up with resources that do not get to the point. In addition, they simply do not have the time to sort through the quagmire of useless information. Consequently, when a software does what it's meant to do, simplistically and effectively, then it is considered good.
Tuesday, June 26, 2007
The Jasper Series
In your inquiry e-folio write a brief description of the Jasper series highlighting your impressions of the series. Try to suspend judgment and consider instead what questions this TELE raises for you as an instructor and what questions the series raises for you as a potential TELE designer.
The Jasper series is ambitious integration of several different disciplines presented to students as an online and multimedia interactivity. It tries to move away from the traditional mathematical word problems that really did not have any relevance. Rather, each problem consists of many different aspects that mirror "real world" applications. Moreover, each activity is presented in a video and text format, which allows students to be engaged while tackling a variety of problems. This leads to constructivist learning as the student is afford the opportunity to build on what they already have learned or know.
Although the Jasper series is an excellent resource and form of activity, it may still pale in comparison to many of the other forms of digital media that students are exposed to each day. The video itself is not really all that impressive and the presentation of each activity is not "glitzy". Possibly a redesign of the user interface of the activities may be needed.
The Jasper series is ambitious integration of several different disciplines presented to students as an online and multimedia interactivity. It tries to move away from the traditional mathematical word problems that really did not have any relevance. Rather, each problem consists of many different aspects that mirror "real world" applications. Moreover, each activity is presented in a video and text format, which allows students to be engaged while tackling a variety of problems. This leads to constructivist learning as the student is afford the opportunity to build on what they already have learned or know.
Although the Jasper series is an excellent resource and form of activity, it may still pale in comparison to many of the other forms of digital media that students are exposed to each day. The video itself is not really all that impressive and the presentation of each activity is not "glitzy". Possibly a redesign of the user interface of the activities may be needed.
Monday, June 11, 2007
Pedagogical Design TELE
I feel that a design of a technology-enhanced learning experience should include opportunities for students to construct understanding and meaning. The students should be afforded the problem-solving skills and critical thinking that is imperative for learning. The environment should not be static, rather a dynamic space where students of differing abilities and strengths can flourish together.
Metaphor
Feenburg (1999, 2003) suggests that technology is the medium of daily life in modern societies. His impression is that technology is humanly controlled and value-laden just like a social institution.
I feel that Feenburg is right when he states that technology “is the medium of daily life”. What can we do in our everyday lives that technology is not a part of? Anything that we use that requires electricity is immediately a techno-device. Even those items that do not require power are related to some sort of technology. They were probably designed with complex technological devices. Since it is a given that technology is a medium of daily life, Feenburg can support his statement of how technology is “humanly controlled and value-laden just like a social institution”. We can define values in many ways, from our moral values to hierarchical values. Therefore, technology can be a defining presence in our personal lives and how society views us.
I feel that Feenburg is right when he states that technology “is the medium of daily life”. What can we do in our everyday lives that technology is not a part of? Anything that we use that requires electricity is immediately a techno-device. Even those items that do not require power are related to some sort of technology. They were probably designed with complex technological devices. Since it is a given that technology is a medium of daily life, Feenburg can support his statement of how technology is “humanly controlled and value-laden just like a social institution”. We can define values in many ways, from our moral values to hierarchical values. Therefore, technology can be a defining presence in our personal lives and how society views us.
Monday, June 4, 2007
Interview Reflection
When I look upon the many interviews I have conducted with my fellow teachers, I am struck by how much time and effort they put towards integrating technology in their classrooms. There is no rule that states they must use certain types of technology to teach specific concepts. However, they plug along, researching, testing and applying to varying degrees of success.
However, it is troubling to see that many of these same teachers are left to their own devices. There is just not enough support for these teachers. In fact, I am not sure how other teachers who are not familiar with technology can even use it in their classroms with so little support. The occasional professional development session does not provide enough background knowledge for teachers to adequately develop a curriculum that utilizes technology. Moreover, outdated equipment and the lack of relevant software hinders any attempt involve the entire classroom of students. Imagine students waiting for their turn at the 3 computers in the classroom. I can't see how that would work. In addition, the computer labs at schools are constantly booked.
This trend is indeed disturbing since it essentially puts a roadblock in the progression of integrating technology in schools. The lack of funding by the government does not allow school districts to heavily fund technology. That is very distressing since the world is moving at a blistering pace in terms of technology. Schools have not kept up with this progression, rather it falling dangerously behind. The question is how relevant can technology be in schools when it is generally 5 years behind?
However, it is troubling to see that many of these same teachers are left to their own devices. There is just not enough support for these teachers. In fact, I am not sure how other teachers who are not familiar with technology can even use it in their classroms with so little support. The occasional professional development session does not provide enough background knowledge for teachers to adequately develop a curriculum that utilizes technology. Moreover, outdated equipment and the lack of relevant software hinders any attempt involve the entire classroom of students. Imagine students waiting for their turn at the 3 computers in the classroom. I can't see how that would work. In addition, the computer labs at schools are constantly booked.
This trend is indeed disturbing since it essentially puts a roadblock in the progression of integrating technology in schools. The lack of funding by the government does not allow school districts to heavily fund technology. That is very distressing since the world is moving at a blistering pace in terms of technology. Schools have not kept up with this progression, rather it falling dangerously behind. The question is how relevant can technology be in schools when it is generally 5 years behind?
Subscribe to:
Posts (Atom)
