From a technology perspective, I completely enjoyed the movie making process. There are so many options, but they are simple and intuitive. I can actually help my students complete their Technology standards now; every level has a movie making component.
I am surprised by how much my philosophy of education has changed and continues to change. I'm also certain I would have differing views if I was teaching elsewhere. You can see pictures and hear a brief version of my philosophy of education here.
Saturday, December 8, 2007
Sunday, November 25, 2007
Energy Presentation
Yikes, I talk fast. My host teacher keeps telling me this but until I heard it for myself, I just didn't realize. I don't talk fast through the whole presentation but there are little spurts of information even I can't understand. SLOW DOWN!!!
Other than my fast talking, I had a few ums and I got lost once or twice in my thoughts so I repeated myself, which I did not notice while delivering the presentation. Something I realized halfway through presenting was that my feet were planted firmly in place. I hadn't shifted or taken a few side steps or anything. I used my hands and arms alot to make up for lack of movement in my feet.
In the video you can hardly see the information on the screen because we had to use the ELMO to take a screen shot and project onto the wall. Apparently we don't have the proper cords to hook up to a Mac and when I tried to pull up my presentation on a PC I got an error message, so bummer. Other technical difficulties include not being able to retrieve the audio from this little device Dr. Marvel loaned to me. Sorry to disappoint, but I am unable to post the video.
Other than my fast talking, I had a few ums and I got lost once or twice in my thoughts so I repeated myself, which I did not notice while delivering the presentation. Something I realized halfway through presenting was that my feet were planted firmly in place. I hadn't shifted or taken a few side steps or anything. I used my hands and arms alot to make up for lack of movement in my feet.
In the video you can hardly see the information on the screen because we had to use the ELMO to take a screen shot and project onto the wall. Apparently we don't have the proper cords to hook up to a Mac and when I tried to pull up my presentation on a PC I got an error message, so bummer. Other technical difficulties include not being able to retrieve the audio from this little device Dr. Marvel loaned to me. Sorry to disappoint, but I am unable to post the video.
Sunday, November 4, 2007
Nondalton School Electricity Savings
Saving electricity is on everyone's mind at Nondalton school, particularly when we have a resident light switch nazi who goes around turning off all unnecessary lighting. (Thanks, Ron!) The presentation describes a summary of our electricity-saving quest and the spreadsheet shows our potential savings of over $2,000. If all schools in LPSD are saving as much as we are, this equates to $2,500 in our student account at the end of the year. Woohoo!!
The 9th and 10th graders helped with the recording for the gym lights and of course the next day we made a math lesson out of our data. I noticed that 10th grade is the ceiling for cool school involvement, so I'll be presenting the slide show to the junior high group. We are still practicing good energy saving practices, but last week our efforts were to no avail when the dental staff stayed for the whole week! Good thing we saved so much already.
The 9th and 10th graders helped with the recording for the gym lights and of course the next day we made a math lesson out of our data. I noticed that 10th grade is the ceiling for cool school involvement, so I'll be presenting the slide show to the junior high group. We are still practicing good energy saving practices, but last week our efforts were to no avail when the dental staff stayed for the whole week! Good thing we saved so much already.
Sunday, October 28, 2007
Article Summary #3
Tools for the Mind
by Mary Burns
Overview
The impact of technology on student learning is a widely debated topic. The author argues in favor of using computers for higher level thinking skills instead of lower level applications. Eureka moments are few and far between. Computer programs designed for analytical thinking are either not used at all or used in a way that does not challenge the student. Professional development should focus on teacher training that includes analytical application of software with a focus on core areas of teaching.
Reference Points
1. PowerPoint works for younger students, but at middle and high school levels it does not encourage deep thinking.
2. Too many students use information on the internet without questioning the source and accuracy.
3. Spreadsheets and databases can challenge a students' higher order thinking, but are generally used for show and tell.
4. Computer programs such as GIS, computer-aided design and simulation programs are rarely used but a rich resource for higher level thinking.
5. Educators are rarely trained in applications that promote analytical thinking.
6. Two strategies for change include (a) teaching critical thinking skills before technology and (b) professional development focusing on curriculum, instruction and assessment.
Reflection
The theme of the article that struck me the most was the need for teachers to have the proper training to pass on the higher order thinking skills that technology offers. I feel like this problem is already starting to plague me; I want to use data and manipulate spreadsheets in math class, but I lack the knowledge and confidence to do so. GIS applications are particularly intriguing to me, but I haven't a clue where to begin. As the article suggests, PowerPoint requires low order thinking appropriate at an elementary level and I cringe when high school or college assignments involve a PP presentation. As an educator, how can I move my students to think beyond the copy-paste-present mode to a level of creativity resulting from analytical and critical investigation?
by Mary Burns
Overview
The impact of technology on student learning is a widely debated topic. The author argues in favor of using computers for higher level thinking skills instead of lower level applications. Eureka moments are few and far between. Computer programs designed for analytical thinking are either not used at all or used in a way that does not challenge the student. Professional development should focus on teacher training that includes analytical application of software with a focus on core areas of teaching.
Reference Points
1. PowerPoint works for younger students, but at middle and high school levels it does not encourage deep thinking.
2. Too many students use information on the internet without questioning the source and accuracy.
3. Spreadsheets and databases can challenge a students' higher order thinking, but are generally used for show and tell.
4. Computer programs such as GIS, computer-aided design and simulation programs are rarely used but a rich resource for higher level thinking.
5. Educators are rarely trained in applications that promote analytical thinking.
6. Two strategies for change include (a) teaching critical thinking skills before technology and (b) professional development focusing on curriculum, instruction and assessment.
Reflection
The theme of the article that struck me the most was the need for teachers to have the proper training to pass on the higher order thinking skills that technology offers. I feel like this problem is already starting to plague me; I want to use data and manipulate spreadsheets in math class, but I lack the knowledge and confidence to do so. GIS applications are particularly intriguing to me, but I haven't a clue where to begin. As the article suggests, PowerPoint requires low order thinking appropriate at an elementary level and I cringe when high school or college assignments involve a PP presentation. As an educator, how can I move my students to think beyond the copy-paste-present mode to a level of creativity resulting from analytical and critical investigation?
Tuesday, October 16, 2007
Article Summary #2
The Educator's Guide to the Read/Write Web
by Will Richardson
Overview
The author suggests that with the advent of web publishing tools, educators must be willing to adapt their curriculum and lessons to accommodate the "Read/Write Web." Literacy is no longer a matter of reading and writing in the traditional sense. Those skills are certainly necessary but students must also be able to filter through the flood of unedited material they find on the web. Educators must be willing to step aside and let the students use the wealth of resources on the internet. Students have access to scientists, researchers and other content area professionals. The author goes on to warn that educators must monitor use and teach students how to use the new tools to their advantage.
Reference Points
1. Blogs allow students and teachers to create an online diary, communicate with other students worldwide and present an interactive portfolio of their work.
2. Wikis offer collaborative resources and links to course curriculum.
3. Podcasting gives students the chance to share audio clips of museum tours, interviews, classroom news and more.
4. Web publishing skills are a must for both teacher and student.
5. Teachers must be aware of and embrace their shifting role as the Read/Write Web offers expertise and ideas from around the world.
6. The benefits of using the Web outweigh the manageable risks.
Reflection
I agree with much of the author's ideas about letting students publish their work online. Knowing their work could be read by students or teachers on the other side of the globe is an incentive to do better.
However, the situation at the school I am in now is quite different. Many times students are not allowed to use the computer because they have not completed two standards. The author's comments on the risks of using these tools is very real for us. When the students get to the computer they have a hard time focusing on what they are supposed to do and get lost in cyberspace. This would be ok, except that they are so far behind and a little wasted time every day equates to graduation when they are 21. So, the bottom line becomes getting standards and levels passed in order to graduate when they are eighteen.
In a different school, I would love to try the author's suggestions. The internet has so much to offer and secondary generalists need quality resources and content-area experts. The idea of finding scientists or researchers who would be willing to guide a student's study sounds extremely appealing. Maybe I'll try next year.
by Will Richardson
Overview
The author suggests that with the advent of web publishing tools, educators must be willing to adapt their curriculum and lessons to accommodate the "Read/Write Web." Literacy is no longer a matter of reading and writing in the traditional sense. Those skills are certainly necessary but students must also be able to filter through the flood of unedited material they find on the web. Educators must be willing to step aside and let the students use the wealth of resources on the internet. Students have access to scientists, researchers and other content area professionals. The author goes on to warn that educators must monitor use and teach students how to use the new tools to their advantage.
Reference Points
1. Blogs allow students and teachers to create an online diary, communicate with other students worldwide and present an interactive portfolio of their work.
2. Wikis offer collaborative resources and links to course curriculum.
3. Podcasting gives students the chance to share audio clips of museum tours, interviews, classroom news and more.
4. Web publishing skills are a must for both teacher and student.
5. Teachers must be aware of and embrace their shifting role as the Read/Write Web offers expertise and ideas from around the world.
6. The benefits of using the Web outweigh the manageable risks.
Reflection
I agree with much of the author's ideas about letting students publish their work online. Knowing their work could be read by students or teachers on the other side of the globe is an incentive to do better.
However, the situation at the school I am in now is quite different. Many times students are not allowed to use the computer because they have not completed two standards. The author's comments on the risks of using these tools is very real for us. When the students get to the computer they have a hard time focusing on what they are supposed to do and get lost in cyberspace. This would be ok, except that they are so far behind and a little wasted time every day equates to graduation when they are 21. So, the bottom line becomes getting standards and levels passed in order to graduate when they are eighteen.
In a different school, I would love to try the author's suggestions. The internet has so much to offer and secondary generalists need quality resources and content-area experts. The idea of finding scientists or researchers who would be willing to guide a student's study sounds extremely appealing. Maybe I'll try next year.
Tuesday, October 2, 2007
Energy Conservation Plan
Lake and Peninsula School District has given each school in the district an incentive to reduce electricity usage. My plan is to see how much our school saves by turning off the gym lights when they are not in use. I will leave them operating normally for one full week, then turn them off in the morning when no one uses the gym, and find the difference.
Since the district as a whole must save 5% for any of us to get money, I would also like the students to create a blog and make sure the other schools have access and can post what they are doing to save electricity. Our students here are really into it, mostly because they like working in the dark, so hopefully students from other schools are already doing their part. The student involvement idea might be scrapped but I'd like to try. I'll let you know how it goes.
Since the district as a whole must save 5% for any of us to get money, I would also like the students to create a blog and make sure the other schools have access and can post what they are doing to save electricity. Our students here are really into it, mostly because they like working in the dark, so hopefully students from other schools are already doing their part. The student involvement idea might be scrapped but I'd like to try. I'll let you know how it goes.
Wednesday, September 26, 2007
Nondalton's Technology Culture
I lucked out with the timing of this project. The week I was collecting most of my data for my report happened to be the week we got new computers installed. I was able to pick the brains of the District Technology Coordinator and his assistant at length. While researching, it was discovered that the students and parents had not signed the computer use agreement. Since then, the students have read through the document as a class and have gotten the proper signatures.
The Technology Standards set in place are quite comprehensive. In Levels 5, 6 and 7 the students find the standards challenging because most of them do not have the luxury of playing around on computers at home. Most every student enjoys computer work, though, and we use the lure of extra computer time as an incentive for students to work on their standards. I have found that I need to work on the standards as well. What are the basic principles of a Local Area Network and a Wide Area Network, anyway? (Level 6, standard 2)
The Technology Standards set in place are quite comprehensive. In Levels 5, 6 and 7 the students find the standards challenging because most of them do not have the luxury of playing around on computers at home. Most every student enjoys computer work, though, and we use the lure of extra computer time as an incentive for students to work on their standards. I have found that I need to work on the standards as well. What are the basic principles of a Local Area Network and a Wide Area Network, anyway? (Level 6, standard 2)
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