De Craene, M. M. (2006). Using & teaching educational technology: digital storytelling: a practical classroom management strategy. The Educational Technology: ICT in Education website. Retrieved from http://terry-freedman.org.uk/artman/publish/Printer_804.php
Mrs. De Craene shared her experience in planning for the digital storytelling in her classroom. She emphasizes the need for management to prevent chaos must be administered in order to create a fulfilling experience with digital storytelling.
The author names three phases to digital storytelling. The first is the pre-production, second is production, and third in post-production. She states that pre-production is where the responsibilities are assigned and roles are determined. Some of the roles she listed were discussion director, summariser, investigator, illustrator, and connector. She added travel tracer, timekeeper and recorder. The author’s role was to facilitate the discussions.
The article definitely explains how to start the digital storytelling project. As I am thinking of my own project that I just completed, I can see where the planning was the most demanding. I can understand why Mrs. De Craene spent much time in preparing for the project at the pre-planning stage. In preparing for my own digital storytelling, I will follow the example the author shares for my roles and management.
Sunday, October 25, 2009
Saturday, October 24, 2009
Moviemaker Project-The American Revolution Reflection
The American Revolution
7464 Moviemaker Project
The purpose of the project is to meet the requirement for 7464 moviemaker project. The intended audience is the fourth grade class. The theme of the project is the struggle of the colonies for independence from the British. Any social studies lesson could be presented in this manner for effective introduction to a unit or a summary of a unit.
Many challenges were met while completing this project. Transferring images was difficult in that the computer would freeze. The computer would need to be turned off and started again at times. Getting the music to just the right spot took some time.
Many lessons were learned through this experience. First of all, this was the first time I ever touched a moviemaker project. I learned how to access FreePlay Music and select music that I felt would enhance the slides. I have learned how to place the movie on the UTube which I had never used. I have benefited from the experience although it took much time to complete. The URL to my moviemaker is http://stu.westga.edu/~bray1/7464_moviemaker_btr.wmv
7464 Moviemaker Project
The purpose of the project is to meet the requirement for 7464 moviemaker project. The intended audience is the fourth grade class. The theme of the project is the struggle of the colonies for independence from the British. Any social studies lesson could be presented in this manner for effective introduction to a unit or a summary of a unit.
Many challenges were met while completing this project. Transferring images was difficult in that the computer would freeze. The computer would need to be turned off and started again at times. Getting the music to just the right spot took some time.
Many lessons were learned through this experience. First of all, this was the first time I ever touched a moviemaker project. I learned how to access FreePlay Music and select music that I felt would enhance the slides. I have learned how to place the movie on the UTube which I had never used. I have benefited from the experience although it took much time to complete. The URL to my moviemaker is http://stu.westga.edu/~bray1/7464_moviemaker_btr.wmv
Monday, October 19, 2009
Egbert 5,6,7 Boss and Krauss 7,8
Egbert, J. (2007). Supporting learning with technology: essentials of classroom practice. Upper Saddle River, New Jersey: Pearson.
Boss, S. & Krauss, J. (2007). Reinventing project-based learning. Eugene, OR: International Society for Technology in Education.
Supporting Student Production, Chapter 7 was interesting. The authors listed benefits of production which are teaching responsibility, planning and critical thinking, communication skills, cross-cultural understanding, decision making, and using and choosing appropriate technology (p. 185). She also gave the stages of production which are preproduction, production, and post production (p.186). The guidelines were presented as focusing on the process, using authentic audiences, teaching the tools, understanding the tools, and scaffolding for all students (p. 200).
In Chapter 8, the discussion was supporting student eLearning. The author describes eLearning as enhancing with digital technologies, involves interaction between students and teacher that is mediated by technology, uses technology that is ongoing and consistent, learner-centered, uses a variety of resources (p. 209). The benefits from eLearning ate flexibility, responsibility, exposure, interaction, anonymity, and convenience (p.213). The explains that the teacher’s role is to build rapport with students, encourage eLearners, making sure students are spending time effectively, dividing classes into discussion groups, requiring individuals to make clear posts, making students know that the teacher is observing (215-217).
In chapter 5 of Boss and Krauss, the project management strategies were discussed. First of all, the sources must be gathered, then plan the project dates, organize teams, and plan assessments. Chapter 6 discusses the implementation strategies of the project. Teachers must explain the project with enthusiasm in order to excite the students with interest. Guidelines must be set and explained along with lessons on the technology to be used. Chapter 7 involves getting the project moving. When holding class discussions, the teacher should promote high-order thinking. Technology should be selected that will promote an effective lesson. Many thing can “go wrong” when a project is being produced. Teachers will need to be available to help with the students’ needs and also manage conflict.
Boss, S. & Krauss, J. (2007). Reinventing project-based learning. Eugene, OR: International Society for Technology in Education.
Supporting Student Production, Chapter 7 was interesting. The authors listed benefits of production which are teaching responsibility, planning and critical thinking, communication skills, cross-cultural understanding, decision making, and using and choosing appropriate technology (p. 185). She also gave the stages of production which are preproduction, production, and post production (p.186). The guidelines were presented as focusing on the process, using authentic audiences, teaching the tools, understanding the tools, and scaffolding for all students (p. 200).
In Chapter 8, the discussion was supporting student eLearning. The author describes eLearning as enhancing with digital technologies, involves interaction between students and teacher that is mediated by technology, uses technology that is ongoing and consistent, learner-centered, uses a variety of resources (p. 209). The benefits from eLearning ate flexibility, responsibility, exposure, interaction, anonymity, and convenience (p.213). The explains that the teacher’s role is to build rapport with students, encourage eLearners, making sure students are spending time effectively, dividing classes into discussion groups, requiring individuals to make clear posts, making students know that the teacher is observing (215-217).
In chapter 5 of Boss and Krauss, the project management strategies were discussed. First of all, the sources must be gathered, then plan the project dates, organize teams, and plan assessments. Chapter 6 discusses the implementation strategies of the project. Teachers must explain the project with enthusiasm in order to excite the students with interest. Guidelines must be set and explained along with lessons on the technology to be used. Chapter 7 involves getting the project moving. When holding class discussions, the teacher should promote high-order thinking. Technology should be selected that will promote an effective lesson. Many thing can “go wrong” when a project is being produced. Teachers will need to be available to help with the students’ needs and also manage conflict.
Monday, October 12, 2009
School Laptops
O'Hanlon, C. (2009). Safe at home.The Journal: transforming education through technology, 36 (9), 32-33.
I have often wondered how laptops from school could be taken home by students. The article Safe at home tells how Henrico County Public Schools in Richmond, Virginia, allowed students to take the laptops home. The students loaded all kinds of things on the laptops and the administration had not taken any precautions to prevent it. The administration recalled and reimaged the computers over winter break and returned to the students. Norton antivirus had been placed on the laptops. Students are now taking laptops home and are kept from getting onto unauthorized programs with antivirus software.
At Battle Ground Academy in Franklin, Tennessee, uses Sophos antivirus software to protect the students and administration. Kbox from Kace inventories school computers and flags the computers that have unauthorized programs. Demerits are given when students are found to have violated school rules.
Putnam Valley Central School District in New York keeps track of student computers in case of a missing machine. Skyhook Wireless is used to do the tracking. It works like a GPS.
At North Daviess Community Schools in Elnora, Indiana, staff explains the use of laptops and maintainance to parents. The district wants to allow computer usage at home for all students because the more they use it, the more proficient they become.
It is amazing how much technology is "out there" and now I see that you can even "track down" a device.
I have often wondered how laptops from school could be taken home by students. The article Safe at home tells how Henrico County Public Schools in Richmond, Virginia, allowed students to take the laptops home. The students loaded all kinds of things on the laptops and the administration had not taken any precautions to prevent it. The administration recalled and reimaged the computers over winter break and returned to the students. Norton antivirus had been placed on the laptops. Students are now taking laptops home and are kept from getting onto unauthorized programs with antivirus software.
At Battle Ground Academy in Franklin, Tennessee, uses Sophos antivirus software to protect the students and administration. Kbox from Kace inventories school computers and flags the computers that have unauthorized programs. Demerits are given when students are found to have violated school rules.
Putnam Valley Central School District in New York keeps track of student computers in case of a missing machine. Skyhook Wireless is used to do the tracking. It works like a GPS.
At North Daviess Community Schools in Elnora, Indiana, staff explains the use of laptops and maintainance to parents. The district wants to allow computer usage at home for all students because the more they use it, the more proficient they become.
It is amazing how much technology is "out there" and now I see that you can even "track down" a device.
Monday, October 5, 2009
Supporting Student Critical Thinking
Egbert,J.(2007). Supporting learning with technology: essentials of classroom practice. Upper Saddle River, New Jersey: Pearson.
Chapter four, Egbert(2007)discusses critical thinking skills of students. Characteristics of critical thinking tasks (p.104) are listed: environment supports questioning and reasoning, issues do not have simple answers, no rote learning, alternatives for solutions, students make decisions, tools and resources are provided, students examine resoning processes. The benefits of critical thinking were discussed (p. 104-105). The author says that critical thinking promotes better grades, independence, and decision making skills. She also stated that reading, writing, speaking, and listening skills are enhanced. The critical thinking process has four parts (p. 105). The parts are review, analyze, synthesize, and evaluate. The author says that students can benefit from using these steps in finding what helps them make rational decisions.
I like this chapter because I my students to think. I want to provide as environment that is conducive to thinking. Egbert (2007) lists some techniques for the teacher to support critcal thinking. She says (p. 106) that teachers should encourage students in find various sources before making decisions and supply sources to help students with structuring the information the students find. Teachers are encouraged to hold student debates and allow students time to reflect on learning. Egbert (2007) also supports creating and questioning assessments.
Egbert(2007) gives guidelines to follow in order to design critical thinking opportunities (p. 107). The first guideline is to ask the right questions that causes the students to think. The second guideline is to provide appropriate levels of challenge to make sure all students needs are met. The third guideline is to teach strategies by modeling, asking questions, and teach metacognitive strategies. The fourth guideline tells the teacher to encourage curiosity (p. 108).
Chapter four, Egbert(2007)discusses critical thinking skills of students. Characteristics of critical thinking tasks (p.104) are listed: environment supports questioning and reasoning, issues do not have simple answers, no rote learning, alternatives for solutions, students make decisions, tools and resources are provided, students examine resoning processes. The benefits of critical thinking were discussed (p. 104-105). The author says that critical thinking promotes better grades, independence, and decision making skills. She also stated that reading, writing, speaking, and listening skills are enhanced. The critical thinking process has four parts (p. 105). The parts are review, analyze, synthesize, and evaluate. The author says that students can benefit from using these steps in finding what helps them make rational decisions.
I like this chapter because I my students to think. I want to provide as environment that is conducive to thinking. Egbert (2007) lists some techniques for the teacher to support critcal thinking. She says (p. 106) that teachers should encourage students in find various sources before making decisions and supply sources to help students with structuring the information the students find. Teachers are encouraged to hold student debates and allow students time to reflect on learning. Egbert (2007) also supports creating and questioning assessments.
Egbert(2007) gives guidelines to follow in order to design critical thinking opportunities (p. 107). The first guideline is to ask the right questions that causes the students to think. The second guideline is to provide appropriate levels of challenge to make sure all students needs are met. The third guideline is to teach strategies by modeling, asking questions, and teach metacognitive strategies. The fourth guideline tells the teacher to encourage curiosity (p. 108).
Saturday, September 26, 2009
ComicLife article
Bledsoe, G. (2009). ComicLife in education. [On-line]. /Available: http://comiclife.com/education
The article lists and discusses the benefits of ComicLife in the classroom. The author begins by telling us that comics are fun and easy to make with ComicLife. The first benefit the article discusses is it is easy to learn. Because of the ease in adding images and adding captions and word balloons, students and teachers are able to use the program. Next, the article discusses cost of ComicLife. The cost is rather low which makes it easier to obtain administrative approval in supporting the teacher’s request to add it to the classroom. Another benefit is that ComicLife inspires creativity. The article suggests that teachers and students are able to learn in unique ways by the use of ComicLife.
Ways of using ComicLife is through reading and writing. The narrative experience is a way to teach plot, characterization, setting, and sequencing. Students who do not particularly enjoy reading may be interested when ComicLife is used. Even though writing is difficult for some students, the article suggests that the drawing aspects may be interesting to students while attempting to write.
The article was very helpful in discussing benefits and examples of using ComicLife in the classroom.
The article lists and discusses the benefits of ComicLife in the classroom. The author begins by telling us that comics are fun and easy to make with ComicLife. The first benefit the article discusses is it is easy to learn. Because of the ease in adding images and adding captions and word balloons, students and teachers are able to use the program. Next, the article discusses cost of ComicLife. The cost is rather low which makes it easier to obtain administrative approval in supporting the teacher’s request to add it to the classroom. Another benefit is that ComicLife inspires creativity. The article suggests that teachers and students are able to learn in unique ways by the use of ComicLife.
Ways of using ComicLife is through reading and writing. The narrative experience is a way to teach plot, characterization, setting, and sequencing. Students who do not particularly enjoy reading may be interested when ComicLife is used. Even though writing is difficult for some students, the article suggests that the drawing aspects may be interesting to students while attempting to write.
The article was very helpful in discussing benefits and examples of using ComicLife in the classroom.
ComicLife-Trail of Tears-Eighth Grade Social Studies
The purpose of this particular ComicLife is to encourage students' curiosity about the "Trail of Tears" using a medium that the students associate with entertainment.
http://trailoftearscomiclife.wikispaces.com
http://trailoftearscomiclife.wikispaces.com
Monday, September 21, 2009
Egbert Chapter Three
Egbert, J. (2007). Supporting Student Communication. In Egbert (Ed.), Supporting learning with technology: essentials of classroom practice (pp.64-97). Upper Saddle River, New Jersey: Pearson.
The beginning of the chapter informs the reader on communication patterns. The author tells us that learning takes place only when the communication is based on social interaction. That interaction can be from student to teacher or student to student. Communication is important for students to share and learn with each other. The authors listed characteristics of technology-supported tasks. One component is content which is based on curricular goals and needs of the student. Time was mentioned and was based on needs of the student and on the task being completed. Enough time must be given for each student to demonstrate knowledge. Communication technologies were discussed as tools to make learning more accessible. Some students need aids to complete assignments, and technologies can meet those needs. Communicants were described as people who contribute to the learning success of the students. Communicants are classmates, peers outside of school, parents, teachers, specialists and anyone from the general public. Roles of participants are the contributions everyone adds to a whole. The last component was learning focus. Learning focus helps students stay on tasks and pace themselves to complete an assignment.
The process of technology-supported communication was described in three steps. The planning stage is where the teacher chooses the goals, activity, reviewing examples, and preparing communication. Next is the development stage which is where students collaborate, teachers copy the work, summarize, and provide lessons as needed. Last, is the analysis and evaluation stage where teachers thank participants, lead in reflection, share the projects, and analyze success.
The guidelines for supporting communication with technology were considering the context, considering safety, teaching group dynamics and team building, and giving students a reason to listen.
Assessing the tasks is important for effective use of class time. Planning, development and analysis are needed to ensure tasks are effective means to aid in learning. Rubrics are very easily obtained and used.
The authors present very good points to allow the teacher to evaluate teaching and learning in the classroom. The material is very useful and clearly written, giving examples with the information.
The beginning of the chapter informs the reader on communication patterns. The author tells us that learning takes place only when the communication is based on social interaction. That interaction can be from student to teacher or student to student. Communication is important for students to share and learn with each other. The authors listed characteristics of technology-supported tasks. One component is content which is based on curricular goals and needs of the student. Time was mentioned and was based on needs of the student and on the task being completed. Enough time must be given for each student to demonstrate knowledge. Communication technologies were discussed as tools to make learning more accessible. Some students need aids to complete assignments, and technologies can meet those needs. Communicants were described as people who contribute to the learning success of the students. Communicants are classmates, peers outside of school, parents, teachers, specialists and anyone from the general public. Roles of participants are the contributions everyone adds to a whole. The last component was learning focus. Learning focus helps students stay on tasks and pace themselves to complete an assignment.
The process of technology-supported communication was described in three steps. The planning stage is where the teacher chooses the goals, activity, reviewing examples, and preparing communication. Next is the development stage which is where students collaborate, teachers copy the work, summarize, and provide lessons as needed. Last, is the analysis and evaluation stage where teachers thank participants, lead in reflection, share the projects, and analyze success.
The guidelines for supporting communication with technology were considering the context, considering safety, teaching group dynamics and team building, and giving students a reason to listen.
Assessing the tasks is important for effective use of class time. Planning, development and analysis are needed to ensure tasks are effective means to aid in learning. Rubrics are very easily obtained and used.
The authors present very good points to allow the teacher to evaluate teaching and learning in the classroom. The material is very useful and clearly written, giving examples with the information.
Sunday, September 13, 2009
VoiceThread Project Reflection
The students I had enjoyed working with the VoiceThread and will be using it in the future. I see how it can be incorporated in both math and science.
Working with the members of my group has been wonderful. I have received so much help and ideas. Each member has talents and skills they have shown. I teach my classes with a workshop model and each one must participate and help others in the group. This is just what happened in our group for the last couple of weeks. I will be sharing this experience with my fifth graders so that they will understand how important teamwork is and how we can help and depend on others when teamwork is truly "team work"
Working with the members of my group has been wonderful. I have received so much help and ideas. Each member has talents and skills they have shown. I teach my classes with a workshop model and each one must participate and help others in the group. This is just what happened in our group for the last couple of weeks. I will be sharing this experience with my fifth graders so that they will understand how important teamwork is and how we can help and depend on others when teamwork is truly "team work"
Thursday, September 10, 2009
VoiceThread Workshop Rough Draft
The rough draft of our voicethread workshop is being viewed. We will edit and prepare a final draft.
VoiceThread Article
7 Things You Should Know About VoiceThread
The article was excellent in that it asked questions, that most people have when VoiceThread is mentioned, and then answered them. The first question was "What is it?". The article describes it as a "media aggregator" that posts material and allows for feedback. The second question was "Who is doing it?" The answer was that K-12 educators are using it. Also mentioned was several colleges and universities. The third question was, "How does it work?". The reply was that the creators upload material and add comments with microphones, webcams, keyboard, or audio file. It goes on to say that the speaker chooses an identity as well as the commentators. The fourth question was, "Why is it significant?". The emphasis was on interactions. The fifth question was, "What are the downsides?" To this the article answered that multiple users cannot have access at the same time. Students might change answers or comments made by others. The sixth question was, "Where is it going?". The answer was that VoiceThread is developing more features that make it more appealing. The last question, "What are the implications for teaching and learning?". The reply was that the VoiceThread is promoting participation, interaction, creativity.
The article was so organized that it was easy to read and understand. It answered common questions that many of us have.I do thik that mentioning the downsides was very good. It was informative and interesting.
VoiceThread Project http://voicethread.com/share/605938/
My voicethread is complete. The students and I had so much fun. None of them had ever done this and they were shocked listening to themselves. I created this particular project for an activating strategy. The students were previewing destructive forces in nature. They commented on three different pictures, tornado, volcano, and earthquake.The link to the project is
http://voicethread.com/share/60593/
http://voicethread.com/share/60593/
Monday, September 7, 2009
Emerging Technology that Supports Content Learning
We have two student computers in our classrooms and time is such an issue. Accessibility is good, but we have no printer which means I need to get someone to cover my class while I go to the workroom to get the copy. I do have the students in groups so that much communication is going on. I learned that one computer used skillfully can enhance the learning process.
The effective content learning tasks are familiar to me in that we are wanting to engage the students and have them discover. We are now teaching and learning with the workshop method in math. Also, in science we are testing hypotheses. We do begin each lesson with an essential question that should be answered at the end of the class. I am taking this class to help me incorporate technology into my classroom and I am seeing that I must be diligent in preparing lessons that incorporate effective use of technology.
As the chapter reminds me, students need to be reached according to their abilities and backgrounds and it is up to the teacher to supply whatever is needed. Technology, when used correctly, can help not only the average and above averagge student but also the students with learning needs and language deficits.
The chapter is full of way to benefit my classes and myself.
The effective content learning tasks are familiar to me in that we are wanting to engage the students and have them discover. We are now teaching and learning with the workshop method in math. Also, in science we are testing hypotheses. We do begin each lesson with an essential question that should be answered at the end of the class. I am taking this class to help me incorporate technology into my classroom and I am seeing that I must be diligent in preparing lessons that incorporate effective use of technology.
As the chapter reminds me, students need to be reached according to their abilities and backgrounds and it is up to the teacher to supply whatever is needed. Technology, when used correctly, can help not only the average and above averagge student but also the students with learning needs and language deficits.
The chapter is full of way to benefit my classes and myself.
Egbert-Chapter 1 and Boss and Krause Chapter 2
In the reading of Egbert's chapter one, I was impressed with the emphasis that technology just to have technology is ineffective. I do believe people ask for technology and do not know how to use it nor are willing to learn how to use it. Even more than that is the fact that teachers don't know how to use it effectively in the lesson plan. When we watch movies, do we have a purpose for the movie? If not, precious learning time was wasted.
In chapter 2 of Boss and Krause, I think about the teachers on a grade level. Do we help each other by pointing out weak points, or do we overlook it? Well, I do know that anything can be said if it is said with care and for the good of all. Almost anyone appreciates a suggestion on how they might teach something differently. As I said though, we must be careful how we suggest it. As team members in a school, we are all, or should be, looking out for our students and our school as a whole. As an effective team member, we must offer and accept information that makes us the best school we can be.
In chapter 2 of Boss and Krause, I think about the teachers on a grade level. Do we help each other by pointing out weak points, or do we overlook it? Well, I do know that anything can be said if it is said with care and for the good of all. Almost anyone appreciates a suggestion on how they might teach something differently. As I said though, we must be careful how we suggest it. As team members in a school, we are all, or should be, looking out for our students and our school as a whole. As an effective team member, we must offer and accept information that makes us the best school we can be.
Voicethread
Our group are developing their Voicethreads and are giving ideas on the workshop plan. We are focusing on the workshop plan. We want to inform teachers on how to create a voicethread and show how the new technology is easy to use and very applicable to any area of teaching. We want to demonstrate how the teachers can use the technology to enhance learning.
Voicethread
I will be trying my voicethread in school tomorrow. I hope it works successfully. It didn't seem too difficult but could cause problems tomorrow. We will see.
Saturday, August 29, 2009
7464_definition_btr
Working Definition
Teresa Ray
August 24, 2009
Technology integration is the incorporation of technology into the classroom curriculum. To successfully incorporate technology into the classroom it should be a process of using a myriad of tools to enhance learning and be accessible to students and teachers. In order to ensure success, technology coaches and administrators should provide teachers with adequate training. In turn, students should also be instructed in using technology appropriately. In the classroom, teachers must first select technology that most benefits students and augments the learning environment. The technology chosen should then become an integral part of the instruction. The technology used should empower students to be active in the learning process and develop and use higher order thinking skills. It increases motivation while encouraging student participation in those who otherwise would not participate.
Teresa Ray
August 24, 2009
Technology integration is the incorporation of technology into the classroom curriculum. To successfully incorporate technology into the classroom it should be a process of using a myriad of tools to enhance learning and be accessible to students and teachers. In order to ensure success, technology coaches and administrators should provide teachers with adequate training. In turn, students should also be instructed in using technology appropriately. In the classroom, teachers must first select technology that most benefits students and augments the learning environment. The technology chosen should then become an integral part of the instruction. The technology used should empower students to be active in the learning process and develop and use higher order thinking skills. It increases motivation while encouraging student participation in those who otherwise would not participate.
Subscribe to:
Posts (Atom)
