I think one of the greatest advantages to using a blog in this course is that it allows you to simply say what you want to say. We had many class discussions about technology and education, and some of the discussions became heated. The blog allows us to continue the discussion and really reflect upon our thoughts and feelings. This blog, to me, was like a writing journal, where I could simply write down my thoughts about certain topics. I like the fact that not everyone has to read it, but yet everyone can if they'd like. I guess I just like the idea of the blog being mine. Other people can comment and agree or disagree, but ultimately, it is my opinions, and my feelings being presented in the blog. It really is a great way to get your ideas our there.
I think one of the greatest barriers to the successful use of this blog was the fact that not everyone seemed to be on the same page as far as the blog assignments were concerned. Some people thought we only had to blog when it was assigned, others thought we had to blog every week. Some people didn't know we had to comment, some people thought we had to comment two other blogs, while some people thought we had to comment one other blog. It all was a bit confusing. My problem was that I would check to see if people were posting, and some people wouldn't post until the end of the week, and then by that time, I'd forget to comment. Before I knew it, I was behind on my commenting. I think that making sure everyone understands the blog assignment, and that everyone is maintaining their blog would be a step in the right direction. If everyone is blogging at the same time every week, then everyone could have the opportunity to comment. Overall, though, I really enjoyed the blogging experience. It gave me a chance to express my feelings and concerns about technology in education, and I had a great time.
Saturday, May 9, 2009
Saturday, May 2, 2009
Just a thought . . .
Over the past few weeks, my EDU580 classmates and I have been hard at work preparing and presenting our technology integrated lesson plans. So far, it's all going quite well. But sometimes, we have a little situation with the technology. It seems to be that whenever you desperately need technology to work for you, it chooses to fail. Why is it that computers just freeze up? Or why do routers sometimes stop working? Or even better, why do some websites go down at the exact moment you need them to up and running? I think the reason for these mishaps may be the same reason why we lose socks in the dryer. It just happens! I've said it before, and I'll say it again. When teaching with technology, have a back up plan. It's the only way to be sure that your lesson goes smoothly. We cannot depend on technology, and yet, we cannot teach entirely without it. We have to remember that we are responsible for the content area that we teach. Use technology to help with that, but don't rely on it to do everything for you. I also think that if the technology does not cooperate for a lesson, don't give up on technology all together. Sometimes, things like Smart Boards not working just happen, and we have to go with the flow. We can always try to use the technology on another day.
Tuesday, April 21, 2009
Technology: Friend or Foe?
Yesterday, in EDU580, we began presenting 20 minute lessons that incorporate technology. All of the lessons were really great. We learned how to create animations, we learned how former U.S. Presidents felt about slavery, and we even learned how to prove the Pythagorean Theorem. Everything went pretty smoothly . . . except for one. Our classmate, Jordan, created a really cool lesson about the Pythagorean Theorem. Jordan's lesson was supposed to incorporate a website in which the user can manipulate shapes in order to properly prove the Pythagorean Theorem. I checked the website out before class began and it looked like a really interesting lesson. Unfortunately, when it came time to teach her lesson, the website seemed to be down. Everyone in class who tried to get to the site was unable to. This left our classmate in quite a pickle. She had to teach the "old-fashioned" way. She simply used a white board and markers in order to teach us the material.
So, the question is, what can we learn from this experience? In my opinion, Jordan did exactly what she needed to -- she just kept going. When we're in a situation where technology is not going our way, we need to have a back-up plan. Technology is wonderful when used correctly, but let's be honest, sometimes it just doesn't work. We have to prepared for times like these. As interesting and cool as lesson may be with technology, we need to be prepared to take another route if something goes awry.
Should we let this deter us from using technology in the classroom? Absolutely not. We have great opportunities to incorporate technology in our classrooms, and our students can benefit from our use of technology. We cannot be afraid. If something goes wrong, then so what. We just need to expect the unexpected. Have a back-up plan just in case something were to go wrong. Then we don't need to be scared of our technology not working. We are ultimately responsible for teaching a content area, and whether we use technology to aid us in that process is solely our choice as educators. But we need to be able to teach content both with and without technology. We cannot solely rely in technology and we cannot completely ignore it. We cannot trust it all of the time, and we cannot be afraid all of the time. In times of crisis in the classroom, we can look to the old adage of the stage: The show must go on!
So, the question is, what can we learn from this experience? In my opinion, Jordan did exactly what she needed to -- she just kept going. When we're in a situation where technology is not going our way, we need to have a back-up plan. Technology is wonderful when used correctly, but let's be honest, sometimes it just doesn't work. We have to prepared for times like these. As interesting and cool as lesson may be with technology, we need to be prepared to take another route if something goes awry.
Should we let this deter us from using technology in the classroom? Absolutely not. We have great opportunities to incorporate technology in our classrooms, and our students can benefit from our use of technology. We cannot be afraid. If something goes wrong, then so what. We just need to expect the unexpected. Have a back-up plan just in case something were to go wrong. Then we don't need to be scared of our technology not working. We are ultimately responsible for teaching a content area, and whether we use technology to aid us in that process is solely our choice as educators. But we need to be able to teach content both with and without technology. We cannot solely rely in technology and we cannot completely ignore it. We cannot trust it all of the time, and we cannot be afraid all of the time. In times of crisis in the classroom, we can look to the old adage of the stage: The show must go on!
Tuesday, April 14, 2009
Do you Twitter?
This week in class, we talked about the micro-blogging tool, Twitter. I don't personally use Twitter, but my husband does . . . all the time. The interesting thing about Twitter is that you can keep minute by minute updates of your activities and then everyone who "follows" you will know what you're up to. It's a great way to keep up with friends and family, and it's just fun to fill people in on what you are doing. What I also like about Twitter is the ability to follow others. My husband has old college friends that live on the west coat, and Twitter is the way he keeps up with them. On top of that, there are many celebrities that Twitter, and they let their fans know what they are doing. There are also many podcasters who Twitter. It's just a great way to keep up with what people are doing.
The big question, however, is can Twitter be used in an educational setting? Personally, my initial reaction is a big fat no. The majority of Twitter takes place on cell phones, something that I am completely against in the classroom. Yes, our students have cell phones. Yes, they try to use them in school when they think we're not looking. No, we do not need to give them an excuse to use their cell phones. I work with sophomores, juniors, and seniors right now. I don't think I'm exaggerating when I say that their life is not all about academics. Their life is about friends, families, dances, parties, sports, etc. I think that we need to come to terms with that. If we give students permission to use their cell phones to Twitter about academics, it will take them no time to jump on their cell phone and start texting their friends about Friday night's plans. School is not a place for cell phones. That's it. That's how I feel. Students should not be allowed to use their cell phones in school, and we don't need to give them excuses to use them.
I don't really see many instances when using Twitter in the classroom would be beneficial. What ever happened to having a conversation? A class discussion? A free-write about thoughts and feelings? I understand that blogging and Twitter may be good for shy students, but those shy students still need to learn how to have conversation. They still need to learn about social situations. We should not encourage shy students to constantly hide behind a computer screen or a cell phone. Part of our job is to prepare students for the "real world." And while that world is full of technology, it is also full of people. Students need to learn about how to treat other people, how to have conversations, how to function in a group, how to find their place among the crowd. Technology is important, but it's not the only thing that is important.
The big question, however, is can Twitter be used in an educational setting? Personally, my initial reaction is a big fat no. The majority of Twitter takes place on cell phones, something that I am completely against in the classroom. Yes, our students have cell phones. Yes, they try to use them in school when they think we're not looking. No, we do not need to give them an excuse to use their cell phones. I work with sophomores, juniors, and seniors right now. I don't think I'm exaggerating when I say that their life is not all about academics. Their life is about friends, families, dances, parties, sports, etc. I think that we need to come to terms with that. If we give students permission to use their cell phones to Twitter about academics, it will take them no time to jump on their cell phone and start texting their friends about Friday night's plans. School is not a place for cell phones. That's it. That's how I feel. Students should not be allowed to use their cell phones in school, and we don't need to give them excuses to use them.
I don't really see many instances when using Twitter in the classroom would be beneficial. What ever happened to having a conversation? A class discussion? A free-write about thoughts and feelings? I understand that blogging and Twitter may be good for shy students, but those shy students still need to learn how to have conversation. They still need to learn about social situations. We should not encourage shy students to constantly hide behind a computer screen or a cell phone. Part of our job is to prepare students for the "real world." And while that world is full of technology, it is also full of people. Students need to learn about how to treat other people, how to have conversations, how to function in a group, how to find their place among the crowd. Technology is important, but it's not the only thing that is important.
Thursday, April 9, 2009
Musical + Technolgoy = One Spectacular Show!
Hey everyone! As some of you know, I recently just finished directing and producing The Wizard of Oz for Chateaugay Central School. In a previous post, I talked about how much technology we needed to use in order to pull off some of the cool special effects needed for the show. Not only did we need technology for the special effects, but we work with light boards and sound boards, and wireless microphones and projects, etc. We do just about everything! I just wanted to share some of our cool effects and a few of our scenes with everyone. I have some pictures below and a video clip of our "Dream Sequence" video. I'm very proud of my students. They all worked very hard and did a great job for the show. I'm also proud of myself and my fellow directors because we worked very hard to use technology to make this show great. Enjoy!
This is our wicked witch melting into the floor. We built a platform for this effect with a pulley system underneath. There is a stage crew member sitting behind the platform, lowering her into the floor. And so, it appears that she is melting.
This is when Dorothy and her friends go in to see the Wizard for the first time. We had a student in the projection room with a camera hooked up to a projector. This was done live for every performance. We used a digital effect on the camera and then projected our student's face onto a black center traveler curtain. It ended up looking pretty neat.
This is a shot from our "Dream Sequence" video. This is during the twister scene, when Dorothy hits her head and "sees" people fly by in the tornado. To see the video, click here. This was pre-recorded, and projected onto the big screen for every performance.
Below are some of my favorite scenes. I hope everyone enjoys the pics. For more pictures, you can check out our myspace page or our school's webpage.
This is our wicked witch melting into the floor. We built a platform for this effect with a pulley system underneath. There is a stage crew member sitting behind the platform, lowering her into the floor. And so, it appears that she is melting.
This is when Dorothy and her friends go in to see the Wizard for the first time. We had a student in the projection room with a camera hooked up to a projector. This was done live for every performance. We used a digital effect on the camera and then projected our student's face onto a black center traveler curtain. It ended up looking pretty neat.
This is a shot from our "Dream Sequence" video. This is during the twister scene, when Dorothy hits her head and "sees" people fly by in the tornado. To see the video, click here. This was pre-recorded, and projected onto the big screen for every performance.
Below are some of my favorite scenes. I hope everyone enjoys the pics. For more pictures, you can check out our myspace page or our school's webpage.
Sunday, April 5, 2009
Lesson Plan using PBS resources
As stated in my previous entry, my class and I were fortunate enough to receive a tour of Mountain Lake PBS as well as a virtual tour of all of the PBS teacher resources. Below is an idea or an outline for a lesson plan using two of the PBS resources.
My lesson would be written for 7th or 8th graders, and would be about the Pythagorean Theorem. We all know the importance of Pythagorean Theorem; we see it constantly throughout our high school math classes. This lesson would be an introduction to the theorem as well as practice and reinforcement for using the theorem. What I would do is show students the "Triangles in Architecture" flash image from the VITAL website. These images show very famous architectural structures that feature triangles. This would be a great way to introduce triangle geometry and show students that triangles are used in architecture everywhere. It allows students to connect triangle geometry to the outside world. After the slideshow of images, I would then teach them about right triangles and the Pythagorean Theorem. I would show them the theorem, and walk them through the steps of solving problems using the theorem. Then, instead of having students practice with pencil and paper, I would have students practice their new skills using an interactive game found at pbsteachers.org. The game is entitled The Pythagorean Theorem. This interactive game walks students through the Pythagorean Theorem (great reinforcement), and then provides students with exercises to practice using the Pythagorean Theorem. I really like this game because it is a fresh and new way for students to practice using the Pythagorean Theorem. I think that students would be more engaged and would be having more fun than if they were using pencil and paper. What I really like about this game is that it provides students with a calculator, and so the questions are not simple. They challenge students, and they correct students' mistakes. The last part of the game is a review, which is really beneficial for students. I think this lesson would do well with students, and I can't wait to show my students these cool resources.
My lesson would be written for 7th or 8th graders, and would be about the Pythagorean Theorem. We all know the importance of Pythagorean Theorem; we see it constantly throughout our high school math classes. This lesson would be an introduction to the theorem as well as practice and reinforcement for using the theorem. What I would do is show students the "Triangles in Architecture" flash image from the VITAL website. These images show very famous architectural structures that feature triangles. This would be a great way to introduce triangle geometry and show students that triangles are used in architecture everywhere. It allows students to connect triangle geometry to the outside world. After the slideshow of images, I would then teach them about right triangles and the Pythagorean Theorem. I would show them the theorem, and walk them through the steps of solving problems using the theorem. Then, instead of having students practice with pencil and paper, I would have students practice their new skills using an interactive game found at pbsteachers.org. The game is entitled The Pythagorean Theorem. This interactive game walks students through the Pythagorean Theorem (great reinforcement), and then provides students with exercises to practice using the Pythagorean Theorem. I really like this game because it is a fresh and new way for students to practice using the Pythagorean Theorem. I think that students would be more engaged and would be having more fun than if they were using pencil and paper. What I really like about this game is that it provides students with a calculator, and so the questions are not simple. They challenge students, and they correct students' mistakes. The last part of the game is a review, which is really beneficial for students. I think this lesson would do well with students, and I can't wait to show my students these cool resources.
Tuesday, March 31, 2009
PBS Tour
This week in EDU580, we were lucky enough to receive a tour of Mountain Lake PBS. Not only did we get to see some of the facilities, but we were also exposed to all of the different resources that Mountain Lake PBS offers teachers. I found the resources to be extremely helpful. I think one of the neatest resources offered to teachers was VITAL. This website offers teachers access to a variety of video clips that can be incorporated into numerous lesson plans. There are videos for all grade levels and almost all subject areas. What I love about these videos is that they are short, appealing to students, and FREE! I could not believe that this website was free! Everyone should take the time to explore the website because some of the videos are really great, and could be easily used in a variety of lesson plans.
Another resource that was really great was PBSteachers.org. This website offers a number of lesson plans for all grade levels and all subject areas. Again, it is all free! The lesson plans are so well organized and are really, really great. They can be modified however you feel they should be, and they also come with assessment ideas and all of the worksheets that you would need for each lesson. I find that many of the lesson plans for lower grades can easily be modified to fit higher grades. I strongly encourage everyone to visit the website and see what lesson plans are available for teachers. It really is incredible.
Another resource that was really great was PBSteachers.org. This website offers a number of lesson plans for all grade levels and all subject areas. Again, it is all free! The lesson plans are so well organized and are really, really great. They can be modified however you feel they should be, and they also come with assessment ideas and all of the worksheets that you would need for each lesson. I find that many of the lesson plans for lower grades can easily be modified to fit higher grades. I strongly encourage everyone to visit the website and see what lesson plans are available for teachers. It really is incredible.
Smart Boards . . . Good? or Evil?
No, I really don't think that Smart Boards are evil. A hot debate in EDU580 is whether Smart Boards are productive or not, and I think I'm really kind of in the middle about the debate. I have seen Smart Boards be really engaging and productive with students, and then I have seen it used as just a projection screen, with no real educational value attached to it. I was not able to attend class last week when everyone played around with the Smart Board. I was trying to pull a musical together for dress rehearsal, so I missed out on the activity. However, I went down to the library one day (where there are two Smart Boards), and asked my librarian to give me quick run through of what I can do with the Smart Board. She was very kind to me and showed me the basics. She showed me how to create and use different shapes. She showed me how to write on the Smart Board (be sure to put the pen back!), how to move things around, how to move on to the next screen or slide, etc. It was just the basics, but a good tutorial nonetheless. I'm planning on going back down sometime just to play around with it and see what I can do.
Now, I did enjoy my time with the Smart Board. It got me excited about the things I could do in the math classroom, especially with geometry. I kept thinking that I could make the class interactive, with students coming up to the board to label angles and sides and use theorems and equations. My mind was racing with excitement! Then I started thinking, "Could I do all of those things without the Smart Board?" The answer is definitely yes. Students can come up to the white board just as easily as the Smart Board to write information down. I can draw pictures on a white board, and I can use those pictures to teach geometry topics. But I will say that the Smart Board sure does make things easier. Ultimately, I am pro-Smart Board. It got me excited about teaching, and I think it will get students excited about learning . . . if used correctly. I have seen teachers use a Smart Board as a simple projection screen, and that makes it very boring and much less effective. But if the Smart Board is used as an interactive, engaging classroom tool, I think that possibilities are endless. I can't wait to start learning more and more about the Smart Board.
Now, I did enjoy my time with the Smart Board. It got me excited about the things I could do in the math classroom, especially with geometry. I kept thinking that I could make the class interactive, with students coming up to the board to label angles and sides and use theorems and equations. My mind was racing with excitement! Then I started thinking, "Could I do all of those things without the Smart Board?" The answer is definitely yes. Students can come up to the white board just as easily as the Smart Board to write information down. I can draw pictures on a white board, and I can use those pictures to teach geometry topics. But I will say that the Smart Board sure does make things easier. Ultimately, I am pro-Smart Board. It got me excited about teaching, and I think it will get students excited about learning . . . if used correctly. I have seen teachers use a Smart Board as a simple projection screen, and that makes it very boring and much less effective. But if the Smart Board is used as an interactive, engaging classroom tool, I think that possibilities are endless. I can't wait to start learning more and more about the Smart Board.
Thursday, March 19, 2009
Technology, Technology Everywhere!
Even though I am officially on spring break from grad school, I do still have to teach all day, and then right after school I have musical rehearsal. I am directing and producing Chateaugay Central School's spring musical, The Wizard of Oz, and I am starting to get super excited. The reason that I thought I would blog about this is because the technology that is needed to run this show is really insane. A few weeks ago, I was saying to myself, "Why did you pick this show? It is a nightmare!" But now I feel confident and satisfied with the show that we will presenting to the public (By the way, the show is next weekend, March 27th, 28th, and 29th). So I thought I would share the technology that is being used for this show.
First things first, this show is a true classic. One thing that we really wanted to do well was Dorothy's dream sequence. When the twister hits her home, Dorothy hits her head and falls, and she "sees" people and animals flying by her window because they have been swept up in the twister. We originally planned to use green screen technology to make this happen: film the kids in front of a green screen, and then fill in the background with rolling clouds. That didn't work out so well. What we actually did was project a rolling clouds video on the big screen in the auditorium, and then filmed the kids in front of the video. It looks really, really great! The hard part was that I had to edit about 18 minutes of video footage into 2 minutes. I used a great editing program, Final Cut Express, in order to create the final video. If you would like to see our finished product, click here.
The next big technology obstacle was creating a talking floating head for the Wizard of Oz character. If you haven't seen the movie (c'mon, everyone has!), you may a little lost. But anyway, what we decided to do was actually cast a student to play the "projected head" of the Wizard of Oz. We have a projecter hooked up in a lighting room above the auditorium. Our projected Oz stands in the room and says his line into a camera that we have hooked up to the projector. We put a cool video effect on the camera so his projected looks kind of spooky. We have a wireless microphone with a voice effect on it, and tada! we have our Wizard of Oz. Unfortunately, I don't have a video of that, but trust me, it's pretty neat.
The last use of technology could be considered less sophisticated than the previous two, but it's the one that I am the most excited about. Of course, everyone knows that the wicked witch has to melt in the end of the show. I am very lucky that my dad and his friend actually like building things for my musicals because they spend days building a rediculously cool trap door for our witch. Since we can't saw through our stage floor, they build a platform, and then cut a trap door out of the platform. Now, here's the cool part. By using a simple system of pullies, all our stage crew has to do is hold a rope, and let our witch melt slowly into the platform. I know it's not as exciting as computers and projectors and video editing, but it is technology in its own right. I think it's going to look incredible up on the stage.
I wanted to share all of this information because I really think that technology is such an important thing in our lives. I do use technology in my classroom quite often, but I also like to use technology in my extra-curricular activities as well. I have a lot of experience with sound boards and light boards and wireless microphones and monitors and amps and all kinds of interesting things. The only reason I know all of this because I got involved in the musical. It just amazes me what technology can do. The fact that I all I did was film my students in front of the big screen, and now I have this really interesting and cool video to present to the public. I think it's really going to blow people away. I think technology can help us do things that would be otherwise be a real challenge, and technology can really empower us and make us feel like we can do the impossible. Ultimately, I think it's essential that we become familiar with as much technology as possible so that we can become comfortable and confident with technology. Then we can pass along those positive feelings about technology to our students.
First things first, this show is a true classic. One thing that we really wanted to do well was Dorothy's dream sequence. When the twister hits her home, Dorothy hits her head and falls, and she "sees" people and animals flying by her window because they have been swept up in the twister. We originally planned to use green screen technology to make this happen: film the kids in front of a green screen, and then fill in the background with rolling clouds. That didn't work out so well. What we actually did was project a rolling clouds video on the big screen in the auditorium, and then filmed the kids in front of the video. It looks really, really great! The hard part was that I had to edit about 18 minutes of video footage into 2 minutes. I used a great editing program, Final Cut Express, in order to create the final video. If you would like to see our finished product, click here.
The next big technology obstacle was creating a talking floating head for the Wizard of Oz character. If you haven't seen the movie (c'mon, everyone has!), you may a little lost. But anyway, what we decided to do was actually cast a student to play the "projected head" of the Wizard of Oz. We have a projecter hooked up in a lighting room above the auditorium. Our projected Oz stands in the room and says his line into a camera that we have hooked up to the projector. We put a cool video effect on the camera so his projected looks kind of spooky. We have a wireless microphone with a voice effect on it, and tada! we have our Wizard of Oz. Unfortunately, I don't have a video of that, but trust me, it's pretty neat.
The last use of technology could be considered less sophisticated than the previous two, but it's the one that I am the most excited about. Of course, everyone knows that the wicked witch has to melt in the end of the show. I am very lucky that my dad and his friend actually like building things for my musicals because they spend days building a rediculously cool trap door for our witch. Since we can't saw through our stage floor, they build a platform, and then cut a trap door out of the platform. Now, here's the cool part. By using a simple system of pullies, all our stage crew has to do is hold a rope, and let our witch melt slowly into the platform. I know it's not as exciting as computers and projectors and video editing, but it is technology in its own right. I think it's going to look incredible up on the stage.
I wanted to share all of this information because I really think that technology is such an important thing in our lives. I do use technology in my classroom quite often, but I also like to use technology in my extra-curricular activities as well. I have a lot of experience with sound boards and light boards and wireless microphones and monitors and amps and all kinds of interesting things. The only reason I know all of this because I got involved in the musical. It just amazes me what technology can do. The fact that I all I did was film my students in front of the big screen, and now I have this really interesting and cool video to present to the public. I think it's really going to blow people away. I think technology can help us do things that would be otherwise be a real challenge, and technology can really empower us and make us feel like we can do the impossible. Ultimately, I think it's essential that we become familiar with as much technology as possible so that we can become comfortable and confident with technology. Then we can pass along those positive feelings about technology to our students.
Monday, March 9, 2009
Adaptive Technologies
Last week, in EDU580, we talked about adaptive technologies in education. I have actually had some experience with a few adaptive technologies. I used to work at a video store, and my boss was completely blind. He had had an accident about a year before opening the store, and in the accident he had lost his sight. I had the opportunity to speak to him about what it was like to lose your sight after having it your whole life. He was and still is an inspiration to anyone going through tough times. I've never met anyone like him. He still has such a positive outlook on life even though his life became very difficult after his accident.
Because of my boss, Norm, I became very experienced with the computer program JAWS. This program is a screen reader which allows the user to navigate around the screen using the keyboard. What's really great about this program was that Norm was able to use the internet, Microsoft Word, Microsoft Excel, and our video rental program. He could use any program on the computer because JAWS would read the screen for him. It was wonderful because he could run payroll, rent out videos, pay the bills, etc. all on his computer. He did not let his disability stop him from owning his own business. Norm had JAWS installed on the two computers in the store, and the program was set up so that it would automatically start when the computer started. It was kind of funny when I would open the store, and I would the computer say, "Welcome!" It was startling sometimes! I was really lucky to work for such a great person, and I was also really lucky because he would allow me to explore JAWS and see what it could really do. He always said that the program was a life-saver because he could still use the computer even though he couldn't see it. This allowed him to run his business without having to depend on other people; a feeling that I can imagine would be very freeing.
If I had a blind student in my classroom, I would definitely have to change my teaching strategies. I think that if a blind student were in my room, I would really need to make sure that I made it very clear what was written on the board in front of the class. With other students, we take it for granted that they can see what we are doing on the board in front of the class, but with a blind student, I would have to be very vocal about what was being written. If I didn't tell the student what was being written, they would have no way of knowing. I think that it would be very important for the teacher to be aware of the fact that student cannot see the board. If I had a student who used JAWS, I would be very comfortable with helping the student with the technology. A blind student wouldn't need to use JAWS everyday in class, but if we were to ever use a computer program, JAWS would be very beneficial. I would ask the student to use headphones, however, in order to not distract the other students. I think that other students would find it frustrating to hear the computer speaking out loud. When talking about statistics, I would be very interested in having students use Microsoft Excel, and I think that JAWS (or any other screen reader) could really help blind students. It would allow them to participate just as much as the other students, and it would allow other students to be exposed to adaptive technology.
Overall, I think it's really important that we be as inclusive as we can be in our schools. Adaptive technologies, including screen readers, allow more and more students to be in general education classrooms. I think that inclusion is not only important for the students with disabilities, but it is also important for students without disabilities. It is important for students to be exposed to all kinds of different things, and adaptive technologies are no exception.
Because of my boss, Norm, I became very experienced with the computer program JAWS. This program is a screen reader which allows the user to navigate around the screen using the keyboard. What's really great about this program was that Norm was able to use the internet, Microsoft Word, Microsoft Excel, and our video rental program. He could use any program on the computer because JAWS would read the screen for him. It was wonderful because he could run payroll, rent out videos, pay the bills, etc. all on his computer. He did not let his disability stop him from owning his own business. Norm had JAWS installed on the two computers in the store, and the program was set up so that it would automatically start when the computer started. It was kind of funny when I would open the store, and I would the computer say, "Welcome!" It was startling sometimes! I was really lucky to work for such a great person, and I was also really lucky because he would allow me to explore JAWS and see what it could really do. He always said that the program was a life-saver because he could still use the computer even though he couldn't see it. This allowed him to run his business without having to depend on other people; a feeling that I can imagine would be very freeing.
If I had a blind student in my classroom, I would definitely have to change my teaching strategies. I think that if a blind student were in my room, I would really need to make sure that I made it very clear what was written on the board in front of the class. With other students, we take it for granted that they can see what we are doing on the board in front of the class, but with a blind student, I would have to be very vocal about what was being written. If I didn't tell the student what was being written, they would have no way of knowing. I think that it would be very important for the teacher to be aware of the fact that student cannot see the board. If I had a student who used JAWS, I would be very comfortable with helping the student with the technology. A blind student wouldn't need to use JAWS everyday in class, but if we were to ever use a computer program, JAWS would be very beneficial. I would ask the student to use headphones, however, in order to not distract the other students. I think that other students would find it frustrating to hear the computer speaking out loud. When talking about statistics, I would be very interested in having students use Microsoft Excel, and I think that JAWS (or any other screen reader) could really help blind students. It would allow them to participate just as much as the other students, and it would allow other students to be exposed to adaptive technology.
Overall, I think it's really important that we be as inclusive as we can be in our schools. Adaptive technologies, including screen readers, allow more and more students to be in general education classrooms. I think that inclusion is not only important for the students with disabilities, but it is also important for students without disabilities. It is important for students to be exposed to all kinds of different things, and adaptive technologies are no exception.
Sunday, March 1, 2009
Sick days
Hey everyone. I wasn't in my technology class last week because I was very sick. I think I caught my disease from a student of mine (don't worry, I made her feel guilty about it), and I was really out of it for a few days. But now I'm back and ready to blog! Even though I missed class, I did complete the in-class activities (Thank you Ben for you looking out for me!), and I must say that I kind of had fun completing the activities.
The one activity that I really liked was making your own pictograph in Excel. Now, I knew how to create a bar graph in Excel, so the initial part of the activity was nothing new. But then, we took pictures and made them part of the bars in our bar graph. It looked so cool! It was amazing how just a little splash of color from pictures made the pictograph look so much more professional. I'm excited to show my students this feature in excel. It will help them in creating their own unique graphs.
The other activity was creating a concept map using a website (www.text2mindmap.com). This website was really great. I had a lot of fun creating my concept map, and I really enjoyed this activity as well. You can change the colors, and change the position of the boxes in your concept map. This website really allows you to create your very own concept map, and make it your own. I really LOVE this website. So thanks Dr. Kim!
Saturday, February 21, 2009
Video Games
Basically, I have written and re-written this blog entry about five different times. The reason is because I feel like I'm being too negative, and I don't mean to be. My words are coming out a little more critical than I intend them to be. BUT, I must be honest, and so whatever I write this time, I am keeping.
This past week in EDU580, we discussed the impact of educational video games on students. We discussed different research articles, we blogged about research articles, we shared opinions, listened intently, and I think, really learned a lot from each other. Personally, I do have some warm and fuzzy feelings for educational video games. Anything that improves students' attitudes toward learning, and anything that engages students is okay with me. I also think video games are great for a change of scenery for students. Instead of listening to a lecture or doing work at their desks, they could use an educational video game to practice certain skills.
Now here's where I might come off negative (but I don't mean to!). Even though I like educational video games, I'm still a little apprehensive about using them often in a classroom. I think that educators are fighting an uphill battle as far as trying to enhance student learning with video games, but fighting nonetheless. I think it's an uphill battle because so many students are used to excellent graphics on video games that they play at home. Can we compete with that? Can we expect students to be engaged and excited about educational video games when they're so used to games like Resident Evil, RockBand, Call of Duty 4, and Halo? I just feel a little helpless about. I think we're trying to do the right thing with using educational video games by giving students something they can connect with and something that will engage them, but will their excitement last? I hope it does, I really do, but I think we have to be extremely picky and careful about what kinds of video games we use and how often we use them. I think they can be a great educational tool, but I don't think that they are the answer for everything. Ultimately, it is up to the teacher to impart knowledge on the students, and it is our job to make sure students understand and master certain material. Though video games can sometimes help us do that, we need to be aware that we are the most important factor.
Friday, February 13, 2009
Two Studies on Technology in Math Education
For EDU580, we were required to identify and summarize the results of two recent research studies on the effect of technology in our concentration area. The two articles that I will be discussing are listed below:
Bos, Beth. (2008) Virtual math objects with pedagogical, mathematical, and cognitive fidelity. Computers in Human Behavior, 25(2), 521-528.
Kodippili, Asitha and Deepthika Senaratne. (2008) Is computer-generated interactive mathematics homework more effective than traditional instructor-graded homework? British Journal of Educational Technology, 39(5), 928-932.
The first article is Virtual math objects with pedagogical, mathematical, and cognitive fidelity by Beth Bos. In this article, Bos discusses how using virtual math objects enhances deeper student learning of mathematical concepts. She discusses how many students view a particular math concept as simple a set of steps, and they do not understand the deeper meaning behind the steps. With virtual math objects, students will able to facilitate that deeper meaning of the concept. Bos claims that the best kinds of web-based technologies that math teachers can use are those who have fully developed mathematical objects that give the user "the opportunity to explore and test different relationships (524)." Bos encourages teachers to find web-based technologies that have high pedagogical, mathematical, and cognitive fidelity. For an example of this type of website, check out Shodor.com.
To test whether or not virtual environments with a high degree of pedagogical, mathematical, and cognitive fidelity will have an effect on math achievement, an interactive study was designed and implemented. Researchers looked at 95 students in 19 different class groups. These students were all enrolled in a course called Mathematics Models with Applications. In order to be enrolled in this course, students had to receive either a D or an F in the previous math class. The students were split into an experimental group (48 students) and a control group (49 students). Each group took a pretest and then a test after the experiment was through. Results were measured by the scores of these tests (which were scored on a 1-5 scale, 5 being the best). Both groups studied quadratic equations, with the control group being taught with traditional classroom methods, including note-taking, lectures, and drill and practice work. The experimental group received instruction in a computer lab, using Texas Instrument InterActive instructional environment. This interactive software has been characterized as having high levels of pedagogical, mathematical, and cognitive fidelity (determined by eight university math professors). With the TI InterActive environment, students were able to study and manipulate graphs by changing numbers and/or moving sliders to change the shape of the graph. This allowed students to see how changes in graph occurred when certain data was changed. The results were really quite astounding. The researchers found that the students who used the TI InterActive instructional environment (which includes math objects with high pedagogical, mathematical, and cognitive fidelity) showed a significant increase in mathematical achievement. The average test score for students who used the TI InterActive environment was 3.21, where the average test score for students who were taught using traditional classroom instruction was a 2.42. This is a significant finding in technology in math education research. The conclusion is that when students are exposed to mathematical objects with high pedagogical, mathematical, and cognitive fidelity, a significant increase in mathematical achievement can be found.
The second article, by Asitha Kodippili and Deephika Senaratne, asks the question: Is computer-generated interactive mathematics homework more effective than traditional instructor-graded homework? This study covers students at the university (undergraduate) level. The point of the study was to test to see if online homework using a program called MyMathLab (MML), instead of traditional homework, would indicate an increase in mathematical achievement. The MML program allows students to use an interactive program to solve math problems. Though there is not a lot of research supporting this theory, there is "sufficient optimism in the potential of technology to have a positive impact on learning and achievement that colleges have established committees and task forces dedicated to identify and promote ways to deliver instructions with the use of technology (928)." This study looked at all students taking College Algebra, a required undergraduate course for nonmathematics and science students. To test their hypothesis, researchers chose two instructors (both teaching two sections of College Algebra) who regularly use MML in their instruction. Each instructor used MML with one section and regular classroom instruction (note-taking, lecturing, drill and practice homework, etc.) with the other section.
The researchers found that there was "not enough evidence to conclude that the students' achievement in College Algebra is significantly better if they have done homework using MML instead of traditional, paper-based, instructor-graded ones (931)." Though the tests results did not show a significant change in math achievement improvement, the actual letter grades students received in the course (A, B, C, or D) told a different story. The students in the classes that used MML showed a 70% rate of students receiving an A, B, or C, while in the traditional classes, only 49% of students received a passing grade. These results basically mean more research must be done. Though the test scores done by the researchers didn't show a significant improvement in math achievement, letter grades did.
Both of these studies show significant results that support the use of technology in math education. Both show that if the correct programs and/or software is selected to be used in the classroom, then an significant increase in mathematics achievement can take place.
Bos, Beth. (2008) Virtual math objects with pedagogical, mathematical, and cognitive fidelity. Computers in Human Behavior, 25(2), 521-528.
Kodippili, Asitha and Deepthika Senaratne. (2008) Is computer-generated interactive mathematics homework more effective than traditional instructor-graded homework? British Journal of Educational Technology, 39(5), 928-932.
The first article is Virtual math objects with pedagogical, mathematical, and cognitive fidelity by Beth Bos. In this article, Bos discusses how using virtual math objects enhances deeper student learning of mathematical concepts. She discusses how many students view a particular math concept as simple a set of steps, and they do not understand the deeper meaning behind the steps. With virtual math objects, students will able to facilitate that deeper meaning of the concept. Bos claims that the best kinds of web-based technologies that math teachers can use are those who have fully developed mathematical objects that give the user "the opportunity to explore and test different relationships (524)." Bos encourages teachers to find web-based technologies that have high pedagogical, mathematical, and cognitive fidelity. For an example of this type of website, check out Shodor.com.
To test whether or not virtual environments with a high degree of pedagogical, mathematical, and cognitive fidelity will have an effect on math achievement, an interactive study was designed and implemented. Researchers looked at 95 students in 19 different class groups. These students were all enrolled in a course called Mathematics Models with Applications. In order to be enrolled in this course, students had to receive either a D or an F in the previous math class. The students were split into an experimental group (48 students) and a control group (49 students). Each group took a pretest and then a test after the experiment was through. Results were measured by the scores of these tests (which were scored on a 1-5 scale, 5 being the best). Both groups studied quadratic equations, with the control group being taught with traditional classroom methods, including note-taking, lectures, and drill and practice work. The experimental group received instruction in a computer lab, using Texas Instrument InterActive instructional environment. This interactive software has been characterized as having high levels of pedagogical, mathematical, and cognitive fidelity (determined by eight university math professors). With the TI InterActive environment, students were able to study and manipulate graphs by changing numbers and/or moving sliders to change the shape of the graph. This allowed students to see how changes in graph occurred when certain data was changed. The results were really quite astounding. The researchers found that the students who used the TI InterActive instructional environment (which includes math objects with high pedagogical, mathematical, and cognitive fidelity) showed a significant increase in mathematical achievement. The average test score for students who used the TI InterActive environment was 3.21, where the average test score for students who were taught using traditional classroom instruction was a 2.42. This is a significant finding in technology in math education research. The conclusion is that when students are exposed to mathematical objects with high pedagogical, mathematical, and cognitive fidelity, a significant increase in mathematical achievement can be found.
The second article, by Asitha Kodippili and Deephika Senaratne, asks the question: Is computer-generated interactive mathematics homework more effective than traditional instructor-graded homework? This study covers students at the university (undergraduate) level. The point of the study was to test to see if online homework using a program called MyMathLab (MML), instead of traditional homework, would indicate an increase in mathematical achievement. The MML program allows students to use an interactive program to solve math problems. Though there is not a lot of research supporting this theory, there is "sufficient optimism in the potential of technology to have a positive impact on learning and achievement that colleges have established committees and task forces dedicated to identify and promote ways to deliver instructions with the use of technology (928)." This study looked at all students taking College Algebra, a required undergraduate course for nonmathematics and science students. To test their hypothesis, researchers chose two instructors (both teaching two sections of College Algebra) who regularly use MML in their instruction. Each instructor used MML with one section and regular classroom instruction (note-taking, lecturing, drill and practice homework, etc.) with the other section.
The researchers found that there was "not enough evidence to conclude that the students' achievement in College Algebra is significantly better if they have done homework using MML instead of traditional, paper-based, instructor-graded ones (931)." Though the tests results did not show a significant change in math achievement improvement, the actual letter grades students received in the course (A, B, C, or D) told a different story. The students in the classes that used MML showed a 70% rate of students receiving an A, B, or C, while in the traditional classes, only 49% of students received a passing grade. These results basically mean more research must be done. Though the test scores done by the researchers didn't show a significant improvement in math achievement, letter grades did.
Both of these studies show significant results that support the use of technology in math education. Both show that if the correct programs and/or software is selected to be used in the classroom, then an significant increase in mathematics achievement can take place.
Tuesday, February 3, 2009
I love podcasts!
I was once again browsing through Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms by Will Richardson, and I stopped to take a look at the section on podcasts. I personally listen to quite a few podcasts, and I really enjoy every one of them. Podcasts can consist of either audio or visual components, or both. I didn't really think of podcasts as classroom tools before I read this part of the book, but it got me thinking about it. I can see using podcasts in the classroom as a discussion forum for different topics. I think it would be great if you had different sections of the same class, you could have each section record their own podcast, and have the other sections respond to the first group's discussion. Podcasts would give students a reason to organize and discuss their thoughts, and take pride in their discussions because anyone can listen in. Podcasts can be used for book discussions in any subject, review sessions, math problems discussions, etc. Podcasts could also be used as a listening tool in the classroom. A class could listen to a podcast for current events, others' thoughts on a particular book or event, or pretty much anything. There are all kinds of different podcasts out there, and they could definitely be implimented into the classroom. They really can be a very powerful tool for students as well as for teachers.
So on the bright thought of podcasts, I thought that I would share some of my favorite podcasts that I listen to. Some of them I listen to every week, and others I tune in every now and then. If anyone else has some fun and interesting podcasts, let me know, I'd love to subscribe. Thanks for reading!
The Totally Rad Show
Diggnation
Filmspotting
Scene/Unseen Movie Reviews
Imprint: A Twilight Podcast
Pottercast: A Harry Potter Podcast
CNN Podcasts
So on the bright thought of podcasts, I thought that I would share some of my favorite podcasts that I listen to. Some of them I listen to every week, and others I tune in every now and then. If anyone else has some fun and interesting podcasts, let me know, I'd love to subscribe. Thanks for reading!
The Totally Rad Show
Diggnation
Filmspotting
Scene/Unseen Movie Reviews
Imprint: A Twilight Podcast
Pottercast: A Harry Potter Podcast
CNN Podcasts
Wednesday, January 28, 2009
The first Blog
Hi everyone! Welcome to my new blog! This blog will be committed to introducing and discussing different topics that I'm covering in one of my grad courses at Plattsburgh State, EDU580. This week, we had to write about our personal technology journey. I talked about what kind of technologies were used when I was in school, and I talked about technologies I use now. I must say, I've come a long way, as pretty much everyone else has. My family used to subscribe to AOL for years, where you had to dial in to use the internet, and now my entire house has wireless internet. I use a computer pretty much everyday, and I don't really know how I could live my life without the computer technology that we have. It was really interesting to sift through memories and really think about how important technology is today.
I was reading one of our textbooks, Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms by Will Richardson, and came across an interesting fact. The book mentioned that the fastest growing group of internet users are 2 to 5 year olds. I found that fact to be completely fascinating! A 2-year-old using the internet?! I thought it was crazy, but then I got to thinking. I spend a lot of time with my 14-month old nephew (he lives with me), and he constantly sees my husband and I working on computers. He has seen this from the time he was born. He knows that you tap the keys on the keyboard to see symbols on the screen. He knows how to move the mouse to move the arrow on the screen. Also, if I'm looking at pictures or watching a video, he wants to see the picture and/or video as well. He knows that there is something interesting on the screen. I guess it's really not that far-fetched that a 2-year-old would be interested in using the internet. Children today are growing up in a totally different technological age than I did, and I think that adults need to really take that into consideration, especially teachers. Kids today are always connected to each other through instant messaging, Myspace, Facebook, and text messaging. They are always using technology. I find that simply fascinating. My nephew is growing up in a world where computers have always existed for him. Computers didn't exist for me until I was in fourth grade. Computers are something he'll just grow up with.
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