Sunday, November 14, 2010
Cool Tools Screencast
•How much effort did you exert preparing for the screencast?
As with any task in this class, a great amount of effort was exerted in preparing for my screencast. I spent a lot of time analyzing my "cool tool" Livemocha.com so that I could develop a good quality script covering the essentials of the program that make it a great tool, the pitfalls, the risks involved in using it in a classroom, and ways that it would be a great tool for my students. In order to make a smooth delivery, I had to practice my script and screen run through multiple times to ensure smooth transitions and professional language.
•How does creating and sharing a screencast with your peers impact your future teaching?
Creating and sharing a screencast with my peers impacts my future teaching by giving new knowledge and resources to better teach my students. Now I don't have to waste my students' time by repeating the same instructions over and over, they can have access to a screencast to learn how to use a tool better or if they forget it's right at their fingertips to review. I believe screencasting is a really neat tool that definitely has a place in the classroom, and I'm glad to say that I can bring it my classroom for my students to use not only my screencasts, but also by allowing them the opportunity to learn and use it in their own learning for projects.
Thursday, November 11, 2010
Exit slip 11.11.10
Well today, I spent most of my time in advising rather than in class. I was in the same building though if that helps any. I came back for the last 20 minutes of class, but I assume they were given some free-time to work since there was no discussion going on and people were chattering about the room looking at various projects and assignments. So, today I learned that I really value work time in class, especially since I have a hectic schedule with 2 jobs, various demanding classes, a car that breaks down all the time, and an expensive gym membership that I use to relieve the stresses of my day. I think it's important to consider the crazy lives of our students and that when we assign large projects, it may be helpful for most to have a work day or two, so they can make progress and not be overwhelmed by the depth of the assignment in comparison to all their other tasks and events that they have to attend and complete.
Thursday, November 4, 2010
Exit Slip 11.4.10
Dr. Boyer emphasized that one should always set expectations first before setting the group into motion, whether that be going to a website, giving out a worksheet, or placing people in groups. The world is crazily distracting and by doling out instruction and setting expectations beforehand, you can prevent further distractions and wasting your breath on repeating instructions over and over.
As a teacher, I already know I will have to repeat myself many a time, especially since I'm teaching a language. To prevent headaches (for myself and my students) I plan to set expectations first verbally; but also, I plan to post directions, assignments, and rubrics in the classroom or online as well as give out hard copies for reference.
*** "Don't get crazy with fonts, it's called fontitus and it makes your pages looks like crap"--Dr. Boyer
As a teacher, I already know I will have to repeat myself many a time, especially since I'm teaching a language. To prevent headaches (for myself and my students) I plan to set expectations first verbally; but also, I plan to post directions, assignments, and rubrics in the classroom or online as well as give out hard copies for reference.
*** "Don't get crazy with fonts, it's called fontitus and it makes your pages looks like crap"--Dr. Boyer
Wednesday, November 3, 2010
Rethinking Ed--Ch.9
What Does It All Mean?
We have reached the second to last chapter of Rethinking Education in the Age of Technology and I am inhaling for a sigh of relief (I can’t exhale until next week with the end of the last chapter). Each chapter gets a little better as we near the end, and I know the best is yet to come (the end of the darn book). I do enjoy that Chapter 9 begins with a lovely little quote by William Gibson that says, “The future is already here, it’s just unevenly distributed” (p. 122). Starting a chapter with a quote gets the mind juices flowing and helps me to focus on the meaning of the chapter; so, thanks to Collins and Halverson for directing my thoughts on chapter 9. I feel that this chapter was unlike the others in that it was realistic. They begin by asking the readers to “understand the possibilities of the new technologies from the inside…” (p. 122). Even if you aren’t a technology enthusiast (or even if you are) it’s important as an educator to always consider the possibilities of every choice and action you make before you even go to make a move. How can we give our students respectable educations if we don’t reflect on our instruction methods and techniques and the consequences.
With every moment, there is an increase in the technology literacy gap. The consequences of technology use can’t be weighed if the assessor is ignorant. The authors suggest that the literacy gap begins in the home and to ease it, parents shouldn’t demean or criticize their children’s use of technology without examining it for themselves. Parents should take advantage of their child’s technological knowledge for recreational purposes and turn mindless play into learning experiences or even teaching experiences. This section also encourages parents to get their child(ren) linked into online communities with similar interests to promote learning on a deeper level, however I see risky situations arising here. A) Internet security needs to be addressed in a cyber world of nasty pervert internet predators, and B) Topic digression/false information. I think there would be need for a site moderator because even adults are easily swayed from purposeful discussion into meaningless banter that generates hearsay and fallacies; but with a site moderator, will children be comfortable participating and will they often visit the online community to contribute or will they lose interest in pursuit of other social/recreational activities? But no, they instead address literacy levels, which are important, but they only say that vocabularies can grow through video games and that it is important to think about how new technologies will affect “advanced literacy skills” beyond vocabulary registers (p. 125). However, they then direct to the more important subject of being able to command a virtual environment and its benefits in the workforce where gamers are going to be demanding more virtual aspects. I have nothing more to say here.
I do like how Collins and Halverson sum up the chapter though. They say that teachers “would do well to study the existing structures of schooling to identify the aspects of the current system that are ripe for innovation” and that “We need strong leadership from innovative educators to make sure that the new system embodies our society’s critical goals for education” (p. 127). Basically what they’re saying is that as teachers we need to evaluating ourselves, our school system, and trying to get creative so that our students can get the best possible education available. And as a teacher, I plan to reflect, evaluate, and seize opportunities for the good of my students.
We have reached the second to last chapter of Rethinking Education in the Age of Technology and I am inhaling for a sigh of relief (I can’t exhale until next week with the end of the last chapter). Each chapter gets a little better as we near the end, and I know the best is yet to come (the end of the darn book). I do enjoy that Chapter 9 begins with a lovely little quote by William Gibson that says, “The future is already here, it’s just unevenly distributed” (p. 122). Starting a chapter with a quote gets the mind juices flowing and helps me to focus on the meaning of the chapter; so, thanks to Collins and Halverson for directing my thoughts on chapter 9. I feel that this chapter was unlike the others in that it was realistic. They begin by asking the readers to “understand the possibilities of the new technologies from the inside…” (p. 122). Even if you aren’t a technology enthusiast (or even if you are) it’s important as an educator to always consider the possibilities of every choice and action you make before you even go to make a move. How can we give our students respectable educations if we don’t reflect on our instruction methods and techniques and the consequences.
With every moment, there is an increase in the technology literacy gap. The consequences of technology use can’t be weighed if the assessor is ignorant. The authors suggest that the literacy gap begins in the home and to ease it, parents shouldn’t demean or criticize their children’s use of technology without examining it for themselves. Parents should take advantage of their child’s technological knowledge for recreational purposes and turn mindless play into learning experiences or even teaching experiences. This section also encourages parents to get their child(ren) linked into online communities with similar interests to promote learning on a deeper level, however I see risky situations arising here. A) Internet security needs to be addressed in a cyber world of nasty pervert internet predators, and B) Topic digression/false information. I think there would be need for a site moderator because even adults are easily swayed from purposeful discussion into meaningless banter that generates hearsay and fallacies; but with a site moderator, will children be comfortable participating and will they often visit the online community to contribute or will they lose interest in pursuit of other social/recreational activities? But no, they instead address literacy levels, which are important, but they only say that vocabularies can grow through video games and that it is important to think about how new technologies will affect “advanced literacy skills” beyond vocabulary registers (p. 125). However, they then direct to the more important subject of being able to command a virtual environment and its benefits in the workforce where gamers are going to be demanding more virtual aspects. I have nothing more to say here.
I do like how Collins and Halverson sum up the chapter though. They say that teachers “would do well to study the existing structures of schooling to identify the aspects of the current system that are ripe for innovation” and that “We need strong leadership from innovative educators to make sure that the new system embodies our society’s critical goals for education” (p. 127). Basically what they’re saying is that as teachers we need to evaluating ourselves, our school system, and trying to get creative so that our students can get the best possible education available. And as a teacher, I plan to reflect, evaluate, and seize opportunities for the good of my students.
Thursday, October 28, 2010
New Thinking 10.28.10
In going over our podcast assignment, we discussed the importance of having a script and not winging it. This keeps coming up in my classes and as much as I detest scripts (I'm an outline kind of person), I think I have gained some new thinking in that scripting is an essential step in the teaching process. Dr. Barske insists it is critical, especially for language teachers, so that the class stays on track and so that you ensure you have covered the content and other aspects of a lesson that relate to the standards and your curriculum. Dr. Boyer emphasized the efficiency that scripting provides. By scripting, you know what you're going to say and when you're going to say it; this helps to eliminate the nuances and redundancies of spoken language.
Therefore, as a teacher, I realize that scripting isn't just an annoyance of preparation for a class, it's a valuable tool that I will use in my class for efficiency and clarity.
Therefore, as a teacher, I realize that scripting isn't just an annoyance of preparation for a class, it's a valuable tool that I will use in my class for efficiency and clarity.
Ch. 8 of Blogs, Wikis, Podcasts
Podcasting, Video and Screencasting, and Live Streaming
Great, besides websites, photos, tweets, status updates, news, and data, one can also have podcasts, screencasts, and live streams delivered to their RSS. I’m not overwhelmed at all.
Let’s begin by discussing podcasts. I have a really hard time listening to podcasts. I get “Motivational Mondays” from The National Society of Leadership delivered to my inbox every week, and I listen to part of one every once in a really blue moon. It’s difficult for me to pay attention to talk radio, unless I’m trapped in my “car” without any music. I do plan on using podcasts in my classroom though for the sheer purpose of documenting language progression.
Video is just a sweet form of media. When I was in junior high and high school, we loved messing around with video projects, although we by no means did any editing. I would say it was definitely the most time consuming projects we ever did, but they were usually really fun, and I can still remember the content I had to learn and recite for them.
Screencasting on the other hand is not my favorite to produce. It has its purpose and place; and if my students want to use it, I’ll allow them the option, but I don’t think I’m going to require that from them. I think when you begin to require excessive amounts of “fun” activities, all the fun is drained from them and they begin to hate what they once loved. So I believe in options.
Live Streaming-no. When I think of live streaming, I think of music artists doing Q&A sessions with fans. Maybe if you weren’t able to make it into the class one day for whatever reason, you could have the sub do a majority of the lesson plan, but connect to a live stream if you needed to correspond with the class. I’m not really sure though, how else it would be ideal for the classroom. Richardson stated that one teacher used live stream for every class so that people could see what he was doing, which is a comforting idea, but also a little nerve-racking I guess. I just see Big Brother taking over.
It’s become rather apparent, that there are many, many forms of media and production services available for free on the infinite and glorious web. It would be a shame if I’d labored over this book learning about them and didn’t implement them into my wonderful little language classrooms. I plan to dabble in all of these methods of communication for fun, and for work, so that my students can be knowledgeable as well and have options to share what they have learned.
Great, besides websites, photos, tweets, status updates, news, and data, one can also have podcasts, screencasts, and live streams delivered to their RSS. I’m not overwhelmed at all.
Let’s begin by discussing podcasts. I have a really hard time listening to podcasts. I get “Motivational Mondays” from The National Society of Leadership delivered to my inbox every week, and I listen to part of one every once in a really blue moon. It’s difficult for me to pay attention to talk radio, unless I’m trapped in my “car” without any music. I do plan on using podcasts in my classroom though for the sheer purpose of documenting language progression.
Video is just a sweet form of media. When I was in junior high and high school, we loved messing around with video projects, although we by no means did any editing. I would say it was definitely the most time consuming projects we ever did, but they were usually really fun, and I can still remember the content I had to learn and recite for them.
Screencasting on the other hand is not my favorite to produce. It has its purpose and place; and if my students want to use it, I’ll allow them the option, but I don’t think I’m going to require that from them. I think when you begin to require excessive amounts of “fun” activities, all the fun is drained from them and they begin to hate what they once loved. So I believe in options.
Live Streaming-no. When I think of live streaming, I think of music artists doing Q&A sessions with fans. Maybe if you weren’t able to make it into the class one day for whatever reason, you could have the sub do a majority of the lesson plan, but connect to a live stream if you needed to correspond with the class. I’m not really sure though, how else it would be ideal for the classroom. Richardson stated that one teacher used live stream for every class so that people could see what he was doing, which is a comforting idea, but also a little nerve-racking I guess. I just see Big Brother taking over.
It’s become rather apparent, that there are many, many forms of media and production services available for free on the infinite and glorious web. It would be a shame if I’d labored over this book learning about them and didn’t implement them into my wonderful little language classrooms. I plan to dabble in all of these methods of communication for fun, and for work, so that my students can be knowledgeable as well and have options to share what they have learned.
Tuesday, October 26, 2010
Ch. 8--Rethinking Education
How Schools Can Cope with the New Technologies
Collins and Halverson identify the “imperatives” that seem to be perpetuating the Knowledge revolution as “customization, interaction, and learner control” (p. 112). However, with our current education system, which desires equality and has thus implemented standards to achieve such goals, we find that the three imperatives are lost in the school setting. Thankfully this chapter is labeled as coping mechanisms for schools rather than issues and problems with the current education system, like the previous chapters. The authors focus on three areas of the education system that are to be addressed, which are “performance-based assessment, new curriculum designs, and new approaches to equity in a digital world” (p. 113).
To start with, Collins and Halverson address performance-based assessment, and they have this weird notion that we should change the school system from the general education requirements to a certification program where parents and students can choose what the student studies and is certified in based off of interests and career goals. I was worried that they wouldn’t address the issue of being young and confused, but thankfully they do realize that this system may be flawed because high school students typically change their minds a lot. I don’t agree with them at all. If I was allowed to choose all of my classes, I would never choose to be certified in anything related to math, science, history, or really anything other than languages. My education would be narrowly focused on languages NOW. During high school, for my electives I took all business classes, I really thought I wanted to be a CEO of a major marketing corporation and I geared myself for the business programs available at the universities, little did I know that shortly after I graduated I would have a huge identity freak out and decide that business wasn’t for me. What if I was only certified in business practices and then changed my mind, thankfully I received a well-rounded education so I could compare and contrast my courses and still get into college with many options available to me. Now, I agree with the idea of using computers for assessment and getting immediate feedback and assistance, but I don’t see how changing our education system has anything to do with the price of tea in china.
Secondly, Collins and Halverson address new curriculum designs. Are these guys smoking something?! I thought the point of this chapter was to mingle the old with new and not to change the entire system. The idea of placing students in curricula based on their goals and interests is ridiculous. How are small school populations suppose to accommodate the individual interests and goals of each student if they’re all different? What about the ever-changing interests of students? The problems they present with their own ideas are critical and crucial points of conflict. I guess in a utopia these ideas are fantastic, but brought to the light of reality, they just seem far-fetched and impractical. On a more realistic note they discuss the idea of introducing video games, simulations, and other technologies in the current curriculums that are difficult areas of instruction and comprehension. By using computer-based visualizations and analysis tools, students are able to relate what they are learning to something with purpose and direction.
Lastly, they briefly address the new approaches to equity in a digital world. Although Collins and Halverson have pointed out again and again that technology has created more inequity amongst the classes in education due to expenses, they insist this can be turned around. By brining technology into impoverished schools, the students can achieve higher levels of education simply by the resources available to them such as tutoring and distance education. This I agree with and I am interested to see what more they have to say in chapter 10 on the problems of equity in education.
I can't change the problem of equity in schools, but I can give my studets a fighting chance by working hard for them and requesting grants/fundraising and even getting the students involved in pursuit of technology for their own benefit.
Collins and Halverson identify the “imperatives” that seem to be perpetuating the Knowledge revolution as “customization, interaction, and learner control” (p. 112). However, with our current education system, which desires equality and has thus implemented standards to achieve such goals, we find that the three imperatives are lost in the school setting. Thankfully this chapter is labeled as coping mechanisms for schools rather than issues and problems with the current education system, like the previous chapters. The authors focus on three areas of the education system that are to be addressed, which are “performance-based assessment, new curriculum designs, and new approaches to equity in a digital world” (p. 113).
To start with, Collins and Halverson address performance-based assessment, and they have this weird notion that we should change the school system from the general education requirements to a certification program where parents and students can choose what the student studies and is certified in based off of interests and career goals. I was worried that they wouldn’t address the issue of being young and confused, but thankfully they do realize that this system may be flawed because high school students typically change their minds a lot. I don’t agree with them at all. If I was allowed to choose all of my classes, I would never choose to be certified in anything related to math, science, history, or really anything other than languages. My education would be narrowly focused on languages NOW. During high school, for my electives I took all business classes, I really thought I wanted to be a CEO of a major marketing corporation and I geared myself for the business programs available at the universities, little did I know that shortly after I graduated I would have a huge identity freak out and decide that business wasn’t for me. What if I was only certified in business practices and then changed my mind, thankfully I received a well-rounded education so I could compare and contrast my courses and still get into college with many options available to me. Now, I agree with the idea of using computers for assessment and getting immediate feedback and assistance, but I don’t see how changing our education system has anything to do with the price of tea in china.
Secondly, Collins and Halverson address new curriculum designs. Are these guys smoking something?! I thought the point of this chapter was to mingle the old with new and not to change the entire system. The idea of placing students in curricula based on their goals and interests is ridiculous. How are small school populations suppose to accommodate the individual interests and goals of each student if they’re all different? What about the ever-changing interests of students? The problems they present with their own ideas are critical and crucial points of conflict. I guess in a utopia these ideas are fantastic, but brought to the light of reality, they just seem far-fetched and impractical. On a more realistic note they discuss the idea of introducing video games, simulations, and other technologies in the current curriculums that are difficult areas of instruction and comprehension. By using computer-based visualizations and analysis tools, students are able to relate what they are learning to something with purpose and direction.
Lastly, they briefly address the new approaches to equity in a digital world. Although Collins and Halverson have pointed out again and again that technology has created more inequity amongst the classes in education due to expenses, they insist this can be turned around. By brining technology into impoverished schools, the students can achieve higher levels of education simply by the resources available to them such as tutoring and distance education. This I agree with and I am interested to see what more they have to say in chapter 10 on the problems of equity in education.
I can't change the problem of equity in schools, but I can give my studets a fighting chance by working hard for them and requesting grants/fundraising and even getting the students involved in pursuit of technology for their own benefit.
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