The article: Electronic Portfolios: Blending Technology, Accountability, and Assessment by June Ahn left me with many unanswered questions. For starters have e-portfolios been used outside of technical/trade schools and colleges/universities? Certainly high schools across the country have grasped this concept of assessment, but what about elementary and middle schools? Would it necessarily be developmentally appropriate for K-2 students?
I agree wholeheartedly with the article in regards to its view that standardized multiple choice test do not accurately represent how content is being taught in the classroom and what children have learned (growth). E-portfolios seem to offer a unique means of assessment.
There indeed are several benefits from the portfolios including: helps structure school-wide standards and learning goals, encourages reflection and higher order thinking, and provides teachers with opportunities to provide feedback. With these benefits I believe there to also be drawbacks: cost of appropriate software, teacher training, and accessibility to appropriate technology.
The WACTC (Woonsocket Area Career & Technical Center) e-portfolio project was a learning process. The educators and developers spent hours planning, reflecting and receiving feedback, and structuring standards. The project took several years to accurately construct a model that would enhance and depict student learning.
As of yet I have not had the opportunity to design an e-portfolio. I know that I will be taking on this challenge in my near future as a graduation requirement :) My hope is that my portfolio will show a great representation of the wealth of knowledge I obtain throughout my studies. I would no doubt select an eportfolio over a standardized test any day!
Wednesday, July 30, 2008
Read Four
After reading the article: Digital Storytelling Finds Its Place In The Classroom by Tom Banaszewski I was "formerly" introduced to the term iMovie. I do not have a Mac and had no prior knowledge of what an iMovie was or how it worked, let alone how to incorporate its use in the classroom. So I did what anyone would do to find out information, I googled it. That search took me to an overwhelming number of sites to explore. I stuck with the Apple website where I learned the history(established in 1999), program knowledge, upgrades, and viewed tutorials and examples of iMovies. I was floored and now I want to purchase a Mac for this program alone :)
The first idea that came to mind about activites that could be enhanced by this piece of technology was field trips. Every year millions of students go on field trips ranging from a visit to the local pumpkin patch to a beach excursion. The first thing we tell all of our kids to do after returning to school is to, "Write a journal reflection on your field trip." These reflectionas are informative and do include great detail, but how much more"cool" and "exciting" would it be create an iMovie of your field trip instead? Talk about students being engaged!
Hands down by using iMovie the learning environment in your classroom will change. The author discussed the necessary forms of technology, time (6 months for all students to complete individual iMovies), and organization needed to complete such projects. Of course parental involvement would be necessary to help navigate the necessary needs of so many students.
But with all of that said, I would still be interested in giving it a try. First, I would have to educate myself about the ina and outs of the program. Then I would practice by making my own personal iMovies to gain confidence in my newfound abilities. And finally I would begin to introduce the concepts to my kids by showing them some of my samples and eventaully creating a class iMovie.
The author has great success with his students by incorpoarting digital storytelling. He explained how prior to iMovies 66% of his class believed that they were writers. After introducing iMovie 99% of his students beleived that they were writers. I hope that I too find the same success in my room as he did.
The first idea that came to mind about activites that could be enhanced by this piece of technology was field trips. Every year millions of students go on field trips ranging from a visit to the local pumpkin patch to a beach excursion. The first thing we tell all of our kids to do after returning to school is to, "Write a journal reflection on your field trip." These reflectionas are informative and do include great detail, but how much more"cool" and "exciting" would it be create an iMovie of your field trip instead? Talk about students being engaged!
Hands down by using iMovie the learning environment in your classroom will change. The author discussed the necessary forms of technology, time (6 months for all students to complete individual iMovies), and organization needed to complete such projects. Of course parental involvement would be necessary to help navigate the necessary needs of so many students.
But with all of that said, I would still be interested in giving it a try. First, I would have to educate myself about the ina and outs of the program. Then I would practice by making my own personal iMovies to gain confidence in my newfound abilities. And finally I would begin to introduce the concepts to my kids by showing them some of my samples and eventaully creating a class iMovie.
The author has great success with his students by incorpoarting digital storytelling. He explained how prior to iMovies 66% of his class believed that they were writers. After introducing iMovie 99% of his students beleived that they were writers. I hope that I too find the same success in my room as he did.
Read Three
After reading the article: Five Rules for Writing a Great WebQuest by Bernie Dodge I immediately felt compelled to make copies of the five guiding principle (FOCUS) and give them to my colleagues-hoping that like most handouts it wouldn't end up in the recycle bin :)
The FOCUS model (Find great sites, Orchestrate your learners and resources, Challenge your learners to think, Use the medium, and Scaffold high expectations) is clear and concise. It is not overloaded with details and facts that leave you dumbfounded and ready to give up prior to starting, instead it makes the reader confident in attacking the task at hand.
I found several advantages of appropriately incorporating WebQuest in the classroom. For starters they appeal to a variety of learners. When properly done WebQuest can address all of the multiple intelligences, providing opportunities for all students to be engaged. They can also provide opportunities for differentiated instruction. Students of all ability levels can participate in learning through WebQuest. The article specifically states how to challenge students, not just give them opportunities to retell/paraphrase information. This can be done by organizing resources and students and selecting great tasks that promote higher order thinking.
Immediately I can see how instruction could be enhanced in my classroom with WebQuest. They would most definitely be useful for teaching "Holidays Around The World", science (weather unit), and social studies (communities) lesson plans just to name a few. I have currently only created one WebQuest with the help of classmates, but I am setting the goal of creating at least one Webquest this year for my students. I have the FOCUS model to follow and the example of the one created in class. With my new found confidence I've discovered I am up for the challenge.
In regards to the digital divide I will do my part in passing along this information to my school body. I hope that they will put this information to good use, but I know there will be a few individuals that may be apprehensive about it. I am by far no , "techie" but I am willing to learn. I am approaching this challenge by taking it one step at a time. It may take me a few years to really become confident with this new craft, but in the long run my students benefit. Who knows maybe my kids will actually teach me a things or two.
The FOCUS model (Find great sites, Orchestrate your learners and resources, Challenge your learners to think, Use the medium, and Scaffold high expectations) is clear and concise. It is not overloaded with details and facts that leave you dumbfounded and ready to give up prior to starting, instead it makes the reader confident in attacking the task at hand.
I found several advantages of appropriately incorporating WebQuest in the classroom. For starters they appeal to a variety of learners. When properly done WebQuest can address all of the multiple intelligences, providing opportunities for all students to be engaged. They can also provide opportunities for differentiated instruction. Students of all ability levels can participate in learning through WebQuest. The article specifically states how to challenge students, not just give them opportunities to retell/paraphrase information. This can be done by organizing resources and students and selecting great tasks that promote higher order thinking.
Immediately I can see how instruction could be enhanced in my classroom with WebQuest. They would most definitely be useful for teaching "Holidays Around The World", science (weather unit), and social studies (communities) lesson plans just to name a few. I have currently only created one WebQuest with the help of classmates, but I am setting the goal of creating at least one Webquest this year for my students. I have the FOCUS model to follow and the example of the one created in class. With my new found confidence I've discovered I am up for the challenge.
In regards to the digital divide I will do my part in passing along this information to my school body. I hope that they will put this information to good use, but I know there will be a few individuals that may be apprehensive about it. I am by far no , "techie" but I am willing to learn. I am approaching this challenge by taking it one step at a time. It may take me a few years to really become confident with this new craft, but in the long run my students benefit. Who knows maybe my kids will actually teach me a things or two.
Monday, July 14, 2008
Read Two
The Do-It Step by-Sterp article by Ruffini presents its readers with a simple, systematic, way of incorporating technology in the classroom by way of multimedia projects. First, I must say that it was refreshing to find a "basic", "entry-level", "dummies can learn to" guide to technology. Based off my personal experience most manuels for learning tech. skills are dense and overbearing. Many of them can be seen in classroom leveling of wobbly desk :) Ruffini was great in his approach. It was clear and concrete to follow. After reading it, there was no nee to reach for an asprin.
I would gladly use multimedia projects with all of my students. These projects can be developed in for all subject areas. They can serve as enrichment for the gifted learners as well as remediation tools for those children below grade level. Regardless of the child's academic ability they can take part in developing work in Hyper Studio and Inspiration.
The bottom line is students need an instructor that is tech. savvy. They are longing and are capable of developing great things with various multimedia programs. It is my responsiblity to educate myself and step outside of my comfort zone into the world of technology. And after reading this article I realize that I can do it "Step by Step".
I would gladly use multimedia projects with all of my students. These projects can be developed in for all subject areas. They can serve as enrichment for the gifted learners as well as remediation tools for those children below grade level. Regardless of the child's academic ability they can take part in developing work in Hyper Studio and Inspiration.
The bottom line is students need an instructor that is tech. savvy. They are longing and are capable of developing great things with various multimedia programs. It is my responsiblity to educate myself and step outside of my comfort zone into the world of technology. And after reading this article I realize that I can do it "Step by Step".
Monday, June 30, 2008
Read One
Blogging can provide an array of advantages for enhancing student learning in the classroom. In comparison to writing blogging helps reduce plagarism and limits the number of copyright violations. Students can moreso be held accountable for upholding these types of internet ethics due to having to hyperlink sources for viewers. It also opens the door for more personal in depth individual and group discussions for learners. I believe that weblogs can also promote the writer's craft of developing a "voice".
Simply put weblogs are reflections of individuals' opinions. They can generate creativity and healthy dialogues amongst peers and blog viewers. Learners will read, analyze, and evaluate the reflections and opinions of others. Through bolgs teachers can reach the "inactive participants" in class. Not every student feels comfortable reading a report in fron of the class, but how many of them would leap at posting a blog on the web? As we know students learn in a myraid of ways. As educators it is our duty to reach the verbally linguistic and intrapersonal learners as well as the mathmatically and kinesthetically intelligent students.
Like any other new program introduced in the school system participants must "buy in" for it to work. Blogging in my opinion will attract younger audiences due to their familiarity with technology. This non-traditional approach of instruction and learning would appeal to middle and high schoolers, but would it appeal to teachers who view integrating technology as pulling down a screen and turning on the overhead projector? The gap between users and nonusers will only widen if both parties fail to unite. I admit, I too was a nonuser. How did I "see the light"? By a student conference. While trying to encourage a student to "participate" in class he encouraged me to incorporate technology. I agreed that if he asked 2 questions per day I would include technology in my teachings twice daily. Needless to say I have become somewhat "tech savvy" and he has become a talker.
Weblogs can provide alternatives and or enrichments to any of the following activities: writing journal, reading response journals, letter writing, literature circles,and responding to the the question/word of the day. In addition weblogs can assist with classroom management by acting as a reminder of classroom social contract and outlets for positive reinforcement.
Simply put weblogs are reflections of individuals' opinions. They can generate creativity and healthy dialogues amongst peers and blog viewers. Learners will read, analyze, and evaluate the reflections and opinions of others. Through bolgs teachers can reach the "inactive participants" in class. Not every student feels comfortable reading a report in fron of the class, but how many of them would leap at posting a blog on the web? As we know students learn in a myraid of ways. As educators it is our duty to reach the verbally linguistic and intrapersonal learners as well as the mathmatically and kinesthetically intelligent students.
Like any other new program introduced in the school system participants must "buy in" for it to work. Blogging in my opinion will attract younger audiences due to their familiarity with technology. This non-traditional approach of instruction and learning would appeal to middle and high schoolers, but would it appeal to teachers who view integrating technology as pulling down a screen and turning on the overhead projector? The gap between users and nonusers will only widen if both parties fail to unite. I admit, I too was a nonuser. How did I "see the light"? By a student conference. While trying to encourage a student to "participate" in class he encouraged me to incorporate technology. I agreed that if he asked 2 questions per day I would include technology in my teachings twice daily. Needless to say I have become somewhat "tech savvy" and he has become a talker.
Weblogs can provide alternatives and or enrichments to any of the following activities: writing journal, reading response journals, letter writing, literature circles,and responding to the the question/word of the day. In addition weblogs can assist with classroom management by acting as a reminder of classroom social contract and outlets for positive reinforcement.
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