Friday, July 1, 2011
The Computer Delusion
Well, this article, The Computer Delusion, really left me with one simple thought. It's about good teaching. It's not just about the use of computers. It's about using technology to enhance teaching. Just using computers is not enough. We really have to think about the "value added" and use technology to improve what we are doing. We shouldn't be using it just because. We need to teach problem solving skills and help students use the technology appropriately to solve their problems. I also don't think that we should be cutting art and music programs to fund the technology. The fact is- we need both. We need the creativity that the arts cultivate to give the students the skills they need for the future.
Wednesday, June 29, 2011
My Website
Please take a look at my website. It has truly been a joy creating it. I feel quite a sense of accomplishment now that I have tackled some of these new technologies. I feel much more confident about my use of technology and how I can incorporate it into the classroom. Enjoy!
Big Six Model
Big6 is a 6 step model that allows people to solve problems by using information. Problem solving is the most important life skill that we can teach our students. That’s what they will realistically be faced with in careers in the future- problem solving. Teachers sometimes focus too much on testing of information, rather than problem-solving. In the real world, the information is at your fingertips and there is little need to memorize it. However, there is a need to be able to access the appropriate information to solve the problem at hand. I would like to demonstrate these steps as a teacher who needs to find information to design a lesson on text connections.
The steps:
1. Task Definition- My students are struggling at making text to self connections and I need a lesson that is research-based and engaging.
2. Information Seeking Strategies- I could ask my peer teachers, reading consultant, teacher books, internet websites that recommend research-based teaching strategies.
3. Locate and Access- I would probably attempt at using all of these resources to find the best information. In this case, the teaching strategies that seem most effective and that I know will work with my particular students.
4. Use of information- I view the information carefully and select what I believe is relevant and effective.
5. Synthesis- I would put together the information that I found relevant and effective to create a lesson on connections that would be most effective with my students.
6. Evaluation- I would reflect on the process of creating this lesson plan and I would also reflect on how effective the lesson actually was in teaching connections to my students.
IConn
IConn is a resource of information, in a variety of mediums, that are free to residents of Connecticut. This allows digital equity because it is free to anyone who lives in CT. In the past, some districts or towns with more money were able to purchase access to these websites. Other districts are towns may have not had the money to purchase access to this information. With IConn, it allows all students and people access to information and materials.
I use IConn to locate books for read alouds. Often times, there are books that are great for read alouds or recommended by teachers online, and our district and town does not have them. I can go online to locate where the book is and go pick it up. If it is far, the library can get it for me. I also use it to find more than one copy of a book. Sometimes we will have 1 copy of a book, but I want students to use it in literature circles, requiring each student to have their own. I use IConn to locate more than one book so that each of my students can have a copy.
In the future, I would like to use Kid Infobits. I often want my students to be able to look something up, but I have to find it for them first because in third grade, they cannot just "google" something.
I use IConn to locate books for read alouds. Often times, there are books that are great for read alouds or recommended by teachers online, and our district and town does not have them. I can go online to locate where the book is and go pick it up. If it is far, the library can get it for me. I also use it to find more than one copy of a book. Sometimes we will have 1 copy of a book, but I want students to use it in literature circles, requiring each student to have their own. I use IConn to locate more than one book so that each of my students can have a copy.
In the future, I would like to use Kid Infobits. I often want my students to be able to look something up, but I have to find it for them first because in third grade, they cannot just "google" something.
Monday, June 27, 2011
Digital Divide
After reading this article, it is clear that a Digital Divide exists, however, pointing it out may be more difficult of a task.
Lower performing districts are purchasing computers and more technologies, however, they are using them for drill practice and remedial instruction. This differs from the higher performing districts because they are using the technology to allow students to demonstrate higher-order thinking skills.
First of all, this is happening because schools are rated based upon how students perform on standandized tests. Therefore, teachers simply "teach to the test". Some of the lower level districts are even offering merit-based pay to those teachers who are performing well on tests, fueling the desire for teachers to drill the students.
What needs to be understood is that these tests are not the answer to good teaching. If we simply stick to instructing the lower level skills, teachers are never going to see their students show true growth that will demonstrate their ability to think critically and solve problems. We need to invest in good teachers, and good teaching. Teaching that encourages skill practice to solve an authentic problem. This lends itself to more meaningful and long-lasting learning.
Technology can be a great asset to a district. But the money put into can be better utilized if it is used to help students solve realistic problems and gain access to information f or inquiry-based learning.
Lower performing districts are purchasing computers and more technologies, however, they are using them for drill practice and remedial instruction. This differs from the higher performing districts because they are using the technology to allow students to demonstrate higher-order thinking skills.
First of all, this is happening because schools are rated based upon how students perform on standandized tests. Therefore, teachers simply "teach to the test". Some of the lower level districts are even offering merit-based pay to those teachers who are performing well on tests, fueling the desire for teachers to drill the students.
What needs to be understood is that these tests are not the answer to good teaching. If we simply stick to instructing the lower level skills, teachers are never going to see their students show true growth that will demonstrate their ability to think critically and solve problems. We need to invest in good teachers, and good teaching. Teaching that encourages skill practice to solve an authentic problem. This lends itself to more meaningful and long-lasting learning.
Technology can be a great asset to a district. But the money put into can be better utilized if it is used to help students solve realistic problems and gain access to information f or inquiry-based learning.
Non-Linear Powerpoint
Powerpoint is a program that I use rarely with my students. I have always seen them as linear presentations and I tend to avoid them for the following reasons.
1. They are boring for a third grader. I teach third grade and I can’t image keeping the attention of a third grader with a bulleted list.
2. When many people present Powerpoints to me, they read word-for-word directly from the Powerpoint and add nothing extra. I think “I can read it myself. Why are you reading it aloud to me?”
However, a Non-linear powerpoint might be useful in the classroom. I could make them for my students to use as instructional tools. I immediately thought about using it as the base for a Web-quest. This would provide a guided exploration for young students who really need more of a guide when they engage in researching their own information. I was also thinking that students might enjoy setting up their own NLP if I gave them the outline for the slide. For example, they could make their own Jeopardy board for other students to play. I think that they would enjoy that and it would be a learning experience for them.
1. They are boring for a third grader. I teach third grade and I can’t image keeping the attention of a third grader with a bulleted list.
2. When many people present Powerpoints to me, they read word-for-word directly from the Powerpoint and add nothing extra. I think “I can read it myself. Why are you reading it aloud to me?”
However, a Non-linear powerpoint might be useful in the classroom. I could make them for my students to use as instructional tools. I immediately thought about using it as the base for a Web-quest. This would provide a guided exploration for young students who really need more of a guide when they engage in researching their own information. I was also thinking that students might enjoy setting up their own NLP if I gave them the outline for the slide. For example, they could make their own Jeopardy board for other students to play. I think that they would enjoy that and it would be a learning experience for them.
Wednesday, June 22, 2011
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