I thought of a couple of ways to use screencasting in my Geography class. I would make a screencast showing how to use Google maps. I think this would be very exciting for the students! It would be easy to show them how to add points of interest and to use the satellite view.
Their beginning project would be developing a map that showed the way they travel from home to school. They would also need to add 5 points of interests, perhaps a couple of restaurants and businesses near their home, the library, grocery store, etc.
The second project I would assign them would be to incorporate a Google map into their final project. The end of the year project requires the students to pick a country to do a final report and presentation on. They write a research paper, make a poster, and bring in objects that show places of interest to visit, historical sites, and geographical information (rivers, mountains, etc.). On their Google map they would need to include basic geographical, political, historical and cultural information. If they were doing a Google map of China, here are a few of the things they would probably want to put on the map:
Himalaya Mountains
Huang He River
Gobi Desert
Terra Cotta Army
The Forbidden City
Beijing
The Great Wall of China
The skill of using Google maps would be one more tool in their technological skills and something they could use in the future, also.
Wednesday, July 29, 2009
Tuesday, July 28, 2009
I am so excited! I have created a web page for my kindergarten class. I have just begun working on some pages within the site. One is for math and one is for reading. I think a website is a great and easy way to help parents get involved in the learning process. The links I have attached are sites where parents can play 'games' to review concepts we have learned in class. This website would be an ongoing and optional activity, as not all my families have access to the internet at home. This website would play an important part in reviewing material at home and could also be used to give announcements and place pictures from field trips and classroom activities.
http://sites.google.com/site/mrsthelenskindergarten/home
http://sites.google.com/site/mrsthelenskindergarten/home
R/D11
Cindy Thelen
R/D11
As I read through this chapter and reflected on our other readings I saw three areas that I could develop and improve that would have a significant effect on my teaching strategies. I also saw several strengths that I use in preparing for instruction.
I am good at organizing and planning goals and outcomes for the year. The organization I work for encourages us to be ‘living textbooks’ and to work at making our presentation relate to our students’ lives. We are always reminded to not rely on the textbook, because textbooks are usually so boring! I also enjoy giving enthusiastic and different presentations to my classes. Because I teach history I feel I have a good handle on using inquiry to promote learning. We spend time debating (informally) and discussion all sorts of controversial historical/political events and topics.
Using table 27.5 on page 275-276, I believe the three most important competencies I need to develop are:
1. Stimulate and sustain learner motivation.
2. Using media and technology to enhance learning and performance.
3. Evaluate instructional effectiveness.
Although I am fairly good at maintaining my students’ interests during class, I have not delved into developing effective ways to sustaining motivation outside of class. At Teenworks, the homeschool organization I work for, I only see my students once a week for 1.5 hours. The other days they are at home completing assignments found in the syllabus. I have found several ideas that the students have enjoyed working on: creating a poster board that is a road map to the Civil War (describing some of the events that lead to the war), choosing an explorer and creating a travel brochure of their “new world” discoveries, and others. I think I need to look for more “discovery” type of assignments that get their brains focused and their creative juices flowing.
I have effectively used some media (CDs and DVDs) in my classroom to enhance learning. However, I have not developed many assignments that would have them using a computer, and all my students have computers at home, so it is definitely something that I should incorporate. I have told them to research a certain topic on the internet, but I think using a WebQuest would prevent a lot of needless searching of boring website! My goal is to develop a couple of WebQuest for each class so they discover part of the material for a particular topic. I really think this is a tool my students would enjoy using.
The last area I want to build on is evaluating my instructional effectiveness. Frequently, at the end of a class I will put a star beside a particular part of the lesson that went really well and I will make a note to myself when something didn’t work. This helps me prepare for the following year, but I still believe there are other things I could be doing to evaluate my role. I found rubric online that I plan on using periodically so I can assess the effectiveness of different teaching strategies I use in class. I hope addressing these three issues will increase my students’ performance.
R/D11
As I read through this chapter and reflected on our other readings I saw three areas that I could develop and improve that would have a significant effect on my teaching strategies. I also saw several strengths that I use in preparing for instruction.
I am good at organizing and planning goals and outcomes for the year. The organization I work for encourages us to be ‘living textbooks’ and to work at making our presentation relate to our students’ lives. We are always reminded to not rely on the textbook, because textbooks are usually so boring! I also enjoy giving enthusiastic and different presentations to my classes. Because I teach history I feel I have a good handle on using inquiry to promote learning. We spend time debating (informally) and discussion all sorts of controversial historical/political events and topics.
Using table 27.5 on page 275-276, I believe the three most important competencies I need to develop are:
1. Stimulate and sustain learner motivation.
2. Using media and technology to enhance learning and performance.
3. Evaluate instructional effectiveness.
Although I am fairly good at maintaining my students’ interests during class, I have not delved into developing effective ways to sustaining motivation outside of class. At Teenworks, the homeschool organization I work for, I only see my students once a week for 1.5 hours. The other days they are at home completing assignments found in the syllabus. I have found several ideas that the students have enjoyed working on: creating a poster board that is a road map to the Civil War (describing some of the events that lead to the war), choosing an explorer and creating a travel brochure of their “new world” discoveries, and others. I think I need to look for more “discovery” type of assignments that get their brains focused and their creative juices flowing.
I have effectively used some media (CDs and DVDs) in my classroom to enhance learning. However, I have not developed many assignments that would have them using a computer, and all my students have computers at home, so it is definitely something that I should incorporate. I have told them to research a certain topic on the internet, but I think using a WebQuest would prevent a lot of needless searching of boring website! My goal is to develop a couple of WebQuest for each class so they discover part of the material for a particular topic. I really think this is a tool my students would enjoy using.
The last area I want to build on is evaluating my instructional effectiveness. Frequently, at the end of a class I will put a star beside a particular part of the lesson that went really well and I will make a note to myself when something didn’t work. This helps me prepare for the following year, but I still believe there are other things I could be doing to evaluate my role. I found rubric online that I plan on using periodically so I can assess the effectiveness of different teaching strategies I use in class. I hope addressing these three issues will increase my students’ performance.
Monday, July 27, 2009
R/D10
Cindy Thelen
541, R/D10
There are several similarities between how instructional design works itself out in business, P-12 education, and higher education. Each of these distinct areas deal with improving human performance. They all require a tremendous amount of leadership for those who want to implement change. Before change can be implemented there needs to be a lot of communication and you need to reach a point of consensus about the need for change. Each area also has to deal with the pressures of assessment.
Instructional design in business has focused on improving job performance (Reiser & Dempsey, 2007, p. 175). Everyone is troubled about bottom-lines issues such as quantity versus quality, cost effectiveness, and employees doing their best. Schools are concerned with the same thing: improving the quality of instruction so as to improve the quality of learning. Even at the university level the same concern exists. According to Reiser & Dempsey (2007), “As an ID, part of my role is to facilitate the development of learning and teaching strategies” (p. 224). Litchfield, who worked with faculty development, described her job as helping faculty “design, develop, and implement strategies and activities that will keep their students’ attention and increase learning” (p. 228). One key reason for instructional design is to improve performance. Without improvement as the focus, there is no perceived need for change.
Communication, interpersonal skills, and building a consensus are essential if instructional design changes are to be addressed. Without communication people drag their feet and don’t want to participate in change because they don’t see the need for it. In business, Reiser and Dempsey explain (2007), “The communicative paradigm emphasizes reaching consensus among these parties throughout the design process” (p. 175). When Decatur Township School District wanted to facilitate change they dealt with the need for communication and consensus, too. The facilitators believed (2007)“it was important for as many stakeholders as possible to participate in the changes process and feel a sense of ownership of both the process and whatever design resulted” (p. 216). At the university level, McDonald listed the skills needed to worth with the faculty and included (2007) “the interpersonal skills necessary to maintain project flow” (p. 226). Without concrete and consistent communication change is met with resistance.
It takes leadership to promote instruction design changes, too. Reiser and Dempsey concluded that the demand for HPI professionals would increase (2007, p. 143). These professionals helped organize and lead businesses through the changes they needed to make. Chapter 21 repeatedly makes reference to the need for leadership and teams that help carry the weight of applying ID to education. The authors talked of “Cluster Improvement Teams”, “Site Improvement Teams”, and “Strategic Leadership Teams”. Especially at the university level, faculty members are expected to provide leadership for (2007) “the academic program, department, college, and university levels” (p. 230). They emphasized the need for guidance and direction to come from leaders willing to take risks and promote change.
The pressure that comes with assessment is a common theme in business and education. Reiser and Dempsey explain (2007), “A system that rewards people for their behavior without accounting for accomplishment encourages incompetence” (p. 137). Obviously business is concerned with the bottom-line and success is defined by human performance improvement (HPI), not well-worded platitudes. Step five of the Step-Up-To-Excellence methodology emphasized the need to (2007) “evaluate the performance of the entire district, including the performance of its clusters, schools, and teams” (p. 215) Assessment helps produce accountability and gives direction on adaptations that need to be made.
There are two ways that I can see the information from the chapters applying to my educational experience: one, we need more relevant professional development related to instructional methods, and two, we need to think of different ways of assessing students’ knowledge.
In the past, the organization I work for has trained their teachers the same way each year. It is boringly predictable and ineffective for veteran teachers. Funds for professional development are almost non-existent. However, I believe there are several creative ways to address the needs of veteran teachers. If nothing else, they could consult with the local school district to see if there are any excellent teachers who would like to share their expertise. I think the compensation would be feasible for our organization and the benefits, for the instructors as well as the students, would be many.
I feel that I am in a bit of a rut in terms of assessing my students. I primarily do research projects and quizzes/tests. I am sure if I think a little harder I can come up with some different ways to assess that will enable the students who struggle with traditional tests to shine.
{0}
541, R/D10
There are several similarities between how instructional design works itself out in business, P-12 education, and higher education. Each of these distinct areas deal with improving human performance. They all require a tremendous amount of leadership for those who want to implement change. Before change can be implemented there needs to be a lot of communication and you need to reach a point of consensus about the need for change. Each area also has to deal with the pressures of assessment.
Instructional design in business has focused on improving job performance (Reiser & Dempsey, 2007, p. 175). Everyone is troubled about bottom-lines issues such as quantity versus quality, cost effectiveness, and employees doing their best. Schools are concerned with the same thing: improving the quality of instruction so as to improve the quality of learning. Even at the university level the same concern exists. According to Reiser & Dempsey (2007), “As an ID, part of my role is to facilitate the development of learning and teaching strategies” (p. 224). Litchfield, who worked with faculty development, described her job as helping faculty “design, develop, and implement strategies and activities that will keep their students’ attention and increase learning” (p. 228). One key reason for instructional design is to improve performance. Without improvement as the focus, there is no perceived need for change.
Communication, interpersonal skills, and building a consensus are essential if instructional design changes are to be addressed. Without communication people drag their feet and don’t want to participate in change because they don’t see the need for it. In business, Reiser and Dempsey explain (2007), “The communicative paradigm emphasizes reaching consensus among these parties throughout the design process” (p. 175). When Decatur Township School District wanted to facilitate change they dealt with the need for communication and consensus, too. The facilitators believed (2007)“it was important for as many stakeholders as possible to participate in the changes process and feel a sense of ownership of both the process and whatever design resulted” (p. 216). At the university level, McDonald listed the skills needed to worth with the faculty and included (2007) “the interpersonal skills necessary to maintain project flow” (p. 226). Without concrete and consistent communication change is met with resistance.
It takes leadership to promote instruction design changes, too. Reiser and Dempsey concluded that the demand for HPI professionals would increase (2007, p. 143). These professionals helped organize and lead businesses through the changes they needed to make. Chapter 21 repeatedly makes reference to the need for leadership and teams that help carry the weight of applying ID to education. The authors talked of “Cluster Improvement Teams”, “Site Improvement Teams”, and “Strategic Leadership Teams”. Especially at the university level, faculty members are expected to provide leadership for (2007) “the academic program, department, college, and university levels” (p. 230). They emphasized the need for guidance and direction to come from leaders willing to take risks and promote change.
The pressure that comes with assessment is a common theme in business and education. Reiser and Dempsey explain (2007), “A system that rewards people for their behavior without accounting for accomplishment encourages incompetence” (p. 137). Obviously business is concerned with the bottom-line and success is defined by human performance improvement (HPI), not well-worded platitudes. Step five of the Step-Up-To-Excellence methodology emphasized the need to (2007) “evaluate the performance of the entire district, including the performance of its clusters, schools, and teams” (p. 215) Assessment helps produce accountability and gives direction on adaptations that need to be made.
There are two ways that I can see the information from the chapters applying to my educational experience: one, we need more relevant professional development related to instructional methods, and two, we need to think of different ways of assessing students’ knowledge.
In the past, the organization I work for has trained their teachers the same way each year. It is boringly predictable and ineffective for veteran teachers. Funds for professional development are almost non-existent. However, I believe there are several creative ways to address the needs of veteran teachers. If nothing else, they could consult with the local school district to see if there are any excellent teachers who would like to share their expertise. I think the compensation would be feasible for our organization and the benefits, for the instructors as well as the students, would be many.
I feel that I am in a bit of a rut in terms of assessing my students. I primarily do research projects and quizzes/tests. I am sure if I think a little harder I can come up with some different ways to assess that will enable the students who struggle with traditional tests to shine.
{0}
Friday, July 24, 2009
One way I could use googlemaps would be when introducing a new continent. I could have the students view my map and "visit" some of the interesting sites in the various countries. I would add a writing component to this also. Perhaps they would have to pick a country to visit, write down the places they would like to visit and then write 3 things they learned about the place. These things could be shared in class so people would get an overview of places to visit in Europe. They could also be required to add to other sites to visit on the map, thereby learning a new tech skill! :)
Here is the link to the map:
http://maps.google.com/maps/ms?ie=UTF8&hl=en&msa=0&msid=102200791479676917061.00046f746976a27f18db3&z=5
Here is the link to the map:
http://maps.google.com/maps/ms?ie=UTF8&hl=en&msa=0&msid=102200791479676917061.00046f746976a27f18db3&z=5
R/D9
As Sharon knows, I have found this class very difficult. It has gotten to the point that I dread reading what our next activity is about! When I signed up for this class (and EDT 542) I did not think I would have so many difficulties. I've never been afraid of learning new technology, but I realize I strongly prefer having someone show me as opposed to trying to figure it out on my own. I guess that is immature of me, but honestly, for some of our activities I have sat at the computer for 2 hours trying to figure it out. And come back later and had no success. And it is even more frustrating when I realize that everyone else is finding it easy to do. I keep thinking, what the heck I am missing? Why can't I find the right place to click and make this work?
That said, I love having a blog and adding the different features. I guess I just need more hand holding. For my onsite ed class everyone in the room said, "Don't ever take an EdTech class online, it's too hard! :) I thought, "Great, I'm taking two!" ;)
I have really enjoyed most of our readings, but didn't particularly care for chapter 18 or 21! They didn't seem to apply to me very much.
I believe the skills I have learned in this class will help me get a teaching position. Being able to say that I will communicate with my students and parents with a class blog is fairly impressive. And to think I know how to add links for students to practice theirs skills is cool, too!
That said, I love having a blog and adding the different features. I guess I just need more hand holding. For my onsite ed class everyone in the room said, "Don't ever take an EdTech class online, it's too hard! :) I thought, "Great, I'm taking two!" ;)
I have really enjoyed most of our readings, but didn't particularly care for chapter 18 or 21! They didn't seem to apply to me very much.
I believe the skills I have learned in this class will help me get a teaching position. Being able to say that I will communicate with my students and parents with a class blog is fairly impressive. And to think I know how to add links for students to practice theirs skills is cool, too!
R/D8
Cindy Thelen
R/D 8
I was especially surprised by the realization that very little change has taken place in out school systems even though many schools have focused on “change”. There are probably two key reasons behind this. One, schools forget to allocate funds to sustain the changes that are implemented. Two, they forget to include as many people as possible within the community through the use of community forums, so that people but into the need and the process for change. I have always looked at change as being more short-term. “We need to update our resources (math curriculum for instance), without realizing the continuing need for curriculum development and updating.
I was also surprised by the idea that piecemeal change is not very viable. As soon as you change one component within a system, there are many others that are affected and need changing, too.
Yet, systemic change is overwhelming for almost everyone! And what about budget-conscious Michigan? I can’t imagine speaking to my local district about a complete overhaul of our program without them looking at me as if I were nuts! There just are not the financial resources to do that kind of change. Another issue is time. Most people who want to be involved with change do not want to be involved with such a large time commitment. People want to see results not and people don’t feel they can afford to make such long-term commitments.
R/D 8
I was especially surprised by the realization that very little change has taken place in out school systems even though many schools have focused on “change”. There are probably two key reasons behind this. One, schools forget to allocate funds to sustain the changes that are implemented. Two, they forget to include as many people as possible within the community through the use of community forums, so that people but into the need and the process for change. I have always looked at change as being more short-term. “We need to update our resources (math curriculum for instance), without realizing the continuing need for curriculum development and updating.
I was also surprised by the idea that piecemeal change is not very viable. As soon as you change one component within a system, there are many others that are affected and need changing, too.
Yet, systemic change is overwhelming for almost everyone! And what about budget-conscious Michigan? I can’t imagine speaking to my local district about a complete overhaul of our program without them looking at me as if I were nuts! There just are not the financial resources to do that kind of change. Another issue is time. Most people who want to be involved with change do not want to be involved with such a large time commitment. People want to see results not and people don’t feel they can afford to make such long-term commitments.
R/D7
Cindy Thelen
R/D7
I think the idea about the communicative paradigm which “emphasizes reaching consensus among these parties throughout the design process (Reiser & Dempsey, p. 175) definitely applies to school districts who think superintendents and schools boards and the best ones to make decisions that directly effect teachers. Some times people not involved in the actual education process are the ones who decide on curriculum development and scheduling choices. For obvious reasons this removes the most important people from the process! Many (perhaps most) school boards are made up of parents, not educators. This is not to say that I don’t think parents should have any say or be involved, but rather that those who will actually use new curricula or have to deal with new schedules (block scheduling for instance) should have a say in those choices. Whenever the people involved in the effects of decisions are involved in the process of making those decisions, they tend to ‘own’ the decision. They are not as reactive to the change. Superintendents and school boards should actively involve educators in these choices if they want to improve employee performance and solve organizational problems.
I could see how technology-based training delivery could lower costs and increase learning and product outcomes for profession development. Frequently, professional development workshops are expensive, boring, or without enough focus for the needs of individual educators, therefore minimizing the benefits and outcomes. How often has the school brought in someone to help all teachers cover the topic of writing, and yet have not been able to suggest applications for various teachers: math, science, and English?
Imagine being able to choose the best team, course, or workshop that could work with your high school’s math department. Thanks to the internet, the school would not need to pay for housing and food for people to come in and work with innovations in math instruction. Instead, they would receive live interactive instruction at its best.
This summer I received group training for the use of webex. It was a ‘virtual team’ situation, with educators from all over lower Michigan. Webex is a web-conferencing tool used for on-line instruction. Last year’s training was on an individual basis and not very effective. This year we used webex for our training with the use of webex. All staff members were on-line at the same time, getting the same training. This saved time and money for our employers and actually saved us some time, too! The best thing was that we learned more working together because we learned from each other. If someone was having a problem they had a group of people who could respond, instead of looking to the trainer (our employer, who was new to the program, too) for all of the answers. Sometimes one of the staff figured out something that the trainer didn’t even know how to use. By using technology to train an entire group of teachers, we saved money and time. We also learned more by exploring the product together and helping each other figure out the different applications within the product.
R/D7
I think the idea about the communicative paradigm which “emphasizes reaching consensus among these parties throughout the design process (Reiser & Dempsey, p. 175) definitely applies to school districts who think superintendents and schools boards and the best ones to make decisions that directly effect teachers. Some times people not involved in the actual education process are the ones who decide on curriculum development and scheduling choices. For obvious reasons this removes the most important people from the process! Many (perhaps most) school boards are made up of parents, not educators. This is not to say that I don’t think parents should have any say or be involved, but rather that those who will actually use new curricula or have to deal with new schedules (block scheduling for instance) should have a say in those choices. Whenever the people involved in the effects of decisions are involved in the process of making those decisions, they tend to ‘own’ the decision. They are not as reactive to the change. Superintendents and school boards should actively involve educators in these choices if they want to improve employee performance and solve organizational problems.
I could see how technology-based training delivery could lower costs and increase learning and product outcomes for profession development. Frequently, professional development workshops are expensive, boring, or without enough focus for the needs of individual educators, therefore minimizing the benefits and outcomes. How often has the school brought in someone to help all teachers cover the topic of writing, and yet have not been able to suggest applications for various teachers: math, science, and English?
Imagine being able to choose the best team, course, or workshop that could work with your high school’s math department. Thanks to the internet, the school would not need to pay for housing and food for people to come in and work with innovations in math instruction. Instead, they would receive live interactive instruction at its best.
This summer I received group training for the use of webex. It was a ‘virtual team’ situation, with educators from all over lower Michigan. Webex is a web-conferencing tool used for on-line instruction. Last year’s training was on an individual basis and not very effective. This year we used webex for our training with the use of webex. All staff members were on-line at the same time, getting the same training. This saved time and money for our employers and actually saved us some time, too! The best thing was that we learned more working together because we learned from each other. If someone was having a problem they had a group of people who could respond, instead of looking to the trainer (our employer, who was new to the program, too) for all of the answers. Sometimes one of the staff figured out something that the trainer didn’t even know how to use. By using technology to train an entire group of teachers, we saved money and time. We also learned more by exploring the product together and helping each other figure out the different applications within the product.
Wednesday, July 22, 2009
EE Knight Elementary
I have interviewed for a kindergarten position at EE Knight Elementary and have been called back to the second round of interviews!
http://maps.google.com/maps?near=E.+E.+Knight+Elementary+School+%4043.003141,-84.368134&geocode=&q=restaurants&f=l&sll=43.063871,-84.671631&sspn=0.704328,1.229095&ie=UTF8&ll=43.07591,-84.671631&spn=0.679106,1.229095&z=10
http://maps.google.com/maps?near=E.+E.+Knight+Elementary+School+%4043.003141,-84.368134&geocode=&q=restaurants&f=l&sll=43.063871,-84.671631&sspn=0.704328,1.229095&ie=UTF8&ll=43.07591,-84.671631&spn=0.679106,1.229095&z=10
Thursday, July 16, 2009
R/D 6
I forgot to say a word about podcasts. I think in my classroom it would be a source for students to use who wanted to know more about a particular topic in history. I also think it would be fairly simple to record a lecture for a student who was absent and that could be put on the class blog for a student to access. It could even be used for those who wanted to review a difficult concept in class.
R/D6
R/D 6
Cindy Thelen
As teachers we are dealing with human performance improvement on a daily basis. Even as technology enhances our instruction and students’ learning we must never forget the human aspect of education. We should hope to be a part of helping students become happy, productive, intelligent, and compassionate citizens.
We should want“quantified result” (pg. 134) for our efforts and our students’ efforts. I thought the research of Schultz and Becker directly applied to the educational process. The book stated, “as the knowledge and performance capabilities of populations improve so, too, do the economic successes of countries and their peoples (Reiser, Dempsey, 2007, p. 136)”. If we want to play a part in the economic success of people then we should be working to improve our students’ knowledge and performance. This isn’t a game, it’s serious, and we need to begin to think globally.
At first I thought this statement was a bit harsh: “A system that rewards people for their behavior….without accounting for accomplishment encourages incompetence (2007, p. 138)”.
Yet, if we are to prepare our students for the work force, they will need to be competence adults who can accomplishment set outcomes. To reward mediocre performance would be unkind.
This chapter could also apply to the training of teachers. Are there better ways, including technology, that would prepare teachers for success in the classroom? Shouldn’t there be more of a connection from what we learn in college to the way we teach in the classroom? So many of us feel that what we learned in our educational classes about teaching did not apply in the actual classroom! There is a disconnect, which is exactly what they found between training and actual transfer to the workplace (2007, p. 142). People learned when they went through training, but it didn’t transfer into the efforts they put into their work.
We, as teachers, need to be serious about our efforts in the classroom. Each of us has a part to play in the development of a student into a mature, effective adult.
Cindy Thelen
As teachers we are dealing with human performance improvement on a daily basis. Even as technology enhances our instruction and students’ learning we must never forget the human aspect of education. We should hope to be a part of helping students become happy, productive, intelligent, and compassionate citizens.
We should want“quantified result” (pg. 134) for our efforts and our students’ efforts. I thought the research of Schultz and Becker directly applied to the educational process. The book stated, “as the knowledge and performance capabilities of populations improve so, too, do the economic successes of countries and their peoples (Reiser, Dempsey, 2007, p. 136)”. If we want to play a part in the economic success of people then we should be working to improve our students’ knowledge and performance. This isn’t a game, it’s serious, and we need to begin to think globally.
At first I thought this statement was a bit harsh: “A system that rewards people for their behavior….without accounting for accomplishment encourages incompetence (2007, p. 138)”.
Yet, if we are to prepare our students for the work force, they will need to be competence adults who can accomplishment set outcomes. To reward mediocre performance would be unkind.
This chapter could also apply to the training of teachers. Are there better ways, including technology, that would prepare teachers for success in the classroom? Shouldn’t there be more of a connection from what we learn in college to the way we teach in the classroom? So many of us feel that what we learned in our educational classes about teaching did not apply in the actual classroom! There is a disconnect, which is exactly what they found between training and actual transfer to the workplace (2007, p. 142). People learned when they went through training, but it didn’t transfer into the efforts they put into their work.
We, as teachers, need to be serious about our efforts in the classroom. Each of us has a part to play in the development of a student into a mature, effective adult.
Wednesday, July 15, 2009
R/D5
Cindy Thelen
R/D5
There are several reasons why I believe that technology will have a significant effect on educational programs and development in grades K-12.
1. Current research shows that technology is beginning to have a direct and positive effect on learning. We are beginning to see the possibilities of technology to do much more than rote memorization and drill practice.
"We know that successful technology-rich schools generate impressive results for students, including improved achievement; higher test scores; improved student attitude, enthusiasm, and engagement; richer classroom content; and improved student retention and job placement rates. Of the hundreds of studies that show positive benefits from the use of technology, two are worth noting for their comprehensiveness. The first, a U.S. Department of Education-funded study of nine technology-rich schools, concluded that the use of technology resulted in educational gains for all students regardless of age, race, parental income, or other characteristics. [GET THIS] The second, a 10-year study supported by Apple Computer, Inc., concluded that student provided with technology-rich learning environments ‘continued to perform well on standardized tests but were also developing a variety of competencies not usually measured. Students explored and represented information dynamically and in many forms; became socially aware and more confident; communicated effectively about complex processes; became independent learners and self-starters; knew their areas of expertise and shared that expertise spontaneously.’" (ACOT) http://www.nsba.org/sbot/toolkit/tiol.html
2. Students need complex computer skills in the workplace. They need to be familiar with the various ways technology can be used, how to do research, and how to learn, using technology.
3. A global economy requires a workforce capable of participating and competing at the highest levels. Technology is a major factor in our world and its use continues to grow so we need to equip our students with the necessary skills to compete in a world market. The place to develop the skills for using technology is the schools.
4. Technology is present in almost all schools.
“Computers are available in almost every classroom in the United States, with 98% of schools and 77% of classrooms connected to the Internet (NCES, 2000b).”
It is not only available for almost all students and teachers; it is continually being upgraded so that it is becoming more effective for promoting the learning of complex ideas (computer generated simulations, for example).
5. The success of instructional design and technology in business and the military. This was well documented in chapter 3 of Trends and Issues in Instructional Design and Technology.
6. Many current teachers are unfamiliar with technology and are intimidated by it. They, typically, understand how to use it for drill, review, and rote memory, but are not trained in the use of available programs that use flex cams, or programs like Visible Body (exploring the body in 3D), or Lego Digital Designer (a CAD program). New teachers are being trained in effective use of technology in the classroom. As they replace the older generation of teachers, the use of technology should increase.
7. Perhaps part of the reason we are not seeing as much of a correlation between the use of technology and learning is because we are used to verifying learning with standardized tests. While these are useful for some information, they do not usually detect complex learning (the synthesizing, analyzing, and applying of data, etc).
8. As we learn more about how we learn, the idea of ‘one size fits all’ as pertaining to instruction, is simply ridiculous.
"Three principles from brain research: emotional safety, appropriate challenges, and self constructed meaning suggest that a one-size-fits-all approach to classroom instruction teaching is ineffective for most students and harmful to some.
Teach Me Teach My Brian – A Call For Differentiated Classrooms - Carol Ann Tomlinson
Nov. 1998 Educational Leadership - How the Brain Works
Educational Leadership Index and Look up Nov 19
The creative and careful use of technology in the classroom is one way to address the individual needs of the learner.
I realize that for the longest time there has not been a bonafide connection between the use of instructional media and learning, but I believe we are on the verge of this changing. Educational research into the way we learn will have a direct effect on the programs available for educators.
R/D5
There are several reasons why I believe that technology will have a significant effect on educational programs and development in grades K-12.
1. Current research shows that technology is beginning to have a direct and positive effect on learning. We are beginning to see the possibilities of technology to do much more than rote memorization and drill practice.
"We know that successful technology-rich schools generate impressive results for students, including improved achievement; higher test scores; improved student attitude, enthusiasm, and engagement; richer classroom content; and improved student retention and job placement rates. Of the hundreds of studies that show positive benefits from the use of technology, two are worth noting for their comprehensiveness. The first, a U.S. Department of Education-funded study of nine technology-rich schools, concluded that the use of technology resulted in educational gains for all students regardless of age, race, parental income, or other characteristics. [GET THIS] The second, a 10-year study supported by Apple Computer, Inc., concluded that student provided with technology-rich learning environments ‘continued to perform well on standardized tests but were also developing a variety of competencies not usually measured. Students explored and represented information dynamically and in many forms; became socially aware and more confident; communicated effectively about complex processes; became independent learners and self-starters; knew their areas of expertise and shared that expertise spontaneously.’" (ACOT) http://www.nsba.org/sbot/toolkit/tiol.html
2. Students need complex computer skills in the workplace. They need to be familiar with the various ways technology can be used, how to do research, and how to learn, using technology.
3. A global economy requires a workforce capable of participating and competing at the highest levels. Technology is a major factor in our world and its use continues to grow so we need to equip our students with the necessary skills to compete in a world market. The place to develop the skills for using technology is the schools.
4. Technology is present in almost all schools.
“Computers are available in almost every classroom in the United States, with 98% of schools and 77% of classrooms connected to the Internet (NCES, 2000b).”
It is not only available for almost all students and teachers; it is continually being upgraded so that it is becoming more effective for promoting the learning of complex ideas (computer generated simulations, for example).
5. The success of instructional design and technology in business and the military. This was well documented in chapter 3 of Trends and Issues in Instructional Design and Technology.
6. Many current teachers are unfamiliar with technology and are intimidated by it. They, typically, understand how to use it for drill, review, and rote memory, but are not trained in the use of available programs that use flex cams, or programs like Visible Body (exploring the body in 3D), or Lego Digital Designer (a CAD program). New teachers are being trained in effective use of technology in the classroom. As they replace the older generation of teachers, the use of technology should increase.
7. Perhaps part of the reason we are not seeing as much of a correlation between the use of technology and learning is because we are used to verifying learning with standardized tests. While these are useful for some information, they do not usually detect complex learning (the synthesizing, analyzing, and applying of data, etc).
8. As we learn more about how we learn, the idea of ‘one size fits all’ as pertaining to instruction, is simply ridiculous.
"Three principles from brain research: emotional safety, appropriate challenges, and self constructed meaning suggest that a one-size-fits-all approach to classroom instruction teaching is ineffective for most students and harmful to some.
Teach Me Teach My Brian – A Call For Differentiated Classrooms - Carol Ann Tomlinson
Nov. 1998 Educational Leadership - How the Brain Works
Educational Leadership Index and Look up Nov 19
The creative and careful use of technology in the classroom is one way to address the individual needs of the learner.
I realize that for the longest time there has not been a bonafide connection between the use of instructional media and learning, but I believe we are on the verge of this changing. Educational research into the way we learn will have a direct effect on the programs available for educators.
Podcast
I know I don't have this quite right, but this was the best that I could do, so far. :) I chose this site because it has several categories that I could use, including Social Studies and Music Education. Under Social Studies, I downloaded 'History Podcast' to itunes. I liked his concise stories of specific historical events and people.
Tuesday, July 14, 2009
Thom, Addie, Jack, and Skye
This is my son Thom with (left to right) his daughter, Addie, his son, Jack, and his niece, Skye. It was Jack's birthday! :)
Thursday, July 9, 2009
R/D4
Cindy Thelen
D/B4
There are some obvious concerns with incorporating photo sharing in the classroom. Many times students don’t think about the pictures they take and post. It could be an educator’s nightmare! Is there a way of filtering the photos? Perhaps an editing tool that the teacher could use? Maybe it just needs to be something that the teacher takes charge of and each picture has to be pre-approved before being photo shared.
Photo sharing would be a great way to display pictures taken of students’ art projects (not just from art class), classroom demonstrations, or field trips. Parents would enjoy seeing all of these, too. I could imagine my class creating a ‘Women and the Civil War’ collage of pictures. However, I assume I would have to be concerned about copyrights. Maybe copyrights wouldn’t be an issue if we weren’t actually publishing something, just sharing it. A collection of pictures from a field trip would remind students of the things they saw and learned about. It would be something to share with other classes, too. Pictures of students demonstrating something they learned could also be put on your photo share site. Parents that work would get a visual idea of what their child does in school.
I really enjoyed reading chapter two and the list of characteristics of instructional design: learner centered (with some individualized components), goal oriented (does it meet a need), focuses on meaningful performance (not just something fun to do), assumes outcomes can be measured in a reliable and valid way (information every teacher wants and needs), is empirical, iterative, and self-correcting (saving us from the dreaded pile of papers to correct), and typically is a team effort.
Several of the processes the authors described are similar to things I currently use when making lesson plans. I want my lesson plans to be learner centered and look for ways to incorporate differentiated instruction, meeting the individual needs of my students and directing the learning time to various learning styles. Of course, I want my students to meet certain goals and am always reminded that “if you aim at nothing, you usually get there”. I try to make my educational goal worthy of their time. I don’t want to waste my students’ time on busy work. I want them actively involved, inquiring, problem solving, and applying their knowledge. Measuring outcomes is an important part of the educational process, so not only the teacher, but the students, too, can see what they have learned. The immediacy of feedback is one of the essential strengths of technology. If students have mastered a goal, they can move on. If they are struggling, they can go back and review. One thing I rarely include in lesson plans is collaborative learning (team effort). I’ve always been afraid that one or two students would do the work, while others looked on. I think if I had a rubric for grading, I would be able to see who did what, so there would be consequences for slackers.
D/B4
There are some obvious concerns with incorporating photo sharing in the classroom. Many times students don’t think about the pictures they take and post. It could be an educator’s nightmare! Is there a way of filtering the photos? Perhaps an editing tool that the teacher could use? Maybe it just needs to be something that the teacher takes charge of and each picture has to be pre-approved before being photo shared.
Photo sharing would be a great way to display pictures taken of students’ art projects (not just from art class), classroom demonstrations, or field trips. Parents would enjoy seeing all of these, too. I could imagine my class creating a ‘Women and the Civil War’ collage of pictures. However, I assume I would have to be concerned about copyrights. Maybe copyrights wouldn’t be an issue if we weren’t actually publishing something, just sharing it. A collection of pictures from a field trip would remind students of the things they saw and learned about. It would be something to share with other classes, too. Pictures of students demonstrating something they learned could also be put on your photo share site. Parents that work would get a visual idea of what their child does in school.
I really enjoyed reading chapter two and the list of characteristics of instructional design: learner centered (with some individualized components), goal oriented (does it meet a need), focuses on meaningful performance (not just something fun to do), assumes outcomes can be measured in a reliable and valid way (information every teacher wants and needs), is empirical, iterative, and self-correcting (saving us from the dreaded pile of papers to correct), and typically is a team effort.
Several of the processes the authors described are similar to things I currently use when making lesson plans. I want my lesson plans to be learner centered and look for ways to incorporate differentiated instruction, meeting the individual needs of my students and directing the learning time to various learning styles. Of course, I want my students to meet certain goals and am always reminded that “if you aim at nothing, you usually get there”. I try to make my educational goal worthy of their time. I don’t want to waste my students’ time on busy work. I want them actively involved, inquiring, problem solving, and applying their knowledge. Measuring outcomes is an important part of the educational process, so not only the teacher, but the students, too, can see what they have learned. The immediacy of feedback is one of the essential strengths of technology. If students have mastered a goal, they can move on. If they are struggling, they can go back and review. One thing I rarely include in lesson plans is collaborative learning (team effort). I’ve always been afraid that one or two students would do the work, while others looked on. I think if I had a rubric for grading, I would be able to see who did what, so there would be consequences for slackers.
R/D3
Cindy Thelen
D/B3
Social bookmarking is new for me, but I found it very easy to set up. I imported all my ‘favorites’ to the site. Now I just need to find a way of organizing them. On my own computer I just click on favorites and can open up a file for one topic. I haven’t figured out how to do that in social book marking. As you can tell, I am ‘technology challenged’, but I am really trying to understand, learn, and apply technology to my classroom. Some things, like blogging are user-friendly and other things take me more time. I find it easier to learn something when someone shows me.
I think there are many benefits to social bookmarking. Social bookmarking would be a way for an administrator to communicate with staff and refer them to professional development or educational sites. An administrator could assign a particular site for teachers to look at before a teacher’s meeting. If the administrator wanted the staff to learn about WebQuest he could bookmark zunal.com and let them read up about it. That way, the staff would be familiar with the subject at hand and be ready to discuss what they’ve learned with the group.
Parents would enjoy social bookmarking because they could find teacher-approved web sites for homework assignments.
The two most important applications to me would be sharing with other teachers and students. I can only imagine the time that can be saved for either scenario. Many times I’ve looked up a specific topic on the web and have had to go to numerous sites before finding one that has the information I need. With social bookmarking I will be able to share my favorites with other history/geography/music teachers and they can do likewise. Students will be spared the wasted time searching for great websites, too. Perhaps the best thing about social bookmarking is I can find my favorite websites on any computer! I don’t have a laptop so there have been several occasions when I’ve been at school and thought, “Where was that site again”?
In terms of our reading assignment, I thought I could give a good definition of instructional design and technology, but there is obviously a lot more to it! I liked the conciseness of the AECT definition on page six (from 2006). The one the authors used was beneficial for elaborating about the topic, but was a bit cumbersome for me. The AECT definition states what I am looking for in my two EDT classes: opportunities to learn about bringing technology into the classroom and ‘facilitating learning and improving performance’. I hope to be able to incorporate technology in my classes for my benefit as well as my students. To oversimplify, technology should help me teach and should help them learn.
Finding and using educational technology that is both sound and imaginative is the job of each teacher. Using that technology to truly enhance learning is the goal.
D/B3
Social bookmarking is new for me, but I found it very easy to set up. I imported all my ‘favorites’ to the site. Now I just need to find a way of organizing them. On my own computer I just click on favorites and can open up a file for one topic. I haven’t figured out how to do that in social book marking. As you can tell, I am ‘technology challenged’, but I am really trying to understand, learn, and apply technology to my classroom. Some things, like blogging are user-friendly and other things take me more time. I find it easier to learn something when someone shows me.
I think there are many benefits to social bookmarking. Social bookmarking would be a way for an administrator to communicate with staff and refer them to professional development or educational sites. An administrator could assign a particular site for teachers to look at before a teacher’s meeting. If the administrator wanted the staff to learn about WebQuest he could bookmark zunal.com and let them read up about it. That way, the staff would be familiar with the subject at hand and be ready to discuss what they’ve learned with the group.
Parents would enjoy social bookmarking because they could find teacher-approved web sites for homework assignments.
The two most important applications to me would be sharing with other teachers and students. I can only imagine the time that can be saved for either scenario. Many times I’ve looked up a specific topic on the web and have had to go to numerous sites before finding one that has the information I need. With social bookmarking I will be able to share my favorites with other history/geography/music teachers and they can do likewise. Students will be spared the wasted time searching for great websites, too. Perhaps the best thing about social bookmarking is I can find my favorite websites on any computer! I don’t have a laptop so there have been several occasions when I’ve been at school and thought, “Where was that site again”?
In terms of our reading assignment, I thought I could give a good definition of instructional design and technology, but there is obviously a lot more to it! I liked the conciseness of the AECT definition on page six (from 2006). The one the authors used was beneficial for elaborating about the topic, but was a bit cumbersome for me. The AECT definition states what I am looking for in my two EDT classes: opportunities to learn about bringing technology into the classroom and ‘facilitating learning and improving performance’. I hope to be able to incorporate technology in my classes for my benefit as well as my students. To oversimplify, technology should help me teach and should help them learn.
Finding and using educational technology that is both sound and imaginative is the job of each teacher. Using that technology to truly enhance learning is the goal.
Friday, July 3, 2009
D/B2
D/B2
Cindy Thelen
I was surprised how easy it was to set up the blog, but I had serious problems with the RSS feeds. Finally, with the help of Sharon Peterson, we were able to get it up and running. I have friends who have blogs and I enjoy reading them, but I can’t really see myself entering daily thoughts about my life. I think it would be boring! J And I’m really not the journaling type. The thing I like best about the RSS Reader is that I can access my news from one page, instead flipping back and forth. I’m a bit of a news junkie so it just makes it faster for me.
Blogs and RSS feeds use text, still pictures, and video so I can see them falling into several categories of Dale’s Cone. I think it best lends itself to the more abstract areas, still pictures, visual symbols, educational television, exhibits, motion pictures.
I can see myself using this technology in a couple of ways. One would be to keep in touch with students. Any questions they have about assignments can be answered by me and read by all. It would be easy to see a common problem emerging if several blogged in with the same question. Clarification would be faster. However, I am already doing that with email, so I’m not sure their would be any added benefit.
In my Geography class we are required to bring in a current event for the particular continent we are studying. This is where a blog would come in handy for posting pictures and comments about a particular event or location students wanted to talk to share. The class is for 9th graders and it is a perfect time to begin discussing world events and how Americans look at things differently then other people throughout the world. I think I blog would facilitate more discussion on the current events shared. If they added a feed with the story that would really bring the event to life!
I cannot imagine how teachers with very young students (Kindergarten through 2nd) would find it very valuable. It will be interesting to read other blogs to see if any of you have come up with some ways to enhance your teaching.
Cindy Thelen
I was surprised how easy it was to set up the blog, but I had serious problems with the RSS feeds. Finally, with the help of Sharon Peterson, we were able to get it up and running. I have friends who have blogs and I enjoy reading them, but I can’t really see myself entering daily thoughts about my life. I think it would be boring! J And I’m really not the journaling type. The thing I like best about the RSS Reader is that I can access my news from one page, instead flipping back and forth. I’m a bit of a news junkie so it just makes it faster for me.
Blogs and RSS feeds use text, still pictures, and video so I can see them falling into several categories of Dale’s Cone. I think it best lends itself to the more abstract areas, still pictures, visual symbols, educational television, exhibits, motion pictures.
I can see myself using this technology in a couple of ways. One would be to keep in touch with students. Any questions they have about assignments can be answered by me and read by all. It would be easy to see a common problem emerging if several blogged in with the same question. Clarification would be faster. However, I am already doing that with email, so I’m not sure their would be any added benefit.
In my Geography class we are required to bring in a current event for the particular continent we are studying. This is where a blog would come in handy for posting pictures and comments about a particular event or location students wanted to talk to share. The class is for 9th graders and it is a perfect time to begin discussing world events and how Americans look at things differently then other people throughout the world. I think I blog would facilitate more discussion on the current events shared. If they added a feed with the story that would really bring the event to life!
I cannot imagine how teachers with very young students (Kindergarten through 2nd) would find it very valuable. It will be interesting to read other blogs to see if any of you have come up with some ways to enhance your teaching.
Thursday, July 2, 2009
Cindy Thelen
D/B1
I disagree with Postman’s view of the purpose of schools. How can we have a civilized society if they have not been taught to read, write, reason, and observe? The list of kindergarten social values (share everything, play fair, etc) are ideals we want to impart to our children but how do we deal with people who do not believe in sharing, playing fair, and not hitting? How can the complex problems that our world is facing be solved if people are lacking the skills to understand and address them?
Technology in the classroom is an opportunity to reach a generation of tech-savvy souls and to individualize curriculum and instruction. It can be used to reach students beyond our classroom.
This year I taught a World Geography class online. My students were homeschoolers in Iowa, and we were able to use available technology to converse, share, study, and learn together. For some of these students, it was their first opportunity to have an instructor other than a parent!
Yes, the possibility for information overload is endless in our world, yet, even that can be curtailed with the push of a button. Information doesn’t need to overwhelm is we would be a little selective. We can apply ourselves to quiet reflection and reading, can we not? If children are taught to read and experience the pleasures and benefits associated with that ability, they will have endless opportunities to explore our world and expand their interests, which will in turn help them participate in the world around them.
Technology has been both our enemy (atomic bombs) and our friend. Think of all the technologies that help us deal with health issues (stents, by-pass surgery, kidney dialysis, to name a few), mobility (wheelchairs, autos, and airplanes), relationships (telephone, email, and other ways to keep in touch with friends and loved ones). Technology need not be feared, but should be used with some modicum of discretion, as not to interfere with our humanness.
Reigeluth and Joseph's article seemed too judgmental toward the past. Does he really believe that education has focused on sorting and not learning? From my own experience, I believe the vast majority of teachers have poured their hearts and minds into reaching each student. Most of my teachers were cheerleaders of all their students and were known to go the extra mile to reach each one.
Reigeluth and Joseph’s idea of customization rather than standardization is a worthy, but difficult goal for all teachers. Practically speaking, how do we individualize instruction for 25 or more students? How do we track their progress? Technology can be part of the answer, particularly in tracking progress, and giving individual students the extra help they need, without ignoring the rest of the class.
I really appreciated their idea about a learning-focused paradigm, because we want our students to be thinkers. I think we need to use technology to enhance our lessons, meet out students where they are at, and strive to develop thinking students who can address the world they live in.
D/B1
I disagree with Postman’s view of the purpose of schools. How can we have a civilized society if they have not been taught to read, write, reason, and observe? The list of kindergarten social values (share everything, play fair, etc) are ideals we want to impart to our children but how do we deal with people who do not believe in sharing, playing fair, and not hitting? How can the complex problems that our world is facing be solved if people are lacking the skills to understand and address them?
Technology in the classroom is an opportunity to reach a generation of tech-savvy souls and to individualize curriculum and instruction. It can be used to reach students beyond our classroom.
This year I taught a World Geography class online. My students were homeschoolers in Iowa, and we were able to use available technology to converse, share, study, and learn together. For some of these students, it was their first opportunity to have an instructor other than a parent!
Yes, the possibility for information overload is endless in our world, yet, even that can be curtailed with the push of a button. Information doesn’t need to overwhelm is we would be a little selective. We can apply ourselves to quiet reflection and reading, can we not? If children are taught to read and experience the pleasures and benefits associated with that ability, they will have endless opportunities to explore our world and expand their interests, which will in turn help them participate in the world around them.
Technology has been both our enemy (atomic bombs) and our friend. Think of all the technologies that help us deal with health issues (stents, by-pass surgery, kidney dialysis, to name a few), mobility (wheelchairs, autos, and airplanes), relationships (telephone, email, and other ways to keep in touch with friends and loved ones). Technology need not be feared, but should be used with some modicum of discretion, as not to interfere with our humanness.
Reigeluth and Joseph's article seemed too judgmental toward the past. Does he really believe that education has focused on sorting and not learning? From my own experience, I believe the vast majority of teachers have poured their hearts and minds into reaching each student. Most of my teachers were cheerleaders of all their students and were known to go the extra mile to reach each one.
Reigeluth and Joseph’s idea of customization rather than standardization is a worthy, but difficult goal for all teachers. Practically speaking, how do we individualize instruction for 25 or more students? How do we track their progress? Technology can be part of the answer, particularly in tracking progress, and giving individual students the extra help they need, without ignoring the rest of the class.
I really appreciated their idea about a learning-focused paradigm, because we want our students to be thinkers. I think we need to use technology to enhance our lessons, meet out students where they are at, and strive to develop thinking students who can address the world they live in.
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